Pengembangan Bahan Ajar Berbasis Stem (Science, Technology, Engineering, and Mathematics) Materi Kelistrikan Untuk Sekolah Dasar

Abstract

PENDAHULUANPendidikan Sains merupakan bagian dari pendidikan dan sangat dekat dengan kehidupan sehari-hari manusia, terutama untuk menyiapkan peserta didik yang memiliki kemampuan berpikir kritis, kreatif, logis, dan berinisiatif dalam menanggapi isu di masyarakat yang diakibatkan oleh dampak perkembangan IPA dan teknologi.Kepala Badan Penelitian dan Pengembangan (Balitbang) Kemdikbud, menyampaikan bahwa nilai PISA dan TIMSS Indonesia pada tahun 2015 masih rendah dibanding nilai rata-rata OECD, secara umum siswa Indonesia lemah di seluruh aspek konten maupun kognitif baik untuk matematika maupun sains. Hal ini juga diujikan pada siswa kelas 4 dimana 50% nilai TIMSS masih tergolong rendah, salah satu penyebab ketika diagnosis adalah kualitas pembelajaran. Untuk mengatasi masalah tersebut penting kiranya bagi seorang guru melatih siswa untuk dapat menciptakan pembelajaran yang akan melatih siswa meningkatkan kemampuan mengintegrasikan informasi, menarik simpulan, serta menggeneralisir pengetahuan yang dimiliki ke hal Abstract: This research aims to develop STEM (Science, Technology, Engineering, And Mathematics) based teaching material of electrical material for primary schools. This R&D study used 4D design; Define, Design, Develop and Disseminate. The instruments used are documentation, expert validation sheet, interview sheet, and feasibility test. Based on the first stage of the development; curriculum analysis, materials, and teaching materials, the second stage; specification of teaching materials design, the third stage; content analysis trhough construct validation with percentage value; 97% of the first material validator, 80% of second material validator, 82% of media validator, and 92% of language validator. The test was done to the small and huge scales of the sixth grade elementary school students with each average value was 96% and 99%. As the teaching materials user, teachers' testing response was conducted at the fourth stage with the average value of 100%. Based on the results above, it can be summed up that the STEMbased teaching materials with high feasibility can be used for learning teaching materials.

How STEAM is a Chemistry textbook for class XI of a public high school in Surakarta

“…These results indicate that the textbooks in circulation are still dominated by scientific content. This is also explained in the results of research conducted by Yuanita & Kurnia (2019) which shows that the scientific aspect is the aspect that is most widely included in the themes being analyzed. Following are the results of the content analysis for each indicator of the scientific aspect in books A, B, and C, can be shown in Figure 2.…”

“…The content of technological aspects in textbooks can be demonstrated by the existence of text elements that inform an innovation as a result of human thought processes in the form of hardware and software that are created to facilitate human work in order to create a higher quality life (Yuanita & Kurnia, 2019). This information can be in the form of statements regarding the development of new technology (T1), the use of new technology (T2), the application of technology in everyday life (T3), the use of software in learning (T4), and the use of internet networks in learning (T5).…”

“…The content of technical aspects in textbooks is closely related to the knowledge and skills to design, apply, replicate and engineer a work in the form of equipment, systems and machines that can be used by humans to speed up and facilitate the production process of goods and services (Yuanita & Kurnia, 2019). The results of the analysis of technical aspects in the chemistry textbooks for class XI high school in Figure 1 show that this aspect has been included in the three books analyzed, although the number is still small.…”

“…The content of mathematical aspects in textbooks with numeration, patterns of change and relationships, space and form, skills for thinking rationally and logically and reasoning, and using them in a systematic and structured manner (Yuanita & Kurnia, 2019). Analysis of the content of the mathematical aspects of textbooks is based on 4 (four) indicators, namely applying mathematical symbols (M1), applying numeracy skills to solve problems (M2), interpreting experimental data and results (M3), and formulating conditions or problems mathematically (M4).…”

STEM-PjBL learning incorporates local knowledge to improve science literacy

“…To help learners study and comprehend the facts, concepts, theories, and even the law that are embedded in the subject in a thorough manner, it is imperative that the right teaching materials be used. The teaching resources play a significant part in assisting teachers and students and equating the findings of observations with the perceptions of students (Yuanita & Kurnia, 2019)..When teaching materials are used effectively, students will be able to comprehend the subject matter thoroughly and in a way that incorporates local knowledge. According to Tiarani (2010) To internalize the integration of religious values, science, and other factors, a future-proof model must be used.…”