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RESEARCH PAPER
The Role of Students’ Worldview on Decision-Making: An Indonesian Case Study by a Socio-Scientific Issue-Based Instruction Through Integrated STEM Education
1
Faculty of Teacher Training and Education, University of Jember, INDONESIA
2
Science Education Center, National Taiwan Normal University, TAIWAN
3
Faculty of Education, University of Tidar, INDONESIA
4
Department of Chemistry Education, State University of Jakarta, INDONESIA
Publication date: 2021-10-05
EURASIA J. Math., Sci Tech. Ed 2021;17(11):em2027
KEYWORDS
ABSTRACT
This study aims to determine the role of worldview perspective on science students’ decision-making process by a socio-scientific issue-based instruction through an integrated Science
Technology Engineering and Mathematics (STEM) education. Understanding the decision-making
process in complex themed learning is one of the most important instruments in understanding
the way students think. The participants were one hundred and nine junior-high-school students
from two different schools. Furthermore, the method used was a pre-experimental design with
two collective groups, namely the pre-and posttest, starting with an educational study design. The
results showed that there was a different perspective pattern based on the worldview perspective
on students’ initial decisions. Furthermore, interventions with socio-scientific issues (SSI) based
instruction through integrated STEM education provided significant dynamics of change in the
final science decision made by the students on the basis of a worldview perspective and gender.
Some practical implications were extremely discussed, such as the crucial role of the teacher
during a complex lesson topic. Therefore, this study makes an indispensable contribution to the
development of the knowledge of science teaching practice, especially on how a decision-making
process occurs by a socio-scientific issue-based instruction through integrated STEM education.
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