A NEED ANALYSIS OF STEM-INTEGRATED FLIPPED CLASSROOM E-MODULE TO IMPROVE CRITICAL THINKING SKILLS

Received: March 28, 2020 Accepted: July 30, 2020 Published: July 31, 2020 In recent years, the flipped classroom and STEM learning approach has become one of the interesting studies in Education. Various researches were conducted to determine their impact on learning. This research is a descriptive survey conducted to determine the needs of teachers and students about e-module with the STEM integrated flipped classroom. Data were collected using a questionnaire with 15 respondents who work as physics teachers in Lampung Province and 30 respondents from grade XI students in one of the high schools in Bandar Lampung. Based on the survey results, we concluded that (1) 86% of physics teachers stated that they needed a STEM-integrated flipped classroom e-module, and (2) 78% of students stated that they were interested in learning by using a STEM-integrated flipped classroom e-module. So it is clear that physics teachers and students in Lampung need e-modules with a flipped classroom approach and integrated STEM.

In recent years, the flipped classroom and STEM learning approach has become one of the interesting studies in Education. Various researches were conducted to determine their impact on learning. This research is a descriptive survey conducted to determine the needs of teachers and students about e-module with the STEM integrated flipped classroom. Data were collected using a questionnaire with 15 respondents who work as physics teachers in Lampung Province and 30 respondents from grade XI students in one of the high schools in Bandar Lampung. Based on the survey results, we concluded that (1) 86% of physics teachers stated that they needed a STEM-integrated flipped classroom e-module, and (2) 78% of students stated that they were interested in learning by using a STEM-integrated flipped classroom e-module. So it is clear that physics teachers and students in Lampung need e-modules with a flipped classroom approach and integrated STEM.  learningmake students have independent and critical thinking skills in understanding concepts [23], [24].

METHOD
The method in this research is a descriptive survey with data collection methods using a questionnaire conducted online (google form). The sample in this study amounted to 15 physics teachers in Lampung Province and 30 high school students in one of the schools in Bandar Lampung, teachers and students were presented with various questions regarding the need for electronic teaching materials that were practical and easy to use. The questions in the questionnaire are intended to see the need for teaching materials that can improve critical thinking skills. This questionnaire contains questions with the type of Likert scale rating which has criteria (4) Very necessary, (3) necessary, (2) fair, (1) unnecessary [25]. The response data obtained were then analyzed using quantitative descriptive analysis and presented as a percentage (%).

RESULTS AND DISCUSSION
Based on the results of the questionnaire analysis, the teacher stated that e-module using the STEM-integrated flipped classroom approach to improve critical thinking skills is needed. Several teachers also gave input that this e-module should contain a variety of interesting learning content, such as videos, animations, and illustrated pictures. Besides, this e-module also contains all STEM stages.
Advances in technology make education even more in need of teaching materials that are easy to use and effective. Table 1 is the data from the analysis of the needs of teachers and students. Based on Table 1, it was known that the teacher's response to the need for e-module teaching material reached a percentage of 86%, which means that teachers really need teaching material in the form of e-module. Completeness of student learning outcomes only reached 45% with low criteria. The low of student learning outcomes were one of the triggers for the need for new teaching materials that are practical and effective to improve critical thinking skills. Teachers expected an e-module that contains video content about physical phenomena, contains pictures, graphics, contains exercises, contains short material, contains competency tests, study instructions, and uses language that is easy to understand. Based on the questionnaire it was also known that the low critical thinking skills of students reached a percentage of 36% with low criteria. Based on 21st century skills, one of the learning outcomes is that students must have critical thinking skills, so, the e-module teaching media must be complemented with questions that can train critical thinking skills. The results of student responses related to the need for e-modules to improve critical thinking skills show that students really need electronic teaching materials that are practical and easy to use, these results can be seen in Table 2. Based on Table 2, the results of the student needs analysis on e-modules state that, so far teachers have only used printed teaching materials in the form of student worksheets and printed books, while the media used are only Power Points, teachers have not used electronic-based media such as e-modules. The student's need for teaching media reaches 75%, which means that electronic teaching media is needed because it is easy and practical to use at any time. The media design needed by students includes content in the form of videos, contains interesting pictures, graphics, contains short material, contains competency tests, contains learning instructions, uses language that is easy to understand, and contains practical simulations. At the point of students' critical thinking ability, it only reached a percentage of 36% which means it is still low. The low ability of students to think critically is one of the reasons for the low student learning outcomes, so that an effective question is needed to train students' critical thinking skills.

Indonesian Journal of Science and Mathematics Education
The use of technology to support learning creates motivation for teachers and students. Based on the results of teacher and student responses regarding the use of emodule, we found that teachers and students need e-module because e-module was considered easy to use and practical. In the use of teaching materials in school teachers only used printed modules that are not interactive. The practicality of e-module for teachers is one of the factors that made them to consider replacing printed modules into electronic teaching materials, based on the results of the responses, 78% of teachers stated that they were considering changing the print module to an electronic module, and 73% of students stated that they had an electronic module rather than a print module. The use of technology can increase the efficiency and effectiveness of the learning process [26]- [30]. The advantages of the electronic module compared to the print module are that it is more interactive and able to display images, audio, video and animation and e-module is also equipped with a formative test/quiz that trains students to respond quickly. The e-module design that is needed by teachers and students is an e-module containing videos that present short videos on physical optics material which is considered a difficult topic. In recent years, Flipped Classroom has become one of the emerging technologies in education and might become the standard of learning practice to encourage students to actively learn. Learning using a flipped classroom involves students to participate actively to deepen the concepts outside the classroom, with no time limit, so that the flipped classroom trains students to be more independent in learning. So, when learning in class begins, students will understand more about the learning topics discussed. [31]. The teachers also believed that e-learning module that are integrated with STEM will be more practical to use. In addition, with STEM, students will have the opportunity to learn by utilizing Science concepts, utilizing Technology, learning to design (Engineering), and applying Mathematics, so that learning will become more memorable.

CONCLUSION
Based on the results of the response from the teachers and students' needs analysis, it can be concluded that e-module is an alternative for teachers as an easy and practical teaching media to improve critical thinking skills. 86% of physics teachers stated that they needed a STEM-integrated flipped classroom e-module, and 78% of students stated that they were interested in learning by using a STEM-integrated flipped classroom e-module. So it is clear that physics teachers and students in Lampung need e-modules with a flipped classroom approach and integrated STEM.