Pengembangan Keterampilan Kolaboratif Siswa Melalui Pembelajaran Dengan Pendekatan Ethno-Steam Project Konteks Pesapean

Qomaria, Nur; Wulandari, Ana Yuniasti Retno

doi:10.24127/ajpm.v11i2.4586

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…STEAM implementation can encourage students to develop, utilize, design, hone, manipulate, and apply subjects in the form of Science, Technology, Engineering, Art, Mathematics which are packaged in a learning activity (Amelia and Marini 2022) (Mu'minah 2021) (Parniati et al, 2021). Based on the results of the implementation of STEAM learning, there are advantages that can be used as teaching references, namely students who are reliable in solving problems, broad-minded, making it easier to solve problems, according to 21st century learning (Buckner and Boyd 2015), the existence of collaborative classes (Qomaria and Wulandari 2022). This STEAM learning model is suitable for use in learning that links between subjects or is integrated.…”

Section: Resultsmentioning

confidence: 99%

Implementation of the STEAM model in mathematics subjects to improve learning outcomes

Rozhana¹,

Atmaja²,

Irianti³

et al. 2023

jbpd

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The purpose of this research is to implement the STEAM learning model to improve the mathematics learning outcomes of fourth grade elementary school students. The method used is classroom action research with research procedures including implementation, among others, preparing action plans, implementing actions, observing, and reflecting. The results obtained in cycle 1 of the student's average score were only 58.5 with an incomplete scale and the need for improvement/reflection. After the action in cycle 1, cycle 2 found a significant increase in learning completeness, namely reaching 85.75. So it can be concluded that the STEAM learning model can be implemented in class IV in mathematics.

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Section: Resultsmentioning

confidence: 99%

Implementation of the STEAM model in mathematics subjects to improve learning outcomes

Rozhana¹,

Atmaja²,

Irianti³

et al. 2023

jbpd

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“…Whether it has a good impact on each student or not is presented in Table 4. (Qomaria & Wulandari, 2022) Based on the data presented in Table 5, it can be seen that all aspects of the Questionnaire impact of student collaboration per individual aspect are in the Very Impactful category. This can be analyzed from the categories, based on the results of the presentation, it can be seen that the percentage score is 3.25 % .…”

Section: Student Responses To Stem Collaborative Learningmentioning

confidence: 99%

“…The skills that are essential for students to face rapid changes in today's world are known as 21st century skills. According to the Partnership for 21st Century Skills (2019); (Partnership for 21st Century learning, 2015), 21st century skills in the context of learning and innovation include critical thinking and problem solving skills, innovation and creativity, as well as the ability to communicate and collaborate (Qomaria & Wulandari, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…STEM education does not only focus on mastering scientific and mathematical concepts, but students are encouraged to integrate their knowledge and skills in solving complex problems, designing solutions, and creating original works (Nurfajariyah & Kusumawati, 2023) . According to the Partnership for 21st Century Skills, STEM education is becoming increasingly important in preparing students to face the challenges of the modern world (Qomaria & Wulandari, 2022). One important aspect of STEM education is problem-solving skills, which require students to work collaboratively to solve complex problems.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Collaborative Problem Solving in STEM Contexts for Middle School Students

Dewi,

Hidayat,

Milla

2024

J. Math. Pedagogy (JoMP)

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In the 21st century, advances in science and technology require students to adapt. Classroom dynamics are still often dominated by passive learning methods, such as lectures, which result in a lack of student participation. PISA evaluation shows the low problems-solving abilities of Indonesian students. Therefore, the STEM approach emerged as a solution with a focus on essential 21st century skills, such as collaborative problem solving. The aim of the research is to investigate and analyze the collaborative problem solving process of junior high school students in solving STEM problems. The research method used is a case study with a qualitative approach. The research population included all students of SMP PGRI 13 Surabaya. Data collection techniques include observation, interviews, and questionnaires. Research instruments include questionnaires, observation sheets, and structured interviews. The research results show that collaborative learning in STEM context problem solving can help students develop problem solving skills. Students demonstrate good collaborative skills and their response to this learning is very positive. Evaluation of student learning outcomes also shows an increase, indicating the success of STEM-based learning methods in increasing student motivation. This research contributes to the understanding of the importance of learning approaches that integrate STEM with collaborative problem solving.

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“…Hasil kajiannya Eksplorasi STEAM Pada Sarana Upakara Tumpeng Kering Kadek Rahayu Puspadewi, I Gusti Ayu Putu Arya Wulandari, Anak Agung Inten Paraniti, Ni Komang Safitri menyatakan bahwa pembelajaran STEAM berbasis outbond dengan permainan tradisional merupakan upaya yang dapat diterapkan di sekolah dasar untuk meningkatkan semangat peserta didik karena mereka akan menghasilkan suatu karya. Selanjutnya (Qomaria & Wulandari, 2022) meneliti tentang pendekatan ethno-steam dengan memanfaatkan konteks pesapean yang merupakan mainan tradisional Madura. Peneliti lain (Tresnawati et al, 2019) menggunakan konteks batik pada pendekatan STEAM.…”

Section: Pendahuluanunclassified

Eksplorasi STEAM Pada Sarana Upakara Tumpeng Kering

et al. 2022

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Dried tumpeng is one of the traditional ceremonies used by Hindus in Bali. This study aims to examine the elements of STEAM contained in dried tumpeng. This research is a qualitative descriptive study with an ethnographic design. The subject of this research is the community of entrepreneurs of dried tumpeng in Guwang Village, Sukawati District, Gianyar. The data in this study were obtained through interviews, observation, and documentation. The data was then analyzed in three stages, namely data reduction, data presentation, and data conclusion. To get valid and objective data, triangulation method is used. The results showed that there were STEAM elements in the process of making dried tumpeng, namely the scientific element can be seen from the coloring process, adhesives and drying techniques used, the technological element can be seen from the dried tumpeng printing equipment, the machine element can be seen from the design of the printing equipment used, the art element can be seen from the various colors of the dried tumpeng, and the mathematical element can be seen from the raw production costs, income, sales, losses, and the comparison of the materials used. These STEAM elements can be used in social arithmetic learning. Students can be asked to make a project of making dried tumpeng from the beginning of manufacture, packaging to even the sales stage so that learning can be more meaningful. Keywords: Dried tumpeng, STEAM

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Pengembangan Keterampilan Kolaboratif Siswa Melalui Pembelajaran Dengan Pendekatan Ethno-Steam Project Konteks Pesapean

Cited by 4 publications

References 13 publications

Implementation of the STEAM model in mathematics subjects to improve learning outcomes

Implementation of the STEAM model in mathematics subjects to improve learning outcomes

Exploring Collaborative Problem Solving in STEM Contexts for Middle School Students

Eksplorasi STEAM Pada Sarana Upakara Tumpeng Kering

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