STEM (science, technology, engineering, and math) was developed to answer challenges in the 21st century; where students are not only smart in terms of cognitive, but also skilled. STEM in education has the aim of preparing students to be competitive and ready to work according to their preferred fields. The benefits of applying STEM Education are to improve critical thinking skills and be creative, logical, innovative, productive and directly related to real conditions. The purpose of this study is to review the implementation of STEM Education models in the early 21st century. Technique of collecting data was through literature study. The results of this study: 1) STEM has been applied in various countries and in various branches of science; 2) History of STEM Education, 3) Implementation of STEM in non western country, 4) Skill that required in 21st century, 5) STEM to face 21st challenge.
Online learning is an alternative in the 21st century. Teachers are expected to adapt to these changes by developing teaching materials that are interactive, interesting, and accessed at any time. Besides, the development of teaching materials needs to pay attention to the skills needed by students today. This research is the initial part of development research. This study aims to determine the need of teaching materials that are appropriate for the 21st century. Through student analysis, curriculum analysis, and material analysis for physical learning, information is obtained. It is necessary to develop digital teaching materials in integrated e-modules with Creative Problem-Solving models to achieve 21st-century skills.
The 2013 curriculum requires student-centered learning. The teacher as a facilitator needs to prepare student-centered learning. The teacher prepares learning that emphasizes the thought process. Creative Problem Solving (CPS) models can develop students' thinking abilities. Teachers are expected to be able to develop teaching materials that are appropriate to the character of students. Teaching materials developed improve students' thinking skills. Teaching materials provided should also be able to increase student awareness of the nation's problems. One of Indonesia's big problems is corruption. Learning in schools is expected to instill anti-corruption character, one of which is integrating learning. This research is research and development. In this article is a part of the design of the teaching material that was developed. The data collection technique used is a prototype review of teaching materials developed. Analysis of the data used descriptive analysis. The results of this study are in the form of instructional material design based on the CPS model. The science teaching materials developed are based on the syntax of the CPS which consists of: identifying objectives, collecting data, sharpening questions, collecting data, formulating solutions, and implementing solutions. In addition to the teaching material developed it is also integrated with the anti-corruption character in each step of the problem solving that is displayed.
PowerPoint Presentation (PPtP) is now quite common in many aspects of life, not only at schools (Yilmazel-Sahin, 2007). It facilitates events in various ways owing to its practicality (Craig Armenic, 2006). In classes, it provides advantages for both students and teachers, but it may be problematic as well (Davies et al., 2009; Oommen; Taylor, 2012). Therefore, Howard Conway (1985) recommended verifying if students viewpoints may maximize its contribution for class empowerment. This study focused on how students appreciated the values of PPP and how it affected lecturers. It involved 90 students responding to a questionnaire asking their standpoint about the use of PPP including commentary and suggestion. Results revealed that in general, participants out looked positively towards PPP and its impact to teachers. It aided students and teacher in the learning-teaching process, although it was occasionally blamed as not engaging or even boring.DOI: doi.org/10.24071/llt.2018.Suppl2108
Teachers must be able to prepare learning materials developed based on the competencies and characters. Learning materials developed should reach valid criteria, practical, and effective. The purpose of this research is to know the quality level of learning materials that have been developed. This research method is reseach and development (R&D) model using four-D model consisting of define, design, develop, and disseminate. Specially, to measure the quality of learning materials is done in the development phase. The instrument of this research consisted of: observation sheet, questionnaire, assessment sheet of learning goals. Data analysis using descriptive technique percentage. The validity of the learning device is 86.38 with the very valid category, the practicality of the learning material is 92.93 with very practical category, and the effectiveness of the learning device is at a score of 86.11. Based on these data, the information obtained by physics-based instructional device of creative problem solving model with open-ended approach on work and energy materials integrated by biomass energy can be used in physics learning in the High School.
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