The Impact of Experimental Methods Using Hydroponic Techniques on Student Learning Outcomes in Primary School Science Education
Abstract
This study investigates the effectiveness of the experimental method, specifically using hydroponic techniques, in improving student learning outcomes in primary school science education. A quasi-experimental design with pre-test and post-test measures was employed, involving two groups of sixth-grade students from MI NU Tamrinut Thullab Undaan Kudus, Indonesia. The experimental group engaged in hands-on hydroponic activities, while the control group received traditional lecture-based instruction. The results indicate a significant improvement in the experimental group’s post-test scores (M = 89.31) compared to the control group (M = 74.33), with statistical analysis revealing a t-value of 5.85 (p < 0.05). Qualitative feedback from students further supports these findings, as they reported increased motivation and a deeper understanding of scientific concepts through the experimental method. This study highlights the potential of inquiry-based, hands-on learning to enhance student engagement and performance, especially in resource-limited educational settings. The findings suggest that integrating experimental methods into the science curriculum can significantly improve learning outcomes and should be considered in future educational reforms. However, the study's limitations, including a small sample size, indicate the need for further research to replicate these findings in diverse contexts.
Downloads
References
Al-Tameemi, R. A. N., Johnson, C., Gitay, R., Abdel-Salam, A.-S. G., Hazaa, K. Al, BenSaid, A., & Romanowski, M. H. (2023). Determinants of poor academic performance among undergraduate students—A systematic literature review. International Journal of Educational Research Open, 4, 100232. https://doi.org/10.1016/j.ijedro.2023.100232
Almoslamani, Y. (2022). The impact of learning strategies on the academic achievement of university students in Saudi Arabia. Learning and Teaching in Higher Education: Gulf Perspectives, 18(1), 4-18. https://doi.org/10.1108/LTHE-08-2020-0025
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.713057
Ang, K. C. S., Afzal, F., & Crawford, L. H. (2021). Transitioning from passive to active learning: Preparing future project leaders. Project Leadership and Society, 2, 100016. https://doi.org/10.1016/j.plas.2021.100016
Arnaiz-Sánchez, P., De Haro-Rodríguez, R., Caballero, C. M., & Martínez-Abellán, R. (2023). Barriers to educational inclusion in initial teacher training. Societies, 13(2), 31. https://doi.org/10.3390/soc13020031
Baabdullah, A., Alajlan, H., & Alebaikan, R. (2024). The perceptions and experiences of in-service teachers in a computer science professional development program. Sustainability, 16(4), 1473. https://doi.org/10.3390/su16041473
Berti, S., Grazia, V., & Molinari, L. (2023). Active student participation in whole-school interventions in secondary school: A systematic literature review. Educational Psychology Review, 35(2), 52. https://doi.org/10.1007/s10648-023-09773-x
Bhattacharya, U. (2022). "I am a parrot": Literacy ideologies and rote learning. Journal of Literacy Research, 54(2), 113-136. https://doi.org/10.1177/1086296X221098065
Bobrownicki, R., Carson, H. J., MacPherson, A. C., & Collins, D. (2022). Unloading the dice: Selection and design of comparison and control groups in controlled trials to enhance translational impact within motor learning and control research. International Journal of Sport and Exercise Psychology, 20(5), 1330-1344. https://doi.org/10.1080/1612197X.2021.1956567
Creswell, J. W., & David, C. J. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. In Writing Center Talk over Time. https://doi.org/10.4324/9780429469237-3
Eskiyurt, R., & Özkan, B. (2024). Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design. Heliyon, 10(17), e37198. https://doi.org/10.1016/j.heliyon.2024.e37198
Fischer, E., & Hänze, M. (2019). Back from "guide on the side" to "sage on the stage"? Effects of teacher-guided and student-activating teaching methods on student learning in higher education. International Journal of Educational Research, 95, 26-35. https://doi.org/10.1016/j.ijer.2019.03.001
Gamage, K. A. A., Dehideniya, D. M. S. C. P. K., & Ekanayake, S. Y. (2021). The role of personal values in learning approaches and student achievements. Behavioral Sciences, 11(7), 102. https://doi.org/10.3390/bs11070102
Gillies, R. M. (2023). Using cooperative learning to enhance students' learning and engagement during inquiry-based science. Education Sciences, 13(12), 1242. https://doi.org/10.3390/educsci13121242
Gustian, K., Aridah, & Rusmawaty, D. (2023). The benefits of flipped classroom model for EFL learners. Journal on Education, 05(04), 13918-13935.
