Gender-Neutral Outcomes in IoT-Based Physics Education: A Non-Parametric Analysis of Hands-On IoT Tasks and Cognitive Achievement

Yudi Guntara; Siti Rosyadah Nurlia

doi:10.32699/cathasaintifica.v3i1.9281

Yudi Guntara Department of Physics Education, FKIP, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia
Siti Rosyadah Nurlia Pondok Pesantren Tahfidz La Royba, Kota Serang, Banten

DOI: https://doi.org/10.32699/cathasaintifica.v3i1.9281

Keywords: Gender equality, IoT, Physics learning media, Practical performance, Cognitive ability

Abstract

This study aims to test the difference in practicum performance and cognitive ability between male and female students in making an IoT-based physics learning media project in the Physics Learning Media course. The research method used was descriptive-quantitative with a sample of 43 students (37 females, 6 males) of the class of 2022 at the Department of Physics Education, Sultan Ageng Tirtayasa University. The data collection instrument used a Hands-on Task (4 IoT practicum tasks) and a cognitive test in the form of an essay. Then the data were analyzed descriptively and inferentially (Mann-Whitney U Test). The results showed that there was no significant difference between genders in all practicum assignments (p = 0.320–0.981) or cognitive tests (p = 0.724). The average male scores were slightly higher on tasks 3–4 (83.33–89.17) and cognitive tests (3.68), but not statistically significant. These findings prove that IoT-based learning has the potential to create equality of technical and conceptual competencies, regardless of gender. Implicitly, the experiential learning approach with IoT projects needs to be optimized to encourage the active participation of all genders in STEM. The limitations of the study include sample imbalances and the scope of assessment that is not yet holistic

Downloads

Download data is not yet available.

References

Afriana, J., Permanasari, A., & Fitriani, A. (2016). Penerapan project based learning terintegrasi STEM untuk meningkatkan literasi sains siswa ditinjau dari gender. Jurnal Inovasi Pendidikan IPA, 2(2), 202–212.
Cahyono, B. (2017). Analisis ketrampilan berfikir kritis dalam memecahkan masalah ditinjau perbedaan gender. AKSIOMA: Jurnal Matematika Dan Pendidikan Matematika, 8(1), 50–64.
Calicchio, S. (2023). Albert Bandura dan faktor efikasi diri: Sebuah perjalanan ke dalam psikologi potensi manusia melalui pemahaman dan pengembangan efikasi diri dan harga diri. Stefano Calicchio.
Fitri, M. E. Y., & Chairoel, L. (2019). Penggunaan media sosial berdasarkan gender terhadap prestasi belajar mahasiswa. Jurnal Benefita: Ekonomi Pembangunan, Manajemen Bisnis \& Akuntansi, 4(1), 162–181.
García-Holgado, A., & García-Peñalvo, F. J. (2022). A model for bridging the gender gap in STEM in higher education institutions. In Women in STEM in higher education: Good practices of attraction, access and retainment in higher education (pp. 1–19). Springer Nature Singapore Singapore.
Garcia, O. A., Skinner, W., & Pennarz, J. (2017). Evaluation synthesis report on what works for gender equality and women’s empowerment--a review of practices and results.
Hasruddin, H., & Evi, L. (2020). Analisis kemampuan STEAM berbasis gender pada materi archaebacteria dan eubacteria siswa. Jurnal Pelita Pendidikan (Journal of Biology Education), 8(3), 181–188.
Kurni, M., & KG, S. (2024). IoT-Enabled Gamification for Education. In The Internet of Educational Things: Enhancing Students’ Engagement and Learning Performance (pp. 151–168). Springer.
Lai, Y. H. (2024). Learning efficacy of understanding by design-Internet of Things (UbD-IoT) education integrated with design thinking and computational thinking. Library Hi Tech, 42(2), 730–747.
Lestari, R., Windarwati, H. D., & Hidayah, R. (2023). The power of digital resilience: Transformasi berpikir kritis dan penguatan kesehatan mental emosional di era disrupsi. Universitas Brawijaya Press.
Moritz, L. (2018). An Evaluation of Project Based Learning Implementation in STEM. University of Southern California.
Moyano, S., de Lemus, S., Kerleaux, V., Krawietz, O., & Dasgupta, N. (2023). More than words: Gender inclusive language creates identity safety and protection against stereotype threat for women in a mathematics context.
Nurlia, S. R., Guntara, Y., & Saefullah, A. (2024). Development of an Internet of Things control solution (IoT consol) learning program in the physics learning media course. Gravity : Jurnal Ilmiah Penelitian Dan Pembelajaran Fisika, 10(2). https://doi.org/http://dx.doi.org/10.30870/gravity.v10i2
Stupuriene, G., Jevsikova, T., & Juškevičien, A. (2022). Solving ecological problems through physical computing to ensure gender balance in STEM education. Sustainability, 14(9), 4924.
Thomas, F. (2022). Student Gender and Achievement within a Technology-Enhanced Learning Environment: An ex post facto Study. Grand Canyon University.
UNESCO. (2017). Cracking the code: girls’ and women’s education in science, technology, engineering and mathematics (STEM). UNESCO.
Wang, M.-T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29, 119–140.
Zamista, A. A., & Charona, M. S. (2023). Tingkat Literasi Digital dan Pengaruhnya terhadap Keterampilan Abad-21 Mahasiswa ditinjau dari Perspektif Gender. Cetta: Jurnal Ilmu Pendidikan, 6(4), 745–756.