Enhancing science literacy capabilities of prospective primary school teachers through the STEM Project Learning Model

Abstract

The STEM Project is a learning model that can be used by lecturers in the learning process so that students can get used to analyzing and synthesizing, to come up with an idea that can develop the competence and science literacy abilities of elementary school teacher candidates in the framework of learning in the 21st century. The study aims to improve the ability of the science literacy of Pre-service elementary school teachers by using the STEM Project Learning Model. This study was conducted on Pre-service elementary school teachers as elementary school teacher education students at the University of Halu Oleo Kendari. The results obtained indicate that the science literacy ability of Pre-service elementary school teachers has increased significantly. The increase is based on the results of statistical analysis which shows a significant increase in the ability of the science literacy of Pre-service elementary school teachers, after participating in learning using the STEM Project model. For this reason, the use of the STEM Project model in learning science enables prospective teachers to become accustomed to conducting comprehensive analyzes of problems and their solutions.

Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

“…Researchers provided various hands-on activities e.g. creating models, simulations or devices (Amiruddin et al, 2021;Asri et al, 2021;Chai et al, 2020;Djulia & Simatupang, 2021;Mayasari et al, 2019;Rosana et al, 2021;Sumirat, 2019;Yulianti et al, 2022), conducting experiments (Azhar et al, 2022;Elfa Sari et al, 2021;Jannah et al, 2021) or doing field observations (Ngabekti et al, 2019). Researchers in our corpus reported that hands-on activity encourages participants to participate actively in the learning process.…”

“…Most researchers used the STEM approach with project-based learning. PSTs had increased science literacy skills (Amiruddin et al, 2021) and STEM content knowledge, particularly science content knowledge, followed by engineering, technology and mathematics content knowledge (Mayasari et al, 2019). The project-based learning STEM approach has promising implications for PSTs to create projects as teaching materials (Djulia & Simatupang, 2021) and improve learning outcomes, even if conducted in an online learning setting (Asri et al, 2021).…”

“…Seven articles demonstrated STEM integration without explaining the contribution of each STEM discipline. Four articles encouraged product design (Amiruddin et al, 2021;Asri et al, 2021;Djulia & Simatupang, 2021) and crosscutting concepts (Sumirat, 2019) involving multiple disciplines. Three articles saw STEM integration as STEM-based learning media development involving a real-life context.…”

“…Most participants experience four representation modes: diagrams, concrete models, written text, and spoken language. Participants design and create projects or devices, write reports or orally present their findings or products (Amiruddin et al, 2021;Asri et al, 2021;Azhar et al, 2022;Djulia & Simatupang, 2021;Mayasari et al, 2019;Rosana et al, 2021;Sumirat, 2019). Other participants create graphs, simulations, learning webbased media (symbol, diagram, and picture mode representation), explain products verbally, and then report in written form (Chai et al, 2020;Utomo et al, 2020;Yulianti et al, 2022).…”

“…Ten articles in our corpus explicitly mention collaboration. We found three types of collaboration (Table 6): in single-discipline collaboration, participants in the same fieldwork collaboratively to solve the problem through group discussion (Amiruddin et al, 2021;Asri et al, 2021;Azhar et al, 2022;Djulia & Simatupang, 2021;Jannah et al, 2021;Mayasari et al, 2019;Sumirat, 2019;Yulianti et al, 2022). In multidiscipline collaboration, participants from different fields work to solve the problem.…”