The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia

Abstract

The aim of the current research is to develop a STEM-based digital classroom learning model based on the 21st-century skills and characteristics of elementary school students. To enable the dissemination of this learning model, further research is needed to determine the effect of the STEM-based digital classroom learning model on the 21st century skills of elementary school students. The lack of 21st-century skills among elementary school students and the necessity for a study of the influence of higher-order thinking skills as one of the capabilities that primary school students must develop are contributing factors to this research. This advancement would lead to an understanding of how STEM and HOTS affect student’s skills. This was experimental research with 100 fourth-grade students. The data analysis methods employed by SPSS included two-way ANOVA tests, homogeneity tests, normality tests and descriptive tests. The study's findings revealed that: (1) students who are taught with STEM-based digital and conventional learning models have different 21st-century skills, (2) students with high and low higher- order thinking skills have different 21st-century skills, and (3) students with high and low higher- order thinking skills who are taught with STEM-based digital and conventional learning models have a connection to 21st-century skills. Education professionals can use the implications of this research as a guide to develop 21st-century skills for elementary school students.

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“…Science is a knowledge having an essential role in the 21st century, most actions undertaken by humans are closely tied to the utilisation and implementation of scientific principles. Emphasizing critical thinking skills is a fundamental objective in science education for addressing the challenges of daily life in the twenty-first century, as highlighted in scholarly research [1], [2], as well as being of particular concern to higher education institutions and the workforce [3], so that it can improve a person's quality in analysing and assessing a problem [4], and increase logic to produce solutions and arguments in solving problems [5]. Based on the results of Organization for Economic Co-operation and Development (OECD) research on the J Edu & Learn ISSN: 2089-9823  Science learning STEM-R approach: A study of students' reflective and critical thinking (Sarwi Sarwi) 463 2018 PISA ranking, Indonesia was positioned at the 71st rank among 79 countries in the field of science, as reported in reference [6].…”

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