STEM-based science learning implementation to identify student’s personal intelligences profiles

Wiguna, Budi Januar Pratama Karya; Suwarma, Irma Rahma; Liliawati, Winny

doi:10.1088/1742-6596/1013/1/012082

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…Syukri et al (2013) have examined the integration of STEM education in science learning and teaching in elementary and secondary schools carried out by the Faculty of Education Universiti Kebangsaan Malaysia (UKM) in collaboration with the Teaching and Education Faculty of Syiah Kuala University (Unsyiah) Aceh. Wiguna et al (2018) have conducted STEM-based science learning research by asking students to design balloon-powered cars as learning media in understanding the concept of regular straight motion. The research found that students become motivated and directly involved in the manufacturing process.…”

Section: Methodsmentioning

confidence: 99%

The Movement of STEM Education in Indonesia: Science Teachers’ Perspectives

2019

JPII

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Indonesia, as a large nation having a wealth of natural resources and abundant human resources, should be a nation which plays a great role in the development of science and technology. STEM education can be used in other scientific fields by utilizing the principles of science, technology, engineering, and mathematics as a basis for learning and developing potential students. This study is aimed at examining the teachers' perceptions on STEM education in Indonesia including the understanding of STEM definition more deeply. The subjects in this study consist of 117 science teachers from Indonesia. A set of questionnaire consisting of open-and closed-ended questions about teachers' perceptions and understanding regarding STEM education and the 21st century skills preparation were developed and implemented. Responses from the science teachers were analysed through interpretive methods in which the participants' meanings and points of view were sought. The results indicate that STEM education is quite well understood by the teachers. It is important that we focus on the teachers as they play a crucial role in the success of new reforms. The implication is that there is a considerable need for awareness raising at both government and teacher levels to embrace STEM education.

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Section: Methodsmentioning

confidence: 99%

The Movement of STEM Education in Indonesia: Science Teachers’ Perspectives

2019

JPII

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“…Learning still involves mastering concepts that are connected to real problems in everyday life such as the Learning cycle. Wiguna, Suwarma, &Liliawati (2018) have conducted STEM-based science learning research by asking students to design balloon-powered cars as learning media in understanding the concept of regular straight motion and found that students become motivated and directly involved in the manufacturing process.…”

Section: Wawat Septimawati Anna Fitri Hindriyana and Sulistyonomentioning

confidence: 99%

The Implementation of Science Technology Engineering and Mathematics (Stem) 5e to Omprove Students’ Creativity and Problem-Solving Skills in Learning the Human Circulatory System

Septimawati

Hindriyana²,

Sulistyono³

2022

IJLI

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This research was motivated by the low creativity of students and problem solving skills, only 10% showed indicators of creativity. The purpose of this research is to increase students' creativity and problem solving skills through the implementation of STEM 5E. Creativity and problem solving skills are important for students as provisions in the future. The population in this study were Middle School students. 8 at SMPN 1 Jalaksana, which is divided into two classes, namely the experimental class and the control class. The research design used is a nonequivalent control group design, the type of research is quasi-experimental. The experimental class uses STEM 5E learning, while the control class uses demonstration learning. The instruments used in this study were observation sheets, written tests of 15 description questions with three indicators of problem-solving ability, namely recognizing problems, finding problems, and provide solutions, and other data in the form of a questionnaire to determine student responses. The results of the study on the implementation of STEM 5E learning showed that the preliminary, core and closing activities were carried out well. The results of observations of student creativity showed that the average value of the experimental class was 71.58 while the control class was 28.97. The average result of the experimental class students' problem solving ability was 81.11, much higher than the control class at 40.79. With the implementation of STEM 5E experimental class students are better in terms of creativity and problem solving skills.Keywords: STEM 5E; creativity; ability to solve problems.

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“…Syukri, et al (2013) have examined the integration of STEM education in science learning and teaching in elementary and secondary schools that was carried out by the Faculty of Education Universiti Kebangsaan Malaysia (UKM) in collaboration with the Teaching and Education Faculty of Syiah Kuala University (Unsyiah) Aceh. Wiguna (2018) have conducted STEM-based science learning research by asking students to design balloon-powered cars as learning media in understanding the concept of regular straight motion and the research found that students become motivated and directly involved in the manufacturing process. Some researches initiated an innovation strategy to build students' disaster literacy through STEM-D (Science, Technology, Engineering, Mathematics and Disaster) Education (Sampurno, et al, 2015), a partnership program between local schools in Riau province and Honeywell about science and technology (Honeywell, 2014) and an ongoing project between Columbia University and the Institute Pertanian Bogor to improve the teaching of STEM in Indonesian high schools (Columbia Global, 2014).…”

Section: Introductionmentioning

confidence: 99%

STEM Education in Indonesia: Science Teachersâ€™ and Studentsâ€™ Perspectives

Permanasari

Rubini

Nugroho

2021

jiecr

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STEM education in indonesia has become a commitment for all of stakeholders in the field of science education in the last several years. All education participants agree to increase the popularity of STEM education in various parties, especially teachers and students. The research has been conducted to see to what extent science teachers in the secondary school interpret and understand STEM education and how Students pertain toward STEM learning. The research was conducted with a descriptive method using a survey approach. A set of questionnaire which comprises open-ended and closed-ended questions about teachers’ and students’ perceptions and understanding regarding STEM education were developed and applied. Responses from science teachers as well as students were then analysed through interpretative methods in which the participants’ own meanings and points of view were sought. The result indicated that STEM education is quite well understood by science teachers. Most of teachers show the same level of understanding toward STEM Education. Unfortunately, not many teachers have applied the STEM approach for science learning in the classroom. This is led to the weak understanding of STEM learning in students’side. Most of students did not familiar with “STEM learning” term. Based on the research, it is reccomended that the science teachers’ training and development should be reorientated and implemented through lesson analysis with various best practices on STEM learning systematically and continually.

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STEM-based science learning implementation to identify student’s personal intelligences profiles

Cited by 4 publications

References 2 publications

The Movement of STEM Education in Indonesia: Science Teachers’ Perspectives

The Movement of STEM Education in Indonesia: Science Teachers’ Perspectives

The Implementation of Science Technology Engineering and Mathematics (Stem) 5e to Omprove Students’ Creativity and Problem-Solving Skills in Learning the Human Circulatory System

STEM Education in Indonesia: Science Teachersâ€™ and Studentsâ€™ Perspectives

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