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Designing a STEM-Based Learning Trajectory for Understanding Median through Coffee pH Measurement Activities

Designing a STEM-Based Learning Trajectory for Understanding Median Through Coffee pH Measurement Activities

Edumatica : Jurnal Pendidikan Matematika · Vol. 16 No. 1 (2026) · hlm. 108–122

DOI
10.22437/edumatica.v16i1.53661
ISSN
2580-0779, 2088-2157
Terbit
2026-04-20
Penerbit
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Inggris

This study addressed students’ difficulties in understanding the median as a conceptual measure of central tendency rather than a procedural computation. It aimed to design and validate a STEM-based learning trajectory to support students’ understanding of the median through coffee pH measurement activities. The study employed a design research methodology of the validation study type, consisting of a preliminary design, pilot experiment, teaching experiment, and retrospective analysis. The subjects were tenth-grade vocational high school students in Palembang majoring in culinary arts. Data were collected through classroom observations, student worksheets, semi-structured interviews, and video recordings. The results showed that the STEM-based learning trajectory enabled students to progress from concrete data collection to data organization, identification of the middle position, formal median calculation, and contextual interpretation. The instructional design can support students’ conceptual understanding. A STEM-based learning trajectory using the context of coffee pH measurement can serve as an alternative instructional strategy to help students gradually develop a conceptual understanding of the median while simultaneously enhancing statistical literacy through authentic experiences of collecting, processing, and interpreting data.

Bahasa Indonesia

This study addressed students’ difficulties in understanding the median as a conceptual measure of central tendency rather than a procedural computation. It aimed to design and validate a STEM-based learning trajectory to support students’ understanding of the median through coffee pH measurement activities. The study employed a design research methodology of the validation study type, consisting of a preliminary design, pilot experiment, teaching experiment, and retrospective analysis. The subjects were tenth-grade vocational high school students in Palembang majoring in culinary arts. Data were collected through classroom observations, student worksheets, semi-structured interviews, and video recordings. The results showed that the STEM-based learning trajectory enabled students to progress from concrete data collection to data organization, identification of the middle position, formal median calculation, and contextual interpretation. The instructional design can support students’ conceptual understanding. A STEM-based learning trajectory using the context of coffee pH measurement can serve as an alternative instructional strategy to help students gradually develop a conceptual understanding of the median while simultaneously enhancing statistical literacy through authentic experiences of collecting, processing, and interpreting data.

Kata kunci

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40 penulis · 142 tautan kepenulisan bersama · 18 lintas organisasi

