The role of engagement, content, and understanding of numeracy literacy in physics creativity projects

Susilawati Susilawati; Andi Fadllan; Miftahida Pratama Mareta; Masturi Masturi; S Xaphakdy

doi:10.21067/mpej.v9i2.11544

Authors

Susilawati Susilawati Universitas Islam Negeri Walisongo Semarang, Indonesia
Andi Fadllan Universitas Islam Negeri Walisongo Semarang, Indonesia
Miftahida Pratama Mareta Universitas Islam Negeri Walisongo Semarang, Indonesia
Masturi Masturi Universitas Negeri Semarang, Indonesia
S Xaphakdy National University of Laos, Lao People's Democratic Republic

DOI:

https://doi.org/10.21067/mpej.v9i2.11544

Keywords:

Engagement, Content, Understanding, Numeracy literacy, Physics creativity project

Abstract

Pre-service physics teachers engagement and content material influence the strategies for implementing creative learning. Behavioural, emotional, cognitive, and reciprocal aspects are less visible during classroom learning. Content material can present several interesting topics that are more engaging if pre-service physics teachers s are directly involved through demonstrations, experiments, and learning in their surroundings. The approach aims to build interest and active engagement to complete project activities. The study seeks to determine whether project-based learning with active pre-service physics teachers engagement, content delivery, and numeracy literacy understanding can be enhanced through creative projects. The research uses a quasi-experimental design with control and experimental groups using pretest and post-test. A total of 39 pre-service physics teachers s were enrolled in this study, divided into two groups: the experimental group consisted of 21 pre-service physics teachers s who received instruction using the STEM-based creativity project method, and the control group consisted of 18 pre-service physics teachers s who received instruction using the inquiry and assignment method. Both classes were analysed based on pre-service physics teachers engagement, content material presentation, and numeracy literacy understanding. The study measured pre-service physics teachers performance before and after the intervention using tests. Pretest findings showed a p-value greater than 0.05 between the control and experimental groups, indicating no statistically significant difference between the two groups. A post-test showed a p-value of <0.001 between the groups, indicating that the experimental group significantly outperformed the control group. The findings of this study suggest that pre-service physics teachers engagement, content material packaging, and numeracy literacy understanding influence creative projects. This study supports the development of STEM-based creativity project learning and active pre-service physics teachers participation.

Downloads

Download data is not yet available.

References

Bonifacci, P., Compiani, D., Affranti, A., & Peri, B. (2021). Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.662265

Chan, Y. Y., & Rao, N. (2024). Home and preschool influences on early literacy and numeracy development in England, Estonia, and the United States. European Early Childhood Education Research Journal, 32(3), 399–415. https://doi.org/10.1080/1350293X.2023.2257913

Ciriello, R. F., Richter, A., & Mathiassen, L. (2024). Emergence of creativity in IS development teams: A socio-technical systems perspective. International Journal of Information Management, 74, 102698. https://doi.org/https://doi.org/10.1016/j.ijinfomgt.2023.102698

Consoli, T., Schmitz, M.-L., Antonietti, C., Gonon, P., Cattaneo, A., & Petko, D. (2024). Quality of technology integration matters: Positive associations with pre-service physics teachers s’ behavioral engagement and digital competencies for learning. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13118-8

Creswell, J. W. (2017). Research Design; Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.

Deng, R., & Gao, Y. (2023). Effects of embedded questions in pre-class videos on learner perceptions, video engagement, and learning performance in flipped classrooms. Active Learning in Higher Education, 25(3), 473–487. https://doi.org/10.1177/14697874231167098

Dorris, C., Winter, K., O’Hare, L., & Lwoga, E. T. (2024). Mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: A systematic review. Campbell Systematic Reviews, 20(2), e1417. https://doi.org/https://doi.org/10.1002/cl2.1417

Erdem, C. (2024). A comparative meta-analysis of the effects of problem-based learning model on K-12 pre-service physics teachers s’ cognitive outputs. Educational Studies, 50(6), 1498–1519. https://doi.org/10.1080/03055698.2022.2103650

