Implementation of STEAM Education to Improve Mastery Concept

Liliawati, Winny; Rusnayati, Heni; Purwanto, Purwanto; Aristantia, Gina

doi:10.1088/1757-899x/288/1/012148

Cited by 26 publications

(20 citation statements)

References 11 publications

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“…Market demands in the 21 st century require employees to have capabilities in critically overcoming problems and producing creative solutions (Nakano & Wechsler, 2018). At the same time, they must also have a full mastery in sciences, technology, engineering and mathematics (Liliawati et al, 2018). Therefore, teaching-learning processes must meet the standard needs of graduates in this century by providing students with high-level thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Sumarni

Kadarwati

2020

JPII

181

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Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ critical and creative thinking skills has been investigated. This study involved 230 students from seven high schools in Central Java Indonesia. The data collection was carried out through a set of instruments to reveal the students’ critical and creative thinking skills. The instruments were declared as valid based on the experts’ judgment and showed an Alpha Cronbach score of 0.79 prior to use. The results showed that the ethno-STEM project-based learning was able to improve the average critical and creative thinking skills of students in all indicators varying from low to medium categories. The improvement of students' critical thinking skills was observed by the achievement of the N-gain score, i.e. 52 students (22.6%) achieved a high category, 102 students (44.4%) achieved a medium category, and 76 students (33.0%) achieved a low category. Moreover, an increase in the creative thinking skills was also observed, indicated by the N-gain score, i.e. 63 students (27.4%) were at a high category, 109 students (47.4%) were at a medium category, and 58 students (25.2%) were at a low category. In conclusion, the ethno-STEM project-based learning showed a significant effect on the improvement of students' critical and creative thinking skills.

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Section: Introductionmentioning

confidence: 99%

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Sumarni

Kadarwati

2020

JPII

181

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“…Berdasarkan hasil validitas terhadap LKPD yang dikembangkan pada gambar 5, menunjukkan bahwa LKPD berbasis STEM yang dikembangkan berada pada kategori sangat valid dengan nilai rata-rata indeks validitas 0,97 sehingga dapat digunakan untuk melatihkan keterampilan berpikir kreatif peserta didik. Hasil tersebut sesuai dengan penelitian sebelumnya yang menerapkan LKPD berpendekatan STEM dapat meningkatkan motivasi belajar peserta didik, aktivitas peserta didik, keterampilan berpikir kreatif, penguasaan konsep, kemampuan menjelaskan sebab-akibat, dan meningkatkan kompetensi belajar peserta didik (Sari et al, 2019;Liliawati et al, 2018).…”

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The Effectiveness of SW (Student Worksheets) Based on STEM (Science, Technology, Engineering, Mathematics) to Train Students' Creative Thinking Skills

Agustina

Rahayu

Yuliani

2021

SEJ

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Existing learning has not fully facilitated 4C (critical thinking, communication, collaboration, and creativity) skills and there are obstacles for students to encounter in studying biology, especially the material about plant tissue. It happens due to various limitations in achieving basic competency skills. One of the learning approaches that can be used to support 4C skills is the STEM approach which is supported by student worksheets (SW) to guide the learning process. The purpose of this study was to measure the effectiveness of STEM-based SW to train students' creative thinking skills. The research method used is descriptive quantitative and qualitative with one group pre-test and post-test design. The research subjects were 21 students of XI grades at SMAK St.Hendrikus. Data analysis of the N-Gain test of creative thinking skills obtained an average N-gain of 0.7 with a medium category. The N-Gain analysis of creative thinking skills using the T-Test with a sig. (2-tailed) value of 0.000 indicates that STEM-based worksheets are effective in training students' creative thinking skills.

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“…Science, Technology, Engineering, Art, Mathematics (STEAM) education, as a popular pedagogical approach to teaching, seems to have the potential to improve the creativity of students (Liliawati et al, 2018 ). STEAM education can be defined as “education for increasing students' interest and understanding in scientific technology and for growing STEAM literacy based on scientific technology and the ability to solve problems in the real world” (Kofac, 2017 , p. 3).…”

Section: Introductionmentioning

confidence: 99%

Teacher Suggestion Feedback Facilitates Creativity of Students in STEAM Education

Shen¹,

Wang²,

Qi³

et al. 2021

Front. Psychol.

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This study examined the influence of the formative feedback types of teachers on creativity in Science, Technology, Engineering, Art, Mathematics (STEAM) education. Participants were 90 undergraduate students who were randomly assigned to the teacher opinions feedback group, the teacher suggestion feedback group, or the non-feedback group, and took part in three courses of STEAM education of 3D-printing technology. Before and after each course, they were asked to fill out the Eugene Creativity Test. The results showed that compare with the teacher opinions feedback group and the non-feedback group, the participants in the teacher suggestion feedback group showed a higher score on the creativity scale. This suggests that the teacher suggestion feedback can be useful for improving the creativity in STEAM education.

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Implementation of STEAM Education to Improve Mastery Concept

Cited by 26 publications

References 11 publications

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

The Effectiveness of SW (Student Worksheets) Based on STEM (Science, Technology, Engineering, Mathematics) to Train Students' Creative Thinking Skills

Teacher Suggestion Feedback Facilitates Creativity of Students in STEAM Education

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