Science, technology, engineering, agriculture, mathematics, and health in agribusiness curriculum

Abstract

Vocational high school curriculum can provide various solutions to problems in the business and industrial worlds that require a variety of disciplines. The complex problem-solving in the real world has increased the multidisciplinary boundaries of science, technology, engineering, agriculture, mathematics, and health (STEAM-H). Therefore, this study investigated teachers’ understanding of the coherence and integration of the vocational high school curriculum in the crop agribusiness program in STEAM-H. The sample population consisted of science, mathematics, and productive teachers from a crop agribusiness vocational high school in Ciamis, Indonesia. The results showed that participants’ understanding of curriculum coherence began with the knowledge of the existence of conceptual connections between subjects, essential concepts, explicit or implicit, and concepts outside or within the curriculum. Furthermore, the productive teachers were more aware of implicit subject connections in this study. Teachers often had different points of view on the essential concepts listed in the curriculum. The results also showed that agriculture is a conceptual integrator for science, technology, engineering, mathematics, or health for integrated STEAM-H learning, as well as a contextual integrator for subject-centered education. The teachers argued that the multidisciplinary, interdisciplinary, and transdisciplinary patterns were suitable for implementation with strategies agreed upon across all subjects. Therefore, the understanding of teachers is expected to change integrated learning in crop agribusiness schools to an independent curriculum.

Assistance for Adiwiyata school teachers in learning innovation with an integrated STEAM-H approach

“…STEAM-H is a multidisciplinary research boundary that is expanded not only to aspects of science, technology, engineering, and mathematics but also adds two other disciplines, namely agriculture and health (Toni, 2014). STEAM-H was then converted to the world of education (Fatimah, Isyanto, et al, 2022b). In this context, STEAM-H is implemented as a cross-subject learning approach.…”

Pelatihan Pengembangan Modul Ajar dengan Pembelajaran Berbasis Proyek dan STEAM-H di Sekolah Adiwiyata MIS Handapherang

“…Integrasi lintas disiplin yang lebih kompleks yang dipandang sebagai cara untuk mempromosikan keterampilan interdisipliner, kreativitas, dan inovasi peserta didik adalah STEAM-H, yaitu suatu pendekatan pembelajaran yang mengintegrasikan sains, teknologi, teknik, pertanian, matematika, dan kesehatan. STEAM-H merupakan paradigma pendekatan pembelajaran yang baru (Fatimah, Isyanto, et al, 2022) Berdasarkan hasil diskusi, diperoleh sistematika modul ajar kurikulum Merdeka yang terdiri atas komponen utama yaitu informasi umum, tujuan pembelajaran, kegiatan pembelajaran, asesmen, lembar kerja peserta didik, dan soal sumatif. Kekhasan yang dimunculkan pada modul ajar bagian tujuan pembelajaran adalah dengan menetapkan tujuan pembelajaran secara eksplisit yang ditarik dari elemen konten dan proses capaian pembelajaran mata pelajaran matematika dan IPAS (Kemendikbudristek BSKAP, 2022b) dan elemen profil pelajar Pancasila (Kemendikbudristek BSKAP, 2022a).…”

“…Menanam sayuran yang merupakan bagian dari disiplin ilmu pertanian merupakan integrator kontekstual yang menyatukan mata pelajaran matematika dan IPAS. Pertanian merupakan integrator kontekstual bagi disiplin ilmu lainnya (Vallera & Bodzin, 2020;Fatimah et al, 2023;Fatimah, Isyanto, et al, 2022;Toto et al, 2022).…”