Enhancing Students' Communication and STEM Reasoning Abilities Based on Gender Through Application of IT-based Chemistry Teaching Materials
Abstract
Among the difficulties faced by instructors in delivering chemistry lessons are lack of information technology (IT)-based teaching materials that would very effectively support e-learning or face-to-face learning especially in effort to enhance students’ communication skills and STEM reasoning skills. Digital technology advancement provides the opportunities to help resolve this problem. This study aimed to enhance students’ communication skills and STEM reasoning abilities through application of IT-based (bandicame and canva applications) chemistry teaching materials that is integrated to Google Classroom platform and to identify the differences in students’ communication skills and STEM reasoning abilities based on genders. The research took samples of 50 students (19 male and 31 female) at an Indonesian senior high school by applying quasi experiment pretest-posttest control group design. Communication skills were measured by means of a questionnaire, while reasoning abilities were gauged using an essay test. The results were then analyzed descriptively focusing on increases in communication skills and STEM reasoning abilities scores and independent sample t-test. Findings of the study show that: (1) Students’ communication skills and STEM reasoning abilities can be enhanced through application of GC-integrated IT-based chemistry teaching materials; (2) Significant differences existed in the students’ communication skills based on genders, of which highest increase was identified on WCS indicator for females and SCS indicator for males; and (3) significant differences were identified in students’ STEM reasoning abilities based on genders with highest increase on RI indicator for females, followed by RD indicator for males, and RA for females.
https://doi.org/10.26803/ijlter.22.5.8
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