The Effect of STEM-Shinka-Integrated Student Worksheets on Critical Thinking Skills in Environmental Topics

Alifa Istu Mustafa, Kistantia Elok Mumpuni, Christopher Habunatalia Punzalan

Abstract


The critical thinking skills of Indonesian students are still relatively low, as shown by several research findings. One of the factors causing this is teaching materials and student worksheets that have not been optimally designed. Previous studies on STEM-based worksheets indicate that implementation is often incomplete, reflecting STEM aspects through isolated questions rather than systematic learning syntax. Meanwhile, the Shinka structure emphasizes the gradual development of students' thinking through elements such as thinking models’ presentation, interaction columns, and reflection revision, aligning with the STEM approach in solving real-world problems. This study aims to determine the effect of using STEM-Shinka worksheets on students' critical thinking skills (CTS) on Environmental topic. This study uses a quasi-experimental method with a pretest-posttest control group design, involving two classes in Grade 10. Data were collected through CTS instruments in the form of essay questions and analyzed using ANCOVA. Results showed that the experimental class achieved a higher posttest mean than the control class, with the ANCOVA test yielding a significance value of 0.009 (<0.05) and an effect size (η²p) of 0.100 (medium effect), indicating a significant effect of the use of STEM-Shinka worksheets on students' CTS. This effect is due to the alignment between STEM stages and CTS aspects and Shinka structure’s role in helping students follow a clearer reasoning flow while enhancing interaction and collaboration. Further research is recommended to examine different materials or grade levels over a longer duration to confirm the effectiveness of STEM-Shinka worksheets in learning contexts.

Keywords


Student Worksheets, STEM, Shinka Approach, Critical Thinking Skills

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DOI: https://doi.org/10.20961/bioedukasi.v19i2.122867

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