This article elaborates at the background of STEAM education, analyzes its framework, and summarize the characteristics of STEAM education, so as to offer some lessons for primary education in Indonesia.
This research constructs a learning design to guide primary students on achieving scientific literacy. The approach used is a mixed-method sequential exploratory model. This result shows that the validity and reliability of this design in general on the category can be used. The implementation of 35 students in Kabupaten Kudus revealed that this design could be applied by the teacher and could be responded to by students during learning.
Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, selfefficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.
Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.
The goal of this cross-sectional survey research was to find the validity and reliability of assessment instrument for environmental topics learning that is scientific literacy-oriented. To reveal validity is assessed based on obtain judgement expert and reliability measured by internal consistency. It was gained that the validity is 8 items very feasible and 2item quite feasible with reliability’s value is 0.763. It shows that all items can be used to analyzing difficulties of students for designing environmental topics learning that is scientific literacy-oriented’s lesson plan.
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