Metaphorical thinking is important in improving the formation and discovery of learning ideas in the 21st-century. However, the metaphorical thinking of Indonesian students is below the international average in terms of cognitive process, according to PISA 2018. This study aims to identify differences in the ability of students' metaphorical thinking in learning STEM and Computer Science (STEM-CS). This research employed the experimental design with a simple random sampling technique to determine the sample. The population of this study was 280 junior high school students in Bandar Lampung, Indonesia. The data collection technique has been tested to see the improvement of metaphorical thinking. Hypothetical testing has been used by one-way ANOVA with a meaningful level of 5%. The results found that the average class value applied to the STEM-CS training model was 88.00, which was higher compared to the STEM class with an average score of 86.00 and the control class with an average score of 73.00. It is concluded that the STEM-CS model can be used as an alternative solution for learning in the industrial era 4.0. El pensamiento metafórico es importante para mejorar la formación y el descubrimiento de ideas de aprendizaje en el siglo XXI. Sin embargo, el pensamiento metafórico de los estudiantes indonesios está por debajo de la media internacional en términos de proceso cognitivo, según PISA 2018. Este estudio tiene como objetivo identificar las diferencias en la capacidad del pensamiento metafórico de los estudiantes en el aprendizaje de STEM y Ciencias de la Computación (STEM-CS). Esta investigación empleó el diseño experimental con una técnica de muestreo aleatorio simple para determinar la muestra. La población de este estudio fue de 280 estudiantes de secundaria en Bandar Lampung, Indonesia. La técnica de recopilación de datos se ha probado para ver la mejora del pensamiento metafórico. Se han utilizado pruebas hipotéticas mediante ANOVA unidireccional con un nivel significativo del 5%. Los resultados encontraron que el valor de clase promedio aplicado al modelo de entrenamiento STEM-CS fue 88,00, que fue mayor en comparación con la clase STEM con una puntuación media de 86,00 y la clase control con una puntuación media de 73,00. Se concluye que el modelo STEM-CS se puede utilizar como una solución alternativa para el aprendizaje en la era industrial 4.0.

The Indonesian 2013 curriculum is an improvement on the previous curriculum, namely the Education Unit Level Curriculum (KTSP). The implementation of the 2013 curriculum strongly emphasizes a Scientific Approach with student-centred learning to prepare Indonesian citizens to have the ability to live as individuals and citizens who are productive, creative, and innovative. The Scientific Approach is a learning process designed so that students actively construct concepts and principles through the stages of observing, asking, exploring, associating, and communicating. The purpose of this study is to compare the principles of the Scientific Approach of the 2013 curriculum with four different active learning strategies, namely Discovery Learning (DL); Inquiry-Based Learning (IBL); Problem-Based Learning (PBL) and Realistic Mathematics Education (RME). The result of this study is the recommendation of a dynamic modification of the Scientific Approach in the 2013 curriculum.

In the 21st century, the significance of competencies is increasing in our everyday lives and in the labor market. Such complex competencies like critical and creative thinking is a topic that are becoming more and more relevant. In the past, researchers have shown a direct link between creative thinking and teaching methods. The project will apply a STEM research method throughout the study and comparing SSCS learning. The study focuses on the critical examination of specific assignments and students' critical and creative thinking. In this study, researchers used prisms and pyramids as stimuli for 125 students to evaluate their imagination. This study uses a quasi-experimental design to explore a different hypothesis about the link between STEM and SSCS on student creativity and critical thinking. To determine whether or not the data collection technique can assist students in improving their critical and creative thinking, it has been put through its paces. MANOVA has been shown to be effective in testing hypotheses in several studies. Compared to the SSCS learning model, the STEM-based K-13 curriculum positively impacts critical and creative thinking. It can be concluded that the STEM approach, as opposed to the SSCS model, can be used as an alternative solution for learning in the industrial era 4.0. En el siglo XXI, la importancia de las competencias está aumentando en nuestra vida cotidiana y en el mercado laboral. Competencias tan complejas como el pensamiento crítico y creativo es un tema que se está volviendo cada vez más relevante. En el pasado, los investigadores han demostrado un vínculo directo entre el pensamiento creativo y los métodos de enseñanza. El proyecto aplicará un método de investigación STEM a lo largo del estudio y comparará el aprendizaje de SSCS. El estudio se centra en el examen crítico de tareas específicas y el pensamiento crítico y creativo de los estudiantes. En este estudio, los investigadores utilizaron prismas y pirámides como estímulos para que 125 estudiantes evaluaran su imaginación. Este estudio utiliza un diseño cuasi-experimental para explorar una hipótesis diferente sobre el vínculo entre STEM y SSCS en la creatividad y el pensamiento crítico de los estudiantes. Para determinar si la técnica de recopilación de datos puede o no ayudar a los estudiantes a mejorar su pensamiento crítico y creativo, se ha puesto a prueba. Se ha demostrado que MANOVA es efectivo para probar hipótesis en varios estudios. En comparación con el modelo de aprendizaje SSCS, el plan de estudios K-13 basado en STEM tiene un impacto positivo en el pensamiento crítico y creativo. Se puede concluir que el enfoque STEM, a diferencia del modelo SSCS, puede utilizarse como una solución alternativa para el aprendizaje en la era industrial 4.0.

Education in the 21st-century era can provide students with learning experiences that influence individual growth. This study aimed to determine the effect of integrating the Bamboo Dance learning model and Course Review Horay on students' mathematical creative thinking. The design of this study was quasi-experimental. Data collection instruments were open-ended test questions of mathematical creative thinking. The normality test and the homogeneity test were used as the analysis techniques. The hypothetical testing was performed using one-way ANOVA and Scheffe's method. The results of the analysis showed that the data were normally distributed and homogeneous. As a result of applying the Bamboo Dance learning model integrated with Course Review Horay, the students' mathematical creative thinking was better than the conventional learning model. The Bamboo Dance Model can provide information equally. The Course Review Horay's learning model can make students happy during the learning. This research implies that lecturers can apply BD-CRH as an alternative in improving students' mathematical creative thinking.

The Indonesian Government introduced the 2013 Curriculum as an attempt to improve education within Indonesia. International comparisons showed that mathematics was a subject in which there was much room for improvement. As it is now ten years since the introduction of the new curriculum, it is time to review its implementation. A key element of the 2013 curriculum is using the Scientific Approach (observing, asking, exploring, associating, and communicating) as the fundamental pedagogy with a general emphasis on active learning. This study explores the extent to which this has been implemented within the classroom by utilizing various data sources, including student focus group discussions, classroom observations, documentation reviews and teacher interviews. This produced a multi-dimensional data set which reveals that ten years on from its introduction, the implementation of the Scientific approach in mathematics is, at best, inconsistent. In practice, there is still a great reliance on teacher-centered pedagogies, although lesson plans indicate an intent to promote more active learning. Students tend to remain passive and individual learners, although they express a strong desire to work together. Teachers report difficulties in finding appropriate learning media to facilitate active learning pedagogies and school infrastructures are often a hindrance to the use of the Scientific Approach.