Science Technology Engineering and Mathematics (STEM)  Education Approach against a Microscopic Representation Skill in Atom and Molecule Concept

Wisudawati, Asih Widi

doi:10.20885/ijcer.v2i1.10067

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…The utilization of STEM education has an excellent opportunity to prepare students' thinking skills to accommodate their characteristics. STEM education is a way to deal with a multidisciplinary study where there is a concept of integration between science, technology, engineering, and mathematics (El-Deghaidy & Mansour, 2015;Wisudawati, 2018). Information and communication technology have changed the human lifestyle, both in work, socializing, and learning.…”

Section: Introductionmentioning

confidence: 99%

Improving Teachers' Comprehension and Readiness in Implementing STEM through Science Learning Simulation

Toto

Yulisma

Amam

2021

JPII

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This study expects to discover the improvement of science teachers' comprehension of the STEM concept, the improvement of teachers' readiness in implementing it, and the relationship between the comprehension of STEM concepts and readiness in implementing it in learning science. The participants were 50 science teachers from a few junior high schools in Ciamis who joined the workshop and simulated natural science learning dependent on STEM concepts in the Galuh University in Ciamis, Indonesia. The method of study used descriptive utilizing instruments of questionnaires and interview guide. The data were investigated using descriptive statistics with SPSS version 25.0. In addition, data from interviews were analyzed qualitatively (as complementary data). The exploration results show an increase in understanding of the STEM concept of science teachers and an increase in teacher readiness to implement it in science learning. This increase in understanding of STEM concepts and readiness to implement them is strengthened by developing a plan for implementing STEM-based learning and observing STEM-based science learning simulation activities conducted by several workshop participants. In addition, there is also a high correlation between understanding the STEM concept and the teacher's readiness to implement it in science learning.

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Section: Introductionmentioning

confidence: 99%

Improving Teachers' Comprehension and Readiness in Implementing STEM through Science Learning Simulation

Toto

Yulisma

Amam

2021

JPII

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“…STEM education is a method of learning techniques in teaching the STEM discipline (Ntemngwa & Oliver, 2018). Integrated STEM learning is classroom management (Wisudawati, 2018) and a pedagogical approach of integrating two or more STEM disciplines in a project (Ntemngwa & Oliver, 2018) in authentic contexts to enhance student learning quality (Kelley & Knowles, 2016). Roehrig et al, (2012) said that STEM integration is an approach that builds natural relationships between STEM domains to enhance student understanding in each discipline, make learning more interesting, and expand understanding through relevant contexts.…”

Section: Stem Educationmentioning

confidence: 99%

“…In the academic environment, several studies have been conducted to try to search for the effects of STEM implementation in learning. Some research results show that there is a positive correlation between STEM implementation and the quality of student learning outcomes (Khaeroningtyas, Permanasari, & Hamidah, 2016;Putra, 2017;Wisudawati, 2018). In the environment of policy makers and education providers, STEMbased learning training has often begun through the Ministry of Education and Culture, the Center for Development and Empowerment of Educators and Personnel (PPPPTK), SEAMEO QITEP, and universities.…”

Section: Introductionmentioning

confidence: 99%

How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review

Arlinwibowo¹,

Retnawati²,

Kartowagiran³

2021

Challenges of Science

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STEM education has received a lot of attention, including in Indonesia, because it is considered capable of preparing competitive students in the 21st century. However, the implementation of STEM learning is constrained because there are no standard guidelines according to the curriculum 2013 (education curriculum in Indonesia). Therefore, the aim of this study is to find an integration formula for STEM learning and the curriculum 2013 based on the synthesis of various literature to find a formula for implementing STEM learning in accordance with the curriculum 2013. This study is a systematic review. The data sources in this research are 46 selected literatures and relevant to the research objectives published between 1996 and 2020. The data sources are literature published in ISBN books, government documents, and journals. The data collected from the literature were analyzed with a thematic model starting with data introduction, initial coding, compiling code within a theme, analyzing themes, naming themes, and relating findings to research questions. The research resulted in a learning step that combines EDP in STEM, the scientific approach in the 2013 curriculum, and project learning steps. The merger produces a guideline for implementing STEM learning in the 2013 curriculum starting from problem identification, making problem-solving designs, design realization, testing and studying product deficiencies, improving products, drawing conclusions, and communicating the findings of the learning process.

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“…Science, Technology, Engineering, and Mathematics have strong links in real problems [4]. Thus, the STEM approach is used in various parts of the world to improve the quality of graduates [5][6][7][8][9].…”

Section: Introductionmentioning

confidence: 99%

Item Response Theory Utilization for Developing the Student Collaboration Ability Assessment Scale in STEM Classes

Arlinwibowo¹,

Retnawati²,

Kartowagiran³

2021

ISI

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Collaboration is an ability that develops in STEM learning and is very influential in 21st-century life. Thus, students' collaboration abilities must be detected properly. This study aims to produce a quality and easy-to-use instrument for assessing student collaboration skills in STEM classes. The research is development research that contains three steps, namely preliminary research, making prototypes, and conducting product evaluations. Methods of data collection using FGD and questionnaires. The FGD was carried out with experts to produce descriptive data and assessment instruments as well as questionnaires which were also development products with data in the form of graded scales 1, 2, 3, and 4. The study involved 187 junior high school students who took lessons in STEM classes. The instrument is a questionnaire with 4 graded answer choices. To ensure the quality of the instrument, the researcher conducted FGD and expert validation and proved the construct with CFA. The instrument profile was traced using the unidimensional graded response model (GRM) method of response analysis. The results showed that the final instrument containing 17 items was declared valid in terms of content and constructs, as well as reliable. The results of the item analysis show that all items have good sequential step parameters (b1 < b2 < b3), all items have a good discriminant index (0.995 ≤ ai ≤ 1.764), and the instrument is reliable for measuring students with an ability range of -6.15 < θ < 4.05. Thus, this instrument can define students' abilities well in a wide range of abilities.

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Science Technology Engineering and Mathematics (STEM) Education Approach against a Microscopic Representation Skill in Atom and Molecule Concept

Cited by 8 publications

References 3 publications

Improving Teachers' Comprehension and Readiness in Implementing STEM through Science Learning Simulation

Improving Teachers' Comprehension and Readiness in Implementing STEM through Science Learning Simulation

How to Integrate STEM Education in The Indonesian Curriculum? A Systematic Review

Item Response Theory Utilization for Developing the Student Collaboration Ability Assessment Scale in STEM Classes

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