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  • Sriwijaya University
  • Lambung Mangkurat University
  • National University of Malaysia
  • Universitas Muhammadiyah Palembang
  • Universitas Islam Negeri Raden Fatah Palembang
  • Universitas Negeri Surabaya
  • Universitas Jambi
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
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Rekan penulisOrganisasiArtikel bersama
Ely SusantiSriwijaya University5
Ratu Ilma Indra PutriSriwijaya University5
Zulkardi ZulkardiSriwijaya University4
Meryansumayeka MeryansumayekaSriwijaya University2
Siti Mistima MaatNational University of Malaysia2
Tika Dwi NopriyantiSriwijaya University2
Hapizah HapizahSriwijaya University2
Ratu Ilma Indra PutriSriwijaya University2
Cecil HiltrimartinSriwijaya University2
Ida SriyantiSriwijaya University2
HartonoAfiliasi tidak diketahui2
Muslimin MusliminUniversitas Muhammadiyah Palembang1
Arvin EfrianiUniversitas Islam Negeri Raden Fatah Palembang1
ZulkardiAfiliasi tidak diketahui1
Tatag Yuli Eko SiswonoUniversitas Negeri Surabaya1
S. HartiniAfiliasi tidak diketahui1
M. MisbahAfiliasi tidak diketahui1
Dewi DewantaraLambung Mangkurat University1
R. A. OktovianLambung Mangkurat University1
Rizma ElfarianaSriwijaya University1
Elza Oktaviani SilaenSriwijaya University1
Leny BariyahSriwijaya University1
ZulkardiSriwijaya University1
Ainun MardiaSriwijaya University1
Kamid KamidUniversitas Jambi1
Novita SariSriwijaya University1
Nurul Ain SafuraSriwijaya University1
Indaryanti IndaryantiAfiliasi tidak diketahui1
Meilinda MeilindaSriwijaya University1
Sary SilvhianySriwijaya University1
İsmet İsmetSriwijaya University1
Anisya Sefina PuteriSriwijaya University1
Wahyu Indra BayuSriwijaya University1
Mardiah AfifaSriwijaya University1
Meilinda MeilindaSriwijaya University1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/edumatica/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Designing a STEM-Based Learning Trajectory for Understanding Median through Coffee pH Measurement Activities  </dc:title>
	<dc:title xml:lang="id">Designing a STEM-Based Learning Trajectory for Understanding Median Through Coffee pH Measurement Activities </dc:title>
	<dc:creator xml:lang="en">Susanti, Novi</dc:creator>
	<dc:creator xml:lang="id">Susanti, Novi</dc:creator>
	<dc:creator xml:lang="id">Putri, Ratu Ilma Indra</dc:creator>
	<dc:creator xml:lang="id">Aisyah, Nyimas</dc:creator>
	<dc:creator xml:lang="id">Hartono, Hartono</dc:creator>
	<dc:subject xml:lang="id">Coffee</dc:subject>
	<dc:subject xml:lang="id">learning trajectory</dc:subject>
	<dc:subject xml:lang="id">median</dc:subject>
	<dc:subject xml:lang="id">pH measurement</dc:subject>
	<dc:subject xml:lang="id">STEM</dc:subject>
	<dc:subject xml:lang="en">Coffee</dc:subject>
	<dc:subject xml:lang="en">learning trajectory</dc:subject>
	<dc:subject xml:lang="en">median</dc:subject>
	<dc:subject xml:lang="en">pH measurement</dc:subject>
	<dc:subject xml:lang="en">STEM</dc:subject>
	<dc:description xml:lang="en">This study addressed students’ difficulties in understanding the median as a conceptual measure of central tendency rather than a procedural computation. It aimed to design and validate a STEM-based learning trajectory to support students’ understanding of the median through coffee pH measurement activities. The study employed a design research methodology of the validation study type, consisting of a preliminary design, pilot experiment, teaching experiment, and retrospective analysis. The subjects were tenth-grade vocational high school students in Palembang majoring in culinary arts. Data were collected through classroom observations, student worksheets, semi-structured interviews, and video recordings. The results showed that the STEM-based learning trajectory enabled students to progress from concrete data collection to data organization, identification of the middle position, formal median calculation, and contextual interpretation. The instructional design can support students’ conceptual understanding. A STEM-based learning trajectory using the context of coffee pH measurement can serve as an alternative instructional strategy to help students gradually develop a conceptual understanding of the median while simultaneously enhancing statistical literacy through authentic experiences of collecting, processing, and interpreting data.</dc:description>
	<dc:description xml:lang="id">This study addressed students’ difficulties in understanding the median as a conceptual measure of central tendency rather than a procedural computation. It aimed to design and validate a STEM-based learning trajectory to support students’ understanding of the median through coffee pH measurement activities. The study employed a design research methodology of the validation study type, consisting of a preliminary design, pilot experiment, teaching experiment, and retrospective analysis. The subjects were tenth-grade vocational high school students in Palembang majoring in culinary arts. Data were collected through classroom observations, student worksheets, semi-structured interviews, and video recordings. The results showed that the STEM-based learning trajectory enabled students to progress from concrete data collection to data organization, identification of the middle position, formal median calculation, and contextual interpretation. The instructional design can support students’ conceptual understanding. A STEM-based learning trajectory using the context of coffee pH measurement can serve as an alternative instructional strategy to help students gradually develop a conceptual understanding of the median while simultaneously enhancing statistical literacy through authentic experiences of collecting, processing, and interpreting data.</dc:description>
	<dc:publisher xml:lang="en">Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi</dc:publisher>
	<dc:date>2026-04-20</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/edumatica/article/view/53661</dc:identifier>
	<dc:identifier>10.22437/edumatica.v16i1.53661</dc:identifier>
	<dc:source xml:lang="en">Edumatica : Jurnal Pendidikan Matematika; Vol. 16 No. 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026); 108-122</dc:source>
	<dc:source xml:lang="id">Edumatica : Jurnal Pendidikan Matematika; Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026); 108-122</dc:source>
	<dc:source>2580-0779</dc:source>
	<dc:source>2088-2157</dc:source>
	<dc:language>en</dc:language>
	<dc:language>id</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/edumatica/article/view/53661/24051</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Novi Susanti, Ratu Ilma Indra Putri, Nyimas Aisyah, Hartono Hartono</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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