（別紙様式６）(Attached Form 6)

学位論文の要旨（論文の内容の要旨）
Summary of the Dissertation (Summary of Dissertation Contents)
論 文 題 目Dissertation title
STEM Education for the Crucial Thinking Skills in Indonesian Science Education
広島大学大学院国際協力研究科
Graduate School for International Development and Cooperation,
Hiroshima University
博士課程後期
教育文化専攻Doctoral Program
Division of Educational Development andCultural and Regional Studies
学生番号Student ID No.
D180171
氏
名NameUSWATUN HASANAH
Seal

Chapter 1 described the issues in this study through the background and problem statement. In
this chapter, the national as well as international issues such as “the mean performance of Indonesianscience education still that got lower than the Organization for Economic Co-operation andDevelopment (OECD) average and more than half of Indonesian students do not possess adequate
skills to compete in the labor market” got attention from researcher and become the basic problem ofthis study.
Chapter 2 dealt with the literature reviews in this study, theoretical framework, research
objectives, research questions, the significance of this study, and composition of the dissertation.
There were four literature review starting from skills gained through STEM education, STEM
education, and STEM education among the countries. The second part was the theoretical frameworkof this study. This study adapted the STEM education framework from The Global STEM Alliancethat aims to identify the best practices in science, technology, engineering, and mathematics. Thisframework has three essential areas: Essential skills (Crucial thinking skills), Instructional design of
STEM education (STEM content integration, real-world application, Scaffolding), and Evidence ofeffectiveness (Implementation of STEM education). All these three essential areas were utilized tofigure out the important information/conditions that should be known before STEM education is fully
implemented in Indonesia. The main focus of this study was to investigate the current condition ofSTEM education and how far STEM implementation can solve the current issues in case of skills’
development in Indonesia, especially in physics education for upper secondary level. This study has
confirmed three essential areas based the theoretical framework divided into three stages with threesub-objectives: RO1: To specify the crucial thinking skills in science education through systematic
literature review; RO2: To identify the instructional design of STEM education (STEM content
integration, real-world application, and scaffolding) in Indonesia for secondary level; RO3: To
determine the effect of STEM education on the crucial thinking skills for secondary level.
Chapter 3 explained overall methodology from three sub-objectives based on the theoreticalframework and the relationships among three stages. The first stage aimed to find out the current
crucial skills in science education that can be solved through the implementation of STEM educationin Indonesia. In this stage, researcher has conducted a systematic literature review. 288 articles wereeligible for full-text screening and at the end, only 78 articles that were ready to be reviewed. The
second stage purposed to understand the current condition of instructional design in Indonesia. In
total, 14 teachers were interviewed using six questions about the processes of teachers on knowing,understanding, and implementing STEM education in their classes. The qualitative data analysis wasused inductive approach and conducting traditionally with five processes: organizing data,identifying framework, sorting data, descriptive analysis arrangement, and finishing with the second
order analysis. The third stage aimed to reveal the effectiveness of STEM education in solving thecurrent crucial thinking skills in Indonesia. The total participants were 63 secondary level students
in the grade X that were divided into two groups; STEM and traditional group. These two groups
were taught by the same teacher and learned the same within the four times of teaching session. 24
items of two-tier multiple-choice from LCTSR are utilized to measure students’ reasoning skills. For
further analysis, researcher analyzed with SPSS program using Analysis Covariance and t-testanalysis. The relationship among three stages can be considered through how these stages weresupporting each other’s to reveal three essential areas of STEM implementation Indonesia withconsidering teachers and students condition as the significant element in education. The findings
from the first stage was utilized to identify the implementation of STEM education in Indonesia, thesecond stage’s findings were utilized to reveal the instructional design of STEM education inIndonesia from teachers’ perspective, and the last findings were revealed the effect of STEM
education in Indonesia through applying the first and the second stage finding and participant.
Chapter 4 explained the details of the first stage “essential skills (The crucial thinking skills)”of the study through methodology and the result a systematic literature review. This data collection
aimed to find out the most crucial thinking skills that should be developed in the students’ cognition
domain, particularly among science process skills, critical thinking skills and reasoning skills thatwere included to the list of essential skills in STEM education. Further, the relationships of thesethree skills were divided into five groups based on Piaget’s theory: (1) SPS group, (2) combination
between SPS and RS, (3) combination among SPS, RS, and CTS, (4) combination between RS andCTS, (5) CTS group. Then, this systematic review identified, selected, synthesized, and appraised
previous studies in skills development that meet prespecified inclusion criteria. Based on the data
analysis, the first crucial skills came from SPS group including defining operational variables skilland measuring. The second is crucial skills between SPS and RS including Identification &controlling variable, Formulating hypothesis, Experimental design, Conducting Experiment. Thethird is crucial skills among SPS, RS, and CTS that consisted of Interpreting data, Inference, andAnalysis skills. The fourth crucial skill exists in the group combination between RS and CTS
consisted of Simple explanation (conservation reasoning/EI), Explanation, Evaluation. In conclusion,
most of the crucial thinking skills in science education were covered in the first, second, the third,and the fourth group and narrowed down to the reasoning skills domain only.
Chapter 5 employed phenomenological research in order to understand teacher's perceptions
related to their understanding and experiences of STEM education in Indonesia through preconditions“STEM professional development program”. This was related to Instructional Design: the second
essential area in the STEM education framework that consisted of three points (STEM content
integration, real-world application, and scaffolding). This stage was conducted purposive samplingfrom 38 sub-districts in Pangkep to explore the diversity and discover comprehensive data.
Researcher has conducted semi-structured interview for five new teachers and nine experienced
teachers with six questions. All teachers revealed that STEM education does not exist in theuniversity level in Indonesia for the last 30 years based on their teaching experience. Currently,
STEM education was adapted by the government and delivered by supervisors through MGMP
meeting. Teachers realized that STEM education is interesting; provides hands-on activities; the most
updated learning process. Teachers also confirmed a huge advantages of STEM Education.
Otherwise, government and all facilitators in education, including teachers, must give moreawareness in supporting the capabilities to prepare STEM implementation in the schools. Somechallenges and limitations of STEM education in Indonesia were revealed by the teachers. In
conclusion, all these findings revealed teachers’ confirmation about STEM content that should bepresented as interdisciplinary approach and embedded in or related to real-world scenarios. However,
the education materials in Indonesia did not include enough guidance for teachers and/or embedded
student support to implement STEM education in the school and other challenges might be appear
during the implementation.
Chapter 6 figured out how the implementation of STEM education was affected to the crucial

