Learning Science Through STEAM Approach (Science Technology, Engineering, Arts, and Mathematics) Integrated Ethnoscience in the Context of Batik Culture for Pre Service Teachers of Primary Education

Abstract

The exoticism of Ciwaringin batik has a different appeal and privileges compared to other Cirebon written batik, in addition to the unique motifs depicting flora meaningful hereditary historical philosophy it also has a soft batik colour because it is produced from natural dyes. STEAM learning is believed to equip students to be able to adapt to the changes they will face later. This paper presents the design of science learning through the integrated STEAM approach to ethics in the cultural context of Ciwaringin batik for prospective elementary school teacher students. In this paper, we will examine and examine the elements of science, technology, art, engineering and mathematics that are contained in ciwaringin batik culture lectures for prospective elementary school teacher students. Science learning based on local wisdom fosters a love of indigenous knowledge as part of the nation's culture that has implications for the conservation of the surrounding natural resources and environmental balance that is acted out through STEAM learning. In This research We Use method uses a research and development (R & D) approach. Thus, the development is more directed at efforts to produce products ready for real use in the field, not just finding knowledge or testing certain hypotheses or theories. The results obtained from this research are the design of lecture activities using STEAM approach (Science Technology, Engineering, Arts and Mathematics) for prospective elementary school teacher students in learning.

Pengembangan Program Madrasah Berbasis Riset Stem Potensi Lokal di Lereng Gunung Muria

“…Selain itu, semua kelompok siswa mampu menganalisis tahapan riset STEM dengan baik. Hal ini membuktikan bahwa pembelajaran STEM membuat siswa menjadi kreatif dan kritis [18]- [20]. Berikut adalah contoh hasil pekerjaan kelompok siswa.…”

Eksplorasi STEAM Pada Sarana Upakara Tumpeng Kering

“…STEAM memberikan kesempatan bagi guru untuk menunjukkan kepada siswa bagaimana konsep dan prinsip ilmu sains, teknologi, teknik, seni dan matematika digunakan secara terintegrasi menghasilkan suatu produk yang digunakan dalam kehidupan sehari-hari (Tresnawati et al, 2019) Adapun beberapa keunggulan dari pembelajaran berbasis STEAM diantaranya menjadikan peserta didik lebih siap terhadap perkembangan zaman, membantu mengembangkan inovasi dalam kehidupan, meningkatkan ketertarikan peserta didik terkait profesi di bidang STEAM, menjadikan pembelajaran lebih sesuai dengan kehidupan, serta meningkatkan literasi peserta didik mengenai STEAM (Pengelola Web Direktorat SMP, 2021).…”

“…Selanjutnya (Qomaria & Wulandari, 2022) meneliti tentang pendekatan ethno-steam dengan memanfaatkan konteks pesapean yang merupakan mainan tradisional Madura. Peneliti lain (Tresnawati et al, 2019) menggunakan konteks batik pada pendekatan STEAM. Selanjutnya (Heryuriani, 2020) menerapkan proyek pembuatan tape serta kripik singkong dalam pembelajaran STEM.…”

“…Siswa dapat diminta untuk membuat proyek pembuatan tumpeng kering ini, dari awal pembuatan, pengemasan bahkan sampai pada tahap penjualan sehingga pembelajaran dapat lebih bermakna. Hasil penelitian ini sesuai dengan penelitian (Tresnawati et al, 2019) yang menggunakan konteks batik dalam pembelajaran STEAM. Batik yang digunakan adalah Batik Ciwaringin yang dalam proses pewarnaannya menggunakan pewarna alami.…”

Systematic Literature Review: Analysis of Ethno-STEM and Student’s Chemistry Literacy Profile in 21st Century

“…Ethno-STEM research in Indonesia is conducted on various topics. Figure 2 shows that the topic of learning models is 32% (found in articles by Harto et al (2019), , , , Azalia (2020), Sumarni et al (2020), Tresnawati et al (2021) and an approach of 32% (found in the article , , Izzah et al (2020a), Qori et al (2020), Tresnawati et al (2020, Anugrah (2021)) dominates ethno-STEM research, followed by evaluation and rating of 4% each (found in the article by Izzah et al (2020b) as shown in Figure 2. The findings are generally in line with trends in Science education research during 2018-2022 published in indexed journals and conferences Scopus, which mainly focuses on the topic of learning contexts (Lin et al, 2019).…”