Fakaruddin, F. J., Shahali, E. H. M., & Saat, R. M. (2024). Creative thinking patterns in primary school pre-service physics teachers s’ hands-on science activities involving robotic as learning tools. Asia Pacific Education Review, 25(1), 171–186. https://doi.org/10.1007/s12564-023-09825-5

Firetto, C. M., Starrett, E., & Jordan, M. E. (2024). Using Small-Group Discussion to Foster In-Service Teachers’ Comprehension and Instruction of Sustainable Energy Transitions through PV Science. Journal of Science Teacher Education, 35(3), 243–275. https://doi.org/10.1080/1046560X.2023.2246777

Fredagsvik, M. S. (2023). The challenge of supporting creativity in problem-solving projects in science: a study of teachers’ conversational practices with pre-service physics teachers s. Research in Science & Technological Education, 41(1), 289–305. https://doi.org/10.1080/02635143.2021.1898359

Gillespie, A., Glăveanu, V., & Laurent, C. de Saint. (2024). Pragmatism and methodology: doing research that matters with mixed methods (Vol. 2024). Cambridge University Press.

Grey, S., & Morris, P. (2024a). Capturing the spark: PISA, twenty-first century skills and the reconstruction of creativity. Globalisation, Societies and Education, 22(2), 156–171. https://doi.org/10.1080/14767724.2022.2100981

Grey, S., & Morris, P. (2024b). Capturing the spark: PISA, twenty-first century skills and the reconstruction of creativity. Globalisation, Societies and Education, 22(2), 156–171. https://doi.org/10.1080/14767724.2022.2100981

Hoareau, L., & Tazouti, Y. (2024). Effect of teachers’ acceptance of an educational app on pre-service physics teachers s’ early literacy and early numeracy skills. Education and Information Technologies, 29(7), 8393–8414. https://doi.org/10.1007/s10639-023-12175-9

Hornburg, C. B., King, Y. A., Westerberg, L., Schmitt, S. A., & Purpura, D. J. (2024). The roles of mathematical language and emergent literacy skills in the longitudinal prediction of specific early numeracy skills. Journal of Experimental Child Psychology, 244, 105959. https://doi.org/https://doi.org/10.1016/j.jecp.2024.105959

Iswara, H. S., Ahmadi, F., & Da Ary, D. (n.d.). NUMERACY LITERACY SKILLS OF ELEMENTARY SCHOOL PRE-SERVICE PHYSICS TEACHERS S THROUGH ETHNOMATHEMATICS-BASED PROBLEM SOLVING.

Ivcevic, Z., & Grandinetti, M. (2024). Artificial intelligence as a tool for creativity. Journal of Creativity, 34(2), 100079. https://doi.org/https://doi.org/10.1016/j.yjoc.2024.100079

Kaplan Mintz, K., Arazy, O., & Malkinson, D. (2023). Multiple forms of engagement and motivation in ecological citizen science. Environmental Education Research, 29(1), 27–44. https://doi.org/10.1080/13504622.2022.2120186

Kaya, E., Erduran, S., & Okan, B. (n.d.). Nature of science and domain-specificity: investigating the coverage of nature of science in physics, chemistry and biology curricula across grade levels. International Journal of Science Education, 1–31. https://doi.org/10.1080/09500693.2024.2348822

Kirksey, J. J., Mansell, K., & Lansford, T. (2023). Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields. Policy Futures in Education, 22(3), 427–453. https://doi.org/10.1177/14782103231177107

Li, Z., Zhong, L., & Lu, Y. (2023). Research on the Growth Experience of Presidents and Scientific Research Performance of Top Universities in China. Education and Urban Society, 55(6), 744–768. https://doi.org/10.1177/00131245221092748

Mertanen, K., & Brunila, K. (2024). Fragile utopias and dystopias? Governing the future(s) in the OECD youth education policies. Globalisation, Societies and Education, 22(5), 942–953. https://doi.org/10.1080/14767724.2022.2121687

Nyirahabimana, P., Minani, E., Nduwingoma, M., & Kemeza, I. (2024). Assessing the impact of multimedia application on pre-service physics teachers conceptual understanding in Quantum Physics at the Rwanda College of Education. Education and Information Technologies, 29(3), 3423–3444. https://doi.org/10.1007/s10639-023-11970-8

Öz, E. (2024). Effects of peer instruction on academic achievement: a meta-analysis. Pedagogies: An International Journal, 19(4), 505–522. https://doi.org/10.1080/1554480X.2023.2246447

Rappleye, J., Komatsu, H., Uchida, Y., Tsai, J., & Markus, H. (2024). The OECD’s ‘Well-being 2030’ agenda: how PISA’s affective turn gets lost in translation. Comparative Education, 60(2), 239–258. https://doi.org/10.1080/03050068.2023.2273640

Rosenberg, J. M., Beymer, P. N., Phun, V., & Schmidt, J. A. (2023). Using intensive longitudinal methods to quantify the sources of variability for situational engagement in science learning environments. International Journal of STEM Education, 10(1), 68. https://doi.org/10.1186/s40594-023-00449-0

Samaila, K., & Al-Samarraie, H. (2024). Reinventing teaching pedagogy: the benefits of quiz-enhanced flipped classroom model on pre-service physics teachers s’ learning outcomes and engagement. Journal of Applied Research in Higher Education, 16(4), 1214–1227. https://doi.org/10.1108/JARHE-04-2023-0173

Sokha, K. (2024). Examine the Impact of Contextual, Personal, and Behavioral Factors on High School Teachers’ Engagement in Teaching Science Using an Integrated STEM Approach. International Journal of Science and Mathematics Education, 22(8), 1857–1883. https://doi.org/10.1007/s10763-024-10447-5

Staberg, R. L., Febri, M. I. M., Gjøvik, Ø., Sikko, S. A., & Pepin, B. (2023). Science teachers’ interactions with resources for formative assessment purposes. Educational Assessment, Evaluation and Accountability, 35(1), 5–35. https://doi.org/10.1007/s11092-022-09401-2

Strobel, L.-T., Strobel, M., Welpe, I. M., & Korsgaard, M. A. (n.d.). The Role of Creative Leadership Manifestations in Creativity and Innovation. Creativity Research Journal, 1–19. https://doi.org/10.1080/10400419.2024.2321734

Tang, K.-S. (2024). Exploring the materiality of science learning: analytical frameworks for examining interactions with material objects in science meaning-making. Research in Science & Technological Education, 42(1), 32–53. https://doi.org/10.1080/02635143.2023.2232307

Taş, H., & Minaz, M. B. (2024). The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course. Sage Open, 14(2), 21582440241249290. https://doi.org/10.1177/21582440241249290

Tschisgale, P., Steegh, A., Kubsch, M., Petersen, S., & Neumann, K. (2024a). Towards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristics. International Journal of Science Education, 46(16), 1757–1781. https://doi.org/10.1080/09500693.2023.2300147

Tschisgale, P., Steegh, A., Kubsch, M., Petersen, S., & Neumann, K. (2024b). Towards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristics. International Journal of Science Education, 46(16), 1757–1781. https://doi.org/10.1080/09500693.2023.2300147

Wahlström, N., & Nordin, A. (2024). The OECD and the nation-state: an interdependent but ambivalent relationship. Nordic Journal of Studies in Educational Policy, 10(2), 114–125. https://doi.org/10.1080/20020317.2024.2348623

Zummo, L., Gargroetzi, E., & Hadzic, L. (2023). Theorizing science-civic practices: Youth adaptation and remixing of scientific numeracies within digital civic media. Science Education, 107(6), 1593–1627. https://doi.org/https://doi.org/10.1002/sce.21822.