thinking skill in Indonesian’s science education. This was the last essential area of STEM education
framework. In this stage, the total participants were 63 secondary level students in the grade X thatare divided into two groups; STEM and traditional group. Researcher used 24 items of two-tiermultiple-choice from LCTSR. This test can be utilized to assess students’ scientific reasoning skills
in six domains: conservation laws, proportional reasoning, control variables probabilistic reasoning,correlation reasoning, and Hypothetical-deductive reasoning. These skills were found also as themost crucial skills in science education in chapter 4. When comparing the subskills’ mean score
between traditional and STEM group, most of the subskills do not have differences even the resultof ANCOVA shows the significant value in the effect of STEM education on crucial thinking skills.
STEM education can support the crucial thinking skills only for hypothetical-deductive thinking skill.
It showed through the improvement of mean score and a statistically significant difference between
pre- and post-test value of this skill in the STEM group. A lot of factors revealed as the cause thefindings such as teachers’ understanding on STEM education and also the STEM educational designin this study that mostly focused on the experiment part.
Chapter 7 elaborated the overall conclusions, the implications, the limitations and therecommendations of this study based on the findings in chapter 4, 5, and 6. Stage 1 and stage 2
resulted in the current conditions of STEM education in Indonesia. They were confirmed throughspecific crucial thinking skills and teachers’ perception on the instructional design of STEM
education. Although stage 3 failed to support the effectiveness of STEM education to solve all crucial
thinking skills in Indonesia. However, the mean score in STEM group showed improvement on
hypothetical-deductive thinking skills with the significant difference on the score between pre- andpost-test. Preparations need to be made and the challenges need to be addressed before the official
curriculum from the government is fully implemented.

備考

論文の要旨はＡ４判用紙を使用し，4,000字以内とする。ただし，英文の場合は1,500語以内とする。
Remark: The summary of the dissertation should be written on A4-size pages and should not exceed 4,000
Japanese characters. When written in English, it should not exceed 1,500 words.