The Effect of STEAM-based Learning on Students’ Concept Mastery and Creativity in Learning Light And Optics

Abstract

The integrated knowledge should be implemented to face the 21st-century era. Beside the integrated knowledge, mastery the concept and creativity also must be involved in order to enhance the quality of education. Thus, this research was aimed to investigate the effect of STEAM-Based Learning on Students’ Concept Mastery and Creativity in learning Light and Optics. The method that used was a mixed method with convergent parallel design. The population in this research was 8th-grade students in private junior high school in West Bandung and the sample was one class of 8th grade. The school implemented Indonesian Curriculum 2013 in the teaching-learning process. The sampling techniques were convenience sampling. The number of participants in this research was 27 students. The quantitative data in this research was obtained through an objective test. The objective test was made based on Bloom’s Taxonomy revision by Anderson. The qualitative data was obtained through the creativity rubric adopted from Creative Product Semantic Scale (CPSS) developed by O’Quinn and Bessemer. The dimension that was in creativity is novelty, resolution, and elaboration and synthesis. According to the research, students’ concept mastery improved as much as 0.78 with category high improvement after the implementation of STEAM-Based Learning. For students’ creativity achievement, in every dimension gained different result: 1) Novelty is categorized into good with 75.6%, 2) Resolution is categorized into good with 77.8%, and 3) Elaboration and synthesis are categorized into enough with 65.3 %. Overall, students’ concept mastery and creativity in the implementation of STEAM-Based Learning in learning light and optic is categorized as good.

A Curriculum Integrating STEAM and Maker Education Promotes Pupils' Learning Motivation, Self-Efficacy, and Interdisciplinary Knowledge Acquisition

“…These findings corroborate previous studies evaluating the effects of an integrated STEAM approach on learning. For instance, it has been found that STEAM pedagogies boost students' ability to conceptualize themes (Liliawati et al, 2018 ), improve the acquisition of concepts (Perignat and Katz-Buonincontro, 2019 ; Wandari et al, 2019 ; Ozkan and Topsakal, 2020 ), enhance disciplinary knowledge (Ceylan and Ozdilek, 2015 ), raise test scores (Chien and Chu, 2018 ) and benefits overall academic performance (Kim et al, 2014 ). The current study aligns with these results, finding that STEAM courses supported by Maker technology within the framework of engineering design can increase students' academic motivation and self-efficacy, thereby facilitating the acquisition of interdisciplinary knowledge.…”

A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning

“…Moreover, the cognitive load of the students in the game group was lower than that of the control group. By using the impact of STEAM education on the students' concept acquisition and creativity in learning light and optics, Wandari (2018), Perignat and Katz-Buonincontro (2019) found that there was an obvious improvement in the students' concept acquisition and creativity [52,53].…”

Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

“…Students can write down information about what is known and what is being asked in the questions. Students are said to have a good memory if all the information in the questions is rewritten when working on the questions (Wandari, et al, 2018).…”