Development of a non-test instrument to measure lecturers’ understanding of the STEM approach and its implementation in islamic studies courses
DOI:
https://doi.org/10.14421/edulab.2025.102.05Keywords:
Islamic studies, Lecturers’ understanding, Non-test instrument, STEM approachAbstract
Purpose – This study aims to develop a non-test instrument to measure lecturers’ understanding and perceptions of the STEM (Science, Technology, Engineering, and Mathematics) approach and its implementation in Islamic studies courses at State Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam Negeri/ PTKIN).
Design/methods/approach – This study employed a Research and Development (R&D) method, specifically using a development and validation approach. The instrument development process involved expert validation, reliability testing, and field trials.
Findings – The study produced a non-test instrument designed to measure lecturers’ perceptions and understanding of the STEM approach and its application in Islamic studies courses at PTKIN. The instrument successfully passed expert validation stages, including content and face validity. It achieved a very high validity level of 97% in accordance with the standards set by the National Education Standards Board (BSNP). Reliability testing using Cronbach’s Alpha indicated acceptable internal consistency, although categorized as low, with coefficients of 0.639 for the material aspect, 0.598 for constructiveness, and 0.569 for the language aspect. These results indicate that the instrument is suitable for use. Field trial results revealed that the majority of lecturers were familiar with the STEM approach (65% or 15 lecturers) and understood its urgency in integrating interdisciplinary knowledge into Islamic studies courses (56% or 13 lecturers).
Research implications/limitations – The developed instrument is a valid and reliable tool for assessing lecturers’ understanding and perceptions of the STEM approach. The findings indicate the need for further training, increased resources, and improved infrastructure to support the effective integration of STEM into Islamic studies courses at PTKIN.
Originality/value – Research on the development of non-test instruments related to STEM is still very limited in PTKIN contexts. This study provides an initial contribution, with future research directed toward developing STEM–Islamic learning tools.
References
Adams, W. K., & Wieman, C. E. (2011). Development and validation of instruments to measure learning of expert-like thinking. International Journal of Science Education, 33(9), 1289–1312. https://doi.org/10.1080/09500693.2010.512369
Agustina, F. R., & Dwikoranto. (2021). Development of STEM model student worksheets with PhET simulation on Hooke’s law material to improve students’ critical thinking ability. Journal of Physics: Conference Series, 2110(1), 012023. https://doi.org/10.1088/1742-6596/2110/1/012023
Asrizal, A., Zan, A. M., Mardian, V., & Festiyed, F. (2022). The impact of static fluid e-module by integrating STEM on learning outcomes of students. Journal of Education Technology, 6(1), 110–118. https://doi.org/10.23887/jet.v6i1.42458
Banks, F., & Barlex, D. (2020). Teaching STEM in the secondary school: Helping teachers meet the challenge (2nd ed.). Routledge. https://doi.org/10.4324/9780429317736
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539
Cotabish, A., Dailey, D., Robinson, A., & Hughes, G. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215–226. https://doi.org/10.1111/ssm.12023
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Hamalik, O. (2015). Kurikulum dan pembelajaran (1st ed.). Bumi Aksara.
Hasibuan, M. P., Sari, R. P., Syahputra, R. A., & Nahadi, N. (2022). Application of integrated project-based and STEM-based e-learning tools to improve students’ creative thinking and self-regulation skills. Jurnal Penelitian Pendidikan IPA, 8(1), 51–56. https://doi.org/10.29303/jppipa.v8i1.1050
Higgins, E. T., & Kruglanski, A. W. (2000). Motivational science: Social and personality perspectives. Psychology Press.
Indryani, M. (2025). The development of a student perception instrument for guidance and counseling teachers’ role and its association with learning motivation: Pengembangan instrumen persepsi siswa terhadap peran guru bimbingan dan konseling (BK) dan kaitannya dengan motivasi belajar siswa. Edulab: Majalah Ilmiah Laboratorium Pendidikan, 10(1), Article 1. https://doi.org/10.14421/edulab.2025.101.05
Jatmiko, A. (2018). Pengembangan instrumen penilaian autentik Kurikulum 2013 aspek afektif dalam mata pelajaran PAI kelas VII di SMPN 3 Kalasan. Edulab: Majalah Ilmiah Laboratorium Pendidikan, 3(2), Article 2.
Mabruroh, F., & Ashsiddiqi, M. H. (2021). Development of authentic assessment instrument based on scientific literacy to measure science process skills. Al-Ishlah: Jurnal Pendidikan, 13(3), Article 3. https://doi.org/10.35445/alishlah.v13i3.287
Murniati, M. M., Purnamasari, V., Dyah Ayu, S., Advensia Chrismastuti, A., Sihombing, R. P., & Warastuti, Y. (2013). Alat-alat pengujian hipotesis. Unika Soegijapranata. https://repository.unika.ac.id/34242/1/BUKU-ALAT2%20PENGUJIAN%20HIPOTESIS.pdf
Nufus, H., Erlina, E., Koderi, K., Ramadhan, M. U. C., & Nopiyanti, N. (2022). Development of tarkīb teaching materials based on motion graphics in Islamic junior high schools. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab, 14(1), Article 1. https://doi.org/10.24042/albayan.v14i1.7145
Nurizzati, N., Arief, E., & Noveria, E. (2023). Developing an authentic assessment model for learning to appreciate drama texts: A pilot test with senior high school students. Al-Ishlah: Jurnal Pendidikan, 15(4), Article 4. https://doi.org/10.35445/alishlah.v15i4.3253
Parmin, P., Rahayu, E. F., Ifriza, Y. N., & Siminto, S. (2023). Developing professional science teacher candidates’ teaching skills based on next generation science standards (NGSS). Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 8(1), 113–123. https://doi.org/10.24042/tadris.v8i1.16596
Pathoni, H., Asyhar, R., Maison, M., & Huda, N. (2022). Measuring lecturers’ perceptions of STEM approach-based contextual learning implementation. Journal of Technology and Science Education, 12(1), Article 1. https://doi.org/10.3926/jotse.1297
Prasetyo, D., Marianti, A., & Alimah, S. (2021). Improvement of students’ science literacy skills using STEM-based e-modules. Journal of Innovative Science Education, 10(2), 216–221.
Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20–26.
Sardiyanah, S. (2020). Belajar dan faktor yang mempengaruhinya. Jurnal Al-Qalam: Jurnal Kajian Islam & Pendidikan, 7(1), 123–144. https://doi.org/10.47435/al-qalam.v7i1.187
Slameto. (2013). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.
Triana, D., Anggraito, Y. U., & Ridlo, S. (2020). Effectiveness of environmental change learning tools based on STEM-PjBL toward students’ 4C skills. Journal of Innovative Science Education, 9(2), Article 2. https://doi.org/10.15294/jise.v8i3.34048
Wang, L.-H., Chen, B., Hwang, G.-J., Guan, J.-Q., & Wang, Y.-Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: A meta-analysis. International Journal of STEM Education, 9(1), 26. https://doi.org/10.1186/s40594-022-00344-0
Yalçın, V., & Erden, Ş. (2021). The effect of STEM activities prepared according to the design thinking model on preschool children’s creativity and problem-solving skills. Thinking Skills and Creativity, 41, 100864. https://doi.org/10.1016/j.tsc.2021.100864
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Edulab : Majalah Ilmiah Laboratorium Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
