Developing Teaching Materials Using STEM on Population, Human Development Index, and Demographics

Abstract

It is important in 21st-century learning to develop learning materials in digital form and teaching activities that require students to develop critical thinking, communication, creativity, and collaboration skills. 21st-century learning involves student-centered learning, where students are required to be more independent. Analysis of the needs of grade XII IPS 2 students at SMAN 2 BATU showed that the students needed interactive digital-based learning materials to support them, especially materials on the population, human development index (HDI), and demographics. This research therefore aimed to produce these digital learning materials using STEM (science, technology, engineering, mathematics) approaches. The ADDIE model was used, and qualitative and quantitative data were collected. Data were analyzed using percentage analysis techniques. The digital learning material products prepared were tested on 20 students of grade XII IPS 2 at SMA Negeri 2 Batu. Their validation was tested by material experts and media experts, obtaining validity values of 96% and 98%, respectively, which could both be classified as ‘very valid’. Furthermore, an eligibility test was carried out with geography teachers and students, and a result of 91% was obtained, which could be classified as ‘very feasible/very interesting’. Based on the results, it is feasible to use the STEM-based digital learning materials of population, HDI, and demographics effectively in geography learning.
 Keywords: development, digital teaching materials, geography, STEM

Spatial Acumen in the Digital Age: The Transformative Power of STEM-Enriched Mobile Textbooks in Geography

“…This content holds significant weight within the secondary education matrix, especially within the realm of social sciences [19]. Given the intricate nexus between demographic dynamics and spatial parameters, there emerges a compelling imperative [20] for an enriched spatial intellect to adeptly navigate demography-centric dilemmas [21], [22]. In light of the cross-disciplinary essence of demographic studies, the onus squarely rests on instructional resources to embody a holistic scientific perspective [23].…”