Development of MOOC content with STEM approach and its influence on students’ geographical literacy
Abstract
This research aims to develop MOOC content with a STEM approach using the Schoology Learning Management System (LMS) and apply the developed product to assess its impact on students' geographical literacy abilities. The research falls under the category of Research and Development (R&D) with a mixed-method analysis. The development model used in this study is ASSURE. The research design implemented the one-group pretest-posttest design with the N-gain score test when a significant difference was found between the average pretest and posttest scores through the paired sample T-Test. The N-gain score was then used to determine the product’s effectiveness based on Heke’s category. Then, the trial subjects were selected by purposive sampling method based on the location and school criteria. The data collection instruments used were interviews and questionnaires. The study's findings show that the MOOC content developed using a STEM approach on the LMS Schoology is highly commendable, with a score of 98.8 percent. Furthermore, the analysis indicates a significant improvement in students' geographical literacy skills, as demonstrated by the N-gain test results, which show a high gain score of 0.7105. These outcomes confirm that using the STEM approach in MOOC content within the LMS Schoology is effective in enhancing students' geographical literacy.
Keywords
Full Text:
PDFReferences
Akbar, S. (2016). Instrumen perangkat pembelajaran. Bandung: PT. Remaja Rosdakarya.
Arrasyid, R., Setiawan, I., & Sugandi, D. (2019). Developing learning media based on Geographic Information System for geography subject in senior high schools. Jurnal Pendidikan Ilmu Sosial, 28(1), 1–7.
Artobatama, I. (2018). Pembelajaran stem berbasis outbound permainan tradisional. Indonesian Journal of Primary Education, 2(2), 40–47.
Asmuni, A. (2020). Problematika pembelajaran daring di masa pandemi COVID-19 dan solusi pemecahannya. Jurnal Paedagogy, 7(4), 281–288.
Devi, P. K., Herliani, E., Setiawan, R., Yanuar, Y., & Karyana, S. (2018). Materi IHT instruktur pelatihan pembelajaran berbasis STEM. Bandung: SEAMEO (South East Asia Ministry of Education Organization).
Djamarah, S. B., & Zain, A. (2010). Strategi belajar mengajar. Jakarta: Rineka Cipta.
Edelson, D. (2014). Geo-literacy. Retrieved January 26, 2024, from www.nationalgeographic.org website: https://education.nationalgeographic.org/resource/geo-literacy-preparation-far-reaching-decisions/
Education Reimagined. (2019). The partnership for 21st century learning skills. Retrieved from Education Reimagined website: https://education-reimagined.org/resources/partnership-for-21st-century-learning/
Farizi, S. F., Umamah, N., & Surya, R. A. (2021). Schoology effectivity as history learning environment during industrial revolution 4.0 era. IOP Conference Series: Earth and Environmental Science, 747(1), 12058. IOP Publishing.
Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113.
Handayani, R., & Priatmoko, S. (2013). Pengaruh pembelajaran problem solving berorientasi hots (higher order thinking skills) terhadap hasil belajar kimia siswa kelas X. Jurnal Inovasi Pendidikan Kimia, 7(1), 1051–1062.
Haniah, H., Asminiwaty, N., & Sihombing, O. (2019). Panduan pengembangan pembelajaran tata busana berbasis teknologi digital (scholoogy) untuk instruktur.
Hardi, R., Gunawan, G., & Sumardi, S. (2018). Pendekatan baru teknologi MOOC sebagai media pembelajaran pada matakuliah pemrograman. Prosiding SNITT Poltekba, 3(1), 317–323.
Haryanto, S. (2018). Kelebihan dan kekurangan E-learning berbasis schoology (studi PTK dalam pembejaran mata kuliah academic listening). Prosiding Seminar Nasional Geotik, 106–110. Surakarta: Universitas Muhammadiyah Surakarta.
Heke, R. (1999). Analyzing Change/Gain Score. Indiana: Indiana University.
Kapila, V., & Iskander, M. (2014). Lessons learned from conducting a K-12 project to revitalize achievement by using instrumentation in Science Education. Journal of STEM Education, 15(1), 46–51.
Kerski, J. J. (2015). Geo-awareness, geo-enablement, geotechnologies, citizen science, and storytelling: Geography on the world stage. Geography Compass, 9(1), 14–26. https://doi.org/10.1111/gec3.12193
Latip, A. (2020). Peran literasi teknologi informasi dan komunikasi pada pembelajaran jarak jauh di masa pandemi COVID-19. EduTeach: Jurnal Edukasi dan Teknologi Pembelajaran, 1(2), 108–116.
Marpaung, J. (2015). Pengaruh gaya belajar terhadap prestasi belajar siswa. KOPASTA: Journal of the Counseling Guidance Study Program, 2(2), 13–17.
Permanasari, A. (2016). STEM education: Inovasi dalam pembelajaran sains. Prosiding SNPS (Seminar Nasional Pendidikan Sains), 3, 23–34.
Pribadi, R. E. (2017). Implementasi sustainable development goals (SDGs) dalam meningkatkan kualitas pendidikan di Papua. EJournal Ilmu Hubungan Internasional, 5(3), 917–932.
Saputra, H. (2016). Pengembangan mutu pendidikan menuju era global: Penguatan mutu pembelajaran dengan penerapan HOTS (high order thinking skills). Bandung: SMILE’s Publishing.
Seedhouse, E. (2016). XCOR, Developing the next generation spaceplane. Springer.
Sintawati, M., & Indriani, F. (2019). Pentingnya technological pedagogical content knowledge (TPACK) guru di era revolusi industri 4.0. Prosiding Seminar Nasional Pagelaran Pendidikan Dasar Nasional (PPDN) 2019, 1(1), 417–422.
Sudiana, R. (2016). Efektifitas penggunaan learning management system berbasis online. JPPM (Jurnal Penelitian dan Pembelajaran Matematika), 9(2), 201–209.
Sugiyanto, S., Maryani, E., & Ruhimat, M. (2017). Studi tingkat kepahaman guru IPS SMP tentang literasi geografi. Jurnal Pendidikan Ilmu Sosial, 26(2), 205–218.
Sugiyono, S. (2015). Metode penelitian & pengembangan research and development. Bandung: Alfabeta.
Susanti, L. Y., Hasanah, R., & Khirzin, M. H. (2018). Penerapan media pembelajaran kimia berbasis science, technology, engineering, and mathematics (STEM) untuk meningkatkan hasil belajar siswa SMA/SMK pada materi reaksi redoks. Jurnal Pendidikan Sains (JPS), 6(2), 32–40.
The Ministry of Education, Culture, Research, and T. (2020). Satuan Pendidikan Bisa Memilih Platform Pembelajaran Jarak Jauh yang Sesuai dengan Kebutuhan. Retrieved from https://p4tkbispar.-kemdikbud.go.id/¬portal/index.php/2020/04/06/satuan-pendidikan-bisa-memilih-platform-pembelajaran-jarak-jauh-yang-sesuai-dengan-kebutuhan/
Utami, I. S., Septiyanto, R. F., Wibowo, F. C., & Suryana, A. (2017). Pengembangan STEM-A (science, technology, engineering, mathematic and animation) berbasis kearifan lokal dalam pembelajaran fisika. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(1), 67–73.
Wahyudi, I. (2017). Pengembangan program pembelajaran fisika sma berbasis e-learning dengan schoology. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(2), 187–199.
DOI: http://dx.doi.org/10.17977/um017v29i12024p60-77
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi is licensed under Creative Commons Attribution-ShareAlike 4.0 International License,
JPG Indexed By:
View My Stats