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The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills

Jurnal Pendidikan IPA Indonesia · Vol. 7 No. 1 (2018) · pp. 66–75

DOI
10.15294/jpii.v7i1.12297
ISSN
2089-4392, 2339-1286
Published
2018-04-03
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.

Keywords

Collaboration network of the authors

40 authors · 99 co-authorship links · 31 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • National University of Malaysia
  • State University of Semarang
  • Universitas Syiah Kuala
  • Sebelas Maret University
  • Universitas Tidar
  • Universiti Brunei Darussalam
  • Universiti Teknologi MARA
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Ahmad MuhlisinUniversitas Tidar2
Sajidan SajidanSebelas Maret University1
Idam Ragil Widianto AtmojoSebelas Maret University1
Roy ArdiansyahAffiliation unknown1
Dwi Yuniasih SaputriAffiliation unknown1
Roslinawati Mohd RoslanUniversiti Brunei Darussalam1
Sharipah Ruzaina Syed ArisUniversiti Teknologi MARA1
Endang SusilaningsihState University of Semarang1
Isnaini Putri SalimnahState University of Semarang1
Sri NurhayatiState University of Semarang1
HarjonoState University of Semarang1
Doni RopawandiNational University of Malaysia1
Hazrati Binti HusninNational University of Malaysia1
Asmaa’ Mohd ArshadNational University of Malaysia1
Nurfarahin NasriNational University of Malaysia1
Parmin ParminState University of Semarang1
Eli TrisnowatiAffiliation unknown1
Ika SukmawatiAffiliation unknown1
Sulastri SulastriUniversitas Muslim Indonesia1
Sri WinarniPadjadjaran University1
Suci NabilaAffiliation unknown1
Zulfadli ZulfadliAffiliation unknown1
Ibnu KhaldunAffiliation unknown1
Gentur JalunggonoAffiliation unknown1
Sukron MazidAffiliation unknown1
Arnanda YusliwidakaAffiliation unknown1
Sri SarwantiAffiliation unknown1
Kustaman KustamanAffiliation unknown1
Mohd Syahriman Mohd AzmiSultan Idris Education University1
Hidayati HidayatiAffiliation unknown1
Renol AfrizonUniversitas Negeri Padang1
Nurfaradilla Mohamad NasriAffiliation unknown1
Mee Yeang ChanAffiliation unknown1
Rif’ati Dina HandayaniUniversitas Jember1
Fitri April YantiUniversity of Bengkulu1
M. Anas ThohirAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Oct 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills</dc:title>
	<dc:creator>Syukri, M.</dc:creator>
	<dc:creator>Halim, L.</dc:creator>
	<dc:creator>Mohtar, L. E.</dc:creator>
	<dc:creator>Soewarno, S.</dc:creator>
	<dc:subject xml:lang="en-US">Physics teaching and learning module, engineering design, science problem solving, magnetic field</dc:subject>
	<dc:description xml:lang="en-US">This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical  magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2018-04-03</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/12297</dc:identifier>
	<dc:identifier>10.15294/jpii.v7i1.12297</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 7, No 1 (2018): March 2018; 66-75</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v7i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/12297/7626</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Jurnal Pendidikan IPA Indonesia</dc:rights>
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