Strategies of Teaching: Promoting Science Technology Engineering and Mathematics (STEM) Education Through Cross-cutting Concepts

Ebrahim

2022

Int J Technol Des Educ

The United Nations (UN) has launched several initiatives to promote the role of education in Sustainable Development Goals (SDGs) and set Goal 4 for quality education among other SDGs.The integrated Science, Technology, Engineering, and Mathematics (STEM) approach is a promising educational framework for sustainable development that improves education quality. In this study, a bibliometric analysis was conducted to evaluate the scientific results of the role of integrated STEM education specifically in improving the quality of education (SDG 4). A hundred and fifty publications, with an increasing trend in the number of documents each year, out of the total number of 74,879 documents related to "education quality" and 5,430 documents related to "STEM education" were chosen from the SCOPUS database. The study analyzes the growth and development of research activities in the area of "STEM education" and "Quality education" as reflected in the publications output in the time span of 27 years from 1993 to 2020. The publication

Section: The Importance Of Stem Educationmentioning

confidence: 99%

The role of STEM Education in improving the quality of education: a bibliometric study

Ebrahim

2022

Int J Technol Des Educ

EURASIA J Math Sci Tech Ed

“…Other articles show STEM improves problem-solving skills of PSTs (Wildani & Budiyono, 2022) and develops logical reasoning skills (Utomo et al, 2020). Four articles report a positive effect through STEM learning using simple experimental work to increase learning outcomes (Azhar et al, 2022), crosscutting concepts to improve the awareness of science learning and experimentation (Sumirat, 2019), Scratch applications to develop 21stcentury skills (critical and creative thinking, collaboration, and communication skills (Yulianti et al, 2022), and mobile augmented reality in enhancing science literacy and achievement (Wahyu et al, 2020).…”

Section: Stem Interventionmentioning

confidence: 99%

“…Seven articles demonstrated STEM integration without explaining the contribution of each STEM discipline. Four articles encouraged product design (Amiruddin et al, