Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

Siti Hannah Padliyyah, Irma Rahma Suwarma, Agus Jauhari


Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.


Self-diagnosis, STEM, and Pascal Law


[1] Eva, W. (2018). Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Pemahaman Konsep Fisika Siswa SMA. Inovasi Pendidikan Fisika Vol.07. 2302-4496.

[2] OECD. (2016). Programme for International Student Assessment (PISA) Results from PISA 2015. Retrieved from:

[3] Safadi, R., & Saadi, S. (2019). Learning from Self-Diagnosis Activities when Contrasting Students’ Own Solutions with Worked Examples: the Case of 10th Graders Studying Geometric Optics. Research in Science Education (1-24).

[4] Bybee, R. W. (2013). The case for STEM education: Challenges and opportunity. Arlington, VI: National Science Teachers Association (NSTA) Press.

[5] Hake, R. R. (1998). Interactive-engagement vs. traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64–74.

[6] Lawshe, C.H. (1975). A Quantitative Approach to Content Validity.Personel Phsycology, Vol. 28, 563-575

[7] Safadi, R., & Yerushalmi, E. (2013). Students Self-Diagnosis Using Worked-Out Examples. Creative Education, 4, 205-216.

[8] Safadi, R., & Yerushalmi, E. (2014). Problem solving vs. troubleshooting tasks: The case of sixth-grade students studying simple electric circuits. International Journal of Science and Mathematics Education, 12(6), 1341– 1366.

[9] Safadi, R. (2018). Knowledge-integration processes and learning outcomes associated with a self-diagnosis activity: The case of 5th-graders studying simple fractions

Full Text: XML PDF

DOI: 10.30595/dinamika.v12i2.6397

Copyright (c) 2020 Siti Hannah Padliyyah

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN: 2655-870X