Harper, G. W., & Neubauer, L. C. (2021). Teaching during a pandemic: A model for trauma-informed education and administration. Pedagogy in Health Promotion, 7(1), 14-24. https://doi.org/10.1177/2373379920965596
Jääskä, E., & Aaltonen, K. (2022). Teachers' experiences of using game-based learning methods in project management higher education. Project Leadership and Society, 3, 100041. https://doi.org/10.1016/j.plas.2022.100041
Jatmiko, A., Armita, N., Irwandani, Saputro, T., & Aridan, M. (2024). Development of science learning videos with the Canva application on socioscientific issues content. E3S Web of Conferences, 482, 05004. https://doi.org/10.1051/e3sconf/202448205004
Jegstad, K. M. (2024). Inquiry-based chemistry education: A systematic review. Studies in Science Education, 60(2), 251-313. https://doi.org/10.1080/03057267.2023.2248436
Ješková, Z., Lukáč, S., Šnajder, Ľ., Guniš, J., Klein, D., & Kireš, M. (2022). Active learning in STEM education with regard to the development of inquiry skills. Education Sciences, 12(10), 686. https://doi.org/10.3390/educsci12100686
Kozanitis, A., & Nenciovici, L. (2023). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: A meta-analysis. Higher Education, 86(6), 1377-1394. https://doi.org/10.1007/s10734-022-00977-8
Kranz, J., Baur, A., & Möller, A. (2023). Learners' challenges in understanding and performing experiments: A systematic review of the literature. Studies in Science Education, 59(2), 321-367. https://doi.org/10.1080/03057267.2022.2138151
Krstić, L., Aleksić, V., & Krstić, M. (2022). Artificial intelligence in education: A review. Proceedings TIE 2022, 223-228. https://doi.org/10.46793/TIE22.223K
Kwok, S. W. H., Wu, C. S. T., Tong, H. T., Ho, C. N., Leung, K. L., Leung, Y. C. P., Lui, K. C., & Wong, C. K. C. (2021). Effects of the school-based integrated health promotion program with hydroponic planting on green space use and satisfaction, dietary habits, and mental health in early adolescent students: A feasibility quasi-experiment. Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.740102
Leatherdale, S. T. (2019). Natural experiment methodology for research: A review of how different methods can support real-world research. International Journal of Social Research Methodology, 22(1), 19-35. https://doi.org/10.1080/13645579.2018.1488449
Lestari, D. P., Supahar, Paidi, Suwarjo, & Herianto. (2023). Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students' scientific literacy ability in a science course. Education and Information Technologies, 28(12), 16153-16175. https://doi.org/10.1007/s10639-023-11857-8
Li, F., & Wang, L. (2024). A study on textbook use and its effects on students' academic performance. Disciplinary and Interdisciplinary Science Education Research, 6(1), 4. https://doi.org/10.1186/s43031-023-00094-1
Li, J., & Xue, E. (2023). Dynamic interaction between student learning behaviour and learning environment: Meta-analysis of student engagement and its influencing factors. Behavioral Sciences, 13(1), 59. https://doi.org/10.3390/bs13010059
Li, R., Lund, A., & Nordsteien, A. (2023). The link between flipped and active learning: A scoping review. Teaching in Higher Education, 28(8), 1993-2027. https://doi.org/10.1080/13562517.2021.1943655
Liu, F., Wang, X., & Izadpanah, S. (2023). The comparison of the efficiency of the lecture method and flipped classroom instruction method on EFL students' academic passion and responsibility. Sage Open, 13(2). https://doi.org/10.1177/21582440231174355
Maharam, M. (2021). Between national cinemas: Reframing films from Malaysia, Indonesia, and Singapore. The University of Nottingham.
