The scenario of 21st century relies heavily on the computer and digital system. Many scholars argued that the implementation of integrated science, technology, engineering and mathematics (STEM) in school system will have direct advantages for students, teachers and educational institutions. Therefore, this study is aimed to examine the enhancement of student’s STEM literacy on knowledge aspect after implementing STEM based module on earth’s structure and its dynamics topic. The method of this study was weak experiment pretest-posttest one group only. The subject of this research was one class of 7th grade students that consist of 32 students in one junior high school in Bandung, Indonesia. Developed STEM based module on earth’s structure and its dynamics topic was delivered to students. To measure students’ knowledge enhancement of STEM literacy, a pre-test and a post-test were given to students which consist of 20 multiple choice questions. Specifically, there are 11 questions of science literacy, four questions of technology-engineering literacy and five questions of mathematics literacy. Student’s pre-test and post-test result was analysed by calculating normalized gain and its effect size. The results of this research showed that students’ science literacy enhanced satisfactory (n-gain = 0.35) with 1.10 of effect size (strong effect), technology-engineering literacy shows the highest enhancement of (n-gain = 0.56) means that it also enhanced satisfactory with effect size score is 1.24 (strong effect), and mathematics literacy is the lowest enhancement of (n-gain = 0.32) and is categorized as satisfactory enhancement with effect size of 1.13 (strong effect). To sum up, student’s STEM literacy enhanced satisfactory with strong effect size after the implementation of STEM based module in their learning activity.
The research aims to develop a series of effective communication-based teaching skills for early childhood education teachers that develop in accordance with the Indonesian National Curriculum framework used recently in Department of Early Childhood Education, Faculty of Education, State University Jakarta. Research will be conducted in two years using research and development methods. The literature review has been conducted on effective communication and teaching skills for the first year and a series of teaching skill indicators. Data gathered from early childhood education teachers in Jakarta are related to the theory and practice of teaching skills with observation, interviews and performance tests. The results of the study are indicators for Early Childhood Education (PAUD) teacher teaching skills. On the other hand, drafts of effective communication practices are conducted to be applied in teacher teaching skills. These two concepts will be used to develop a model of effective communication based teaching skills for teachers of early childhood. The result can be consideration of educational institutions educators, researchers and governments in developing training models to improve teacher teaching skills.
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