A Theoretical Need for Applying Flipped Learning to STEAM Education

Jung, Young Kyung; Hong, Hyeonmi

doi:10.24313/jpbl.2020.00213

Cited by 9 publications

(5 citation statements)

References 29 publications

(29 reference statements)

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“…Students' high interest and motivation show that the STEAM-PjBL-based learning innovation is going well. This is in accordance with the objectives of STEAM learning, one of which is to design activities to attract and motivate students in interactive learning (Jung & Hong, 2020). Therefore, the innovation of learning chemistry using STEAM-PjBL really encourages students to increase students' enthusiasm in understanding concepts in chemistry learning, especially the acid-base titration concept.…”

Section: Students' Motivationsupporting

confidence: 52%

Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL

Suryaningsih

Nisa

Muslim

et al. 2022

ijses

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The purpose of this study was to 1) determine the results of the prerequisite test of the research instrument consisting of tests of validity, reliability, and normality, 2) know students' responses to interest and motivation to learn using chemistry learning innovations. The method used is descriptive quantitative. A sample of 76 students was selected by purposive sampling at one of the senior high schools in Indonesia. Data was collected using a questionnaire instrument with ten items arranged based on a Likert scale based on student interest and motivation indicators on the acid-base titration concept. The instrument used was declared valid, and reliability was proven by a corrected item-total correlation of 10 items. Each of them has a value of more than 0.325. A reliability value of 0.785 and a significance value of 0.2 indicates that the data is normally distributed. The Science, Technology, Engineering, Arts, and Mathematics-Project Based Learning (STEAM-PjBL) innovation received a good response from students in the form of a high percentage of interest and learning motivation. Students' interest in learning got an average score of 4.17 in the high category of 83.4%. Likewise, learning motivation scored 4.22 in the high category of 84.4%. In general, student responses gave positive responses or agreed to the application of STEAM-PjBL in chemistry learning because it gave students high interest and motivation to learn. The results of this study can be used as innovations in the science learning process.

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Section: Students' Motivationsupporting

confidence: 52%

Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL

Suryaningsih

Nisa

Muslim

et al. 2022

ijses

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“…Moreover, Austrian and Egyptian teachers mentioned in their interview, that the DLP tool could aid in applying some teaching methods they are using as inquiry-based learning (IBL) and flipped classroom approaches (Jung & Hong, 2020). Where they believed the DLP tool could help them in applying IBL and flipped classroom approaches by introducing the DLP tool to their students, which could allow students to explore technologies and learn independently.…”

Section: Teachers Recommended Dlp Tool For Students' Usesmentioning

confidence: 99%

Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool

El Bedewy,

Lyublinskaya,

Lavicza

2024

RPTEL

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This paper proposes a cross-cultural dynamic lesson plan (DLP) tool that could be adopted by teachers across different cultures to implement STEAM (Science, Technology, Engineering, Arts & Mathematics) education practices. An abundance of well-developed lesson plans is available to teachers on numerous Internet sites, but the cultural diversity of such lesson plans – i.e., difficulty to customize for alignment with local curriculum and lesson plan requirements, make it difficult for teachers to utilize and share these resources – due to the lack of flexible customizations for orientation with local curriculum and lesson plan requirements. This study suggests an approach to overcome such challenges by presenting the DLP tool to assist teachers’ STEAM teaching practices using GeoGebra for learning content elaboration. Our proposed transdisciplinary STEAM practice uses architecture as a real-life example that connects mathematics learning to culture and history through mathematical modelling. This study follows a design-based research approach to develop and implement DLP tool and its related design heuristic. Moreover, the study is examining how the DLP tool can be utilized with teachers cross-culturally and how it could support teachers in professional development workshops to design transdisciplinary STEAM lesson plans. The qualitative analysis of teachers’ artefacts developed during these workshops demonstrated the versatility of DLP tool to address cultural diversity in lesson planning through these STEAM practices applications. The emerging themes from this study show that regardless of participants’ cultures, using the DLP tool to implement transdisciplinary STEAM practices could support teachers in developing operational and shareable lesson plans.

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“…Hal ini sesuai dengan tujuan pembelajaran STEAM, salah satunya yaitu merancang kegiatan untuk melibatkan dan memotivasi siswa dalam pembelajaran interaktif. Fokus dari pendekatan STEAM adalah untuk mengembangkan kegiatan yang membantu siswa lebih bertanggung jawab untuk belajar dan mengerjakan sesuatu dengan disiplin (Jung & Hong, 2020).…”

Section: Motivasi Belajar Siswaunclassified

Seminar Nasional Fitk Uin Jakarta 2021

Alatas¹

2021

Preprint

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Seminar nasional ini hadir atas pertimbangan yang mendalam. Selain itu, seminar ini hadir juga karena rasa keprihatinan yang mendalam karena tidak banyak wadah serupa yang mampu memberikan kesempatan kepada para pemikir. Kegiatan ini akan menjadi sarana bertukar pemikiran dan diharapkan akan dapat mencatatkan sejarah sebagai kegiatan yang memberikan sumbangsih terhadap kemajuan di bidang Pendidikan.Pada akhirnya, harapan kami adalah semoga kegiatan ini dapat bermanfaat untuk semua pihak. Pemikiran-pemikiran yang tertampung di dalamnya dapat dimanfaatkan untuk kemajuan pendidikan. Selain itu, pemikiran-pemikiran yang ada diharapkan juga dapat menjadi bahan pertimbangan dalam menentukan dan membuat kebijakan ke dapan. Akhir kata, kami berharap semoga ke depan FITK dapat menyelenggarakan kembali kegiatan serupa dengan lebih banyak pemikiran dari berbagai ranah.

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A Theoretical Need for Applying Flipped Learning to STEAM Education

Cited by 9 publications

References 29 publications

Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL

Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL

Supporting transdisciplinary STEAM practices: Integrating architectural modelling into mathematics education through a cross-cultural dynamic lesson plan (DLP) tool

Seminar Nasional Fitk Uin Jakarta 2021

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