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: How teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 2. https://doi.org/10.1186/s43031-021-00042-x
Martín-Alguacil, N., & Avedillo, L. (2024). Student-centered active learning improves performance in solving higher-level cognitive questions in health sciences education. International Medical Education, 3(3), 346-362. https://doi.org/10.3390/ime3030026
Mualimin, M. (2022). Students' evaluation on online learning system at IUP program, Faculty of Humanities Universitas Diponegoro. E3S Web of Conferences, 359, 02016. https://doi.org/10.1051/e3sconf/202235902016
Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students' learning in science: A systematic literature review. Educational Research Review, 43, 100601. https://doi.org/10.1016/j.edurev.2024.100601
Nguyen, K. A., Borrego, M., Finelli, C. J., DeMonbrun, M., Crockett, C., Tharayil, S., Shekhar, P., Waters, C., & Rosenberg, R. (2021). Instructor strategies to aid implementation of active learning: A systematic literature review. International Journal of STEM Education, 8(1), 9. https://doi.org/10.1186/s40594-021-00270-7
Persano Adorno, D., Mallahnia, T., Koch, V., Zailskaitė-Jakštė, L., Ostreika, A., Urbaitytė, A., Punys, V., & Pizzolato, N. (2021). The BioS4You European Project: An innovative way to effectively engage Z-Generation students in STEM disciplines. Education Sciences, 11(12), 774. https://doi.org/10.3390/educsci11120774
Rehman, Z. ur. (2023). Trends and challenges of technology-enhanced learning in geotechnical engineering education. Sustainability, 15(10), 7972. https://doi.org/10.3390/su15107972
Revina, S., Pramana, R. P., Bjork, C., & Suryadarma, D. (2023). Replacing the old with the new: Long-term issues of teacher professional development reforms in Indonesia. Asian Education and Development Studies, 12(4/5), 262-274. https://doi.org/10.1108/AEDS-12-2022-0148
Rossi, I. V., de Lima, J. D., Sabatke, B., Nunes, M. A. F., Ramirez, G. E., & Ramirez, M. I. (2021). Active learning tools improve the learning outcomes, scientific attitude, and critical thinking in higher education: Experiences in an online course during the COVID-19 pandemic. Biochemistry and Molecular Biology Education, 49(6), 888-903. https://doi.org/10.1002/bmb.21574
Sela Saldinger, S., Rodov, V., Kenigsbuch, D., & Bar-Tal, A. (2023). Hydroponic agriculture and microbial safety of vegetables: Promises, challenges, and solutions. Horticulturae, 9(1), 51. https://doi.org/10.3390/horticulturae9010051
Syskowski, S., Wilfinger, S., & Huwer, J. (2024). Impact and classification of augmented reality in science experiments in teaching: A review. Education Sciences, 14(7), 760. https://doi.org/10.3390/educsci14070760
Walter, Y. (2024). Embracing the future of artificial intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1), 15. https://doi.org/10.1186/s41239-024-00448-3
Xu, W., & Ouyang, F. (2022). The application of AI technologies in STEM education: A systematic review from 2011 to 2021. International Journal of STEM Education, 9(1), 59. https://doi.org/10.1186/s40594-022-00377-5
Yannier, N., Hudson, S. E., & Koedinger, K. R. (2020). Active learning is about more than hands-on: A mixed-reality AI system to support STEM education. International Journal of Artificial Intelligence in Education, 30(1), 74-96. https://doi.org/10.1007/s40593-020-00194-3
Yilmaz, M. M., Bekirler, A., & Sigirtmac, A. D. (2024). Inspiring an early passion for science: The impact of hands-on activities on children's motivation. ECNU Review of Education, 7(4), 1033-1053. https://doi.org/10.1177/20965311241265413
Zemuy, M., Tsegay, S. M., & Aihui, P. (2024). PowerPoint-based lectures and students' experiences in Eritrean higher education institutions. SN Social Sciences, 4(9), 162. https://doi.org/10.1007/s43545-024-00959-w
Authors who publish with ISEJ: Indonesian Science Education Journal agree to the following terms:
- Authors retain copyright and grant the ISEJ: Indonesian Science Education Journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
