This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities.
Penelitian ini bertujuan untuk mengembangkan soft skills peserta didik melalui integrasi pendekatan STEAM dalam pembelajaran asam basa. Penelitian dilaksanakan di kelas XI pada semester genap tahun ajaran 2016/2017. Penelitian ini merupakan penelitian kualitatif. Teknik pengumpulan data yang digunakan berupa wawancara, observasi lapangan, dan reflektif jurnal. Kegiatan pembelajaran dilakukan dengan menerapkan enam tahapan yaitu memberikan pertanyaan esensial, membuat perencanaan proyek, menyusun jadwal proyek, memonitor peserta didik dan perkembangan proyek, menilai atau menguji hasil, dan mengevaluasi pengalaman peserta didik. Berdasarkan hasil penelitian dapat disimpulkan bahwa integrasi pendekatan STEAM dalam project based learning dapat mengembangkan soft skills peserta didik, yaitu bekerja sama, berpikir kritis, peduli lingkungan, tanggung jawab, keterampilan beradaptasi, dan berpikir kreatif.
Kata kunci: pendekatan STEAM, soft skills, pembelajaran asam basa
This paper presents a study in applying ethnopedagogy by combining cultural learning and science education to assess the effect on student engagement and their cultural identity. This study stimulates students to care for their own ethnic identity, history and culture under modern era of social instability. The cultural identity itself can construct personal identity like the self concept and self esteem [51]. It is particularly essential for multicultural population of Indonesia with 633 ethnic groups. Ethnopedagogy approach has the function of supporting and protecting national values. The study involved 25 grade 7 junior high school students in Bima undertaking a project to create a model of the solar system. The study integrated indigenous knowledge and cultural practices related to the solar eclipse from the Bugis, Tidore, Yogyakarta, Solo, and Bima regions of Indonesia. A qualitative research method was applied to gather data using reflective journals, interviews, worksheets and a science test. The results show that integrating ethnopedagogy in science learning engages students in learning about their culture and develops problem-solving skills, while also improving information, communication, and technology (ICT) skills. An understanding of a scientific concept was developed through the learning experience, and the students developed their skills in communication and collaboration through completing the project in groups. Students faced the challenge of shifting their identity from passive to active learners and found the process to be a meaningful and enjoyable learning experience.
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