INTEGRASI STEAM-PjBL PADA PEMBELAJARAN IPA DI SMP NEGERI 3 KARANGMOJO, BANTUL–YOGYAKARTA: PROYEK MIKROSKOP SEDERHANA

Abstract

<p><strong><em>Abstract.</em></strong> <em>Many teachers still have not integrated STEAM-PjBL in learning. Students who are accustomed to conventional learning and have never operated a microscope as a tool in understanding science material. STEAM-PjBL learning is the right solution in facilitating and providing space for students to be able to overcome these problems, STEAM-PjBL is also a place to hone students' abilities and skills to face the demands of the current modernization era. The purpose of this activity is to introduce, implement and integrate STEAM-PjBL in science learning. The population in this activity is all 8th grade students of SMP 3 Karangmojo and the subject of the activity is class 8 B with a total of 30 people. The activity will be held on July 15, 2022. The stages of STEAM-PjBL integration consist of Reflection, Research, Discovery, Application and communication. The activities that have been carried out have given positive results, 80% of students "strongly agree" that learning science with the STEAM-PjBL model on the "simple microscope" project is interesting, fun, fosters enthusiasm, gives its own satisfaction in learning, makes it easier for students to understand the material and demands participation active students</em></p><p><em><br /></em></p><p><strong>Abstrak.</strong> Banyak guru yang masih belum mengintegrasikan STEAM-PjBL dalam pembelajaran. Siswa yang terbiasa dengan pembelajaran konvensional dan belum pernah mengoperasikan mikroskop sebagai salah satu alat dalam memahami materi IPA. Pembelajaran STEAM-PjBL merupakan solusi tepat dalam memfasilitasi dan memberikan ruang kepada siswa untuk dapat mengatasi masalah tersebut, STEAM-PjBL juga menjadi wadah dalam mengasah kemampuan dan keterampilan siswa untuk menghadapi tuntutan era modernisasi saat ini. Tujuan dari kegiatan ini adalah untuk mengenalkan, menerapkan dan mengintegrasikan STEAM-PjBL pada pembelajaran IPA. Populasi pada kegiatan ini adalah seluruh siswa kelas 8 SMP 3 Karangmojo dan subjek kegiatannya adalah kelas 8 B dengan jumlah 30 orang. Kegiatan dilaksanakan pada 15 juli 2022. Tahapan integrasi STEAM-PjBL terdiri atas Reflection, Research, Discovery, Application dan communication. Kegiatan yang telah dilakukan memberikan hasil yang positif, 80% siswa “sangat setuju” bahwa pembelajaran IPA dengan model STEAM-PjBL pada proyek “mikroskop sederhana” menarik, menyenangkan, menumbuhkan semangat, memberikan kepuasan tersendiri dalam belajar, mempermudah siswa memahami materi dan menuntut partisipasi aktif siswa.</p>

Potensi Implementasi Science, Technology, Engineering, Art And Mathematic (Steam) pada Pembelajaran IPA Materi Perubahan Iklim Ditinjau dari Prespektif Guru IPA Se Kabupaten Demak

“…Saat ini, pemahaman tentang perubahan iklim telah berkembang pesat. Penelitian terdahulu menunjukkan adanya upaya untuk mengintegrasikan konsep STEAM dalam pembelajaran IPA (Nurwahyunani et al, 2023;Supriyatin et al, 2023). Namun, cenderung terfokus pada pendekatan pembelajaran tradisional dalam IPA serta belum banyak penelitian yang secara khusus membahas potensi implementasinya dalam materi perubahan iklim (Nikmatin Mabsutsah & Yushardi, 2022b).…”

Integration of PJBL, STEAM, and Learning Tool Development in Improving Students' Critical Thinking Skills

“…It also highlights how this approach helps students comprehend and apply the material to real-life situations (Dywana & Airlanda, 2020). The overwhelmingly positive response from students demonstrates the effectiveness of the PjBL approach and the integration of STEAM in promoting critical thinking skills (Anisa, 2022;Supriyatin et al, 2023). Students feel engaged in the learning process and receive the necessary support to enhance their critical thinking abilities (Khoiriyyah et al, 2022).…”

Media Design "Detector Marker" based on STEM with Dragon Fruit Peel Extract for Detectionof Formaldehyde Additives at School in Agroecosystem Zone

“…. The STEM approach invites students to understand phenomena that occur that are close to them, so that students will want to know more, want to learn and understand what is happening, the causes, and the impacts that are caused and try to overcome them (Supriyatin et al, 2023 ). This is of course in line with the principle of making detector markers that are able to motivate students to understand the phenomenon of widespread abuse of formalin additives by traders in the school environment, so that students can immediately associate, connect and even be able to find solutions to problems that arise, in this learning model students are taught to think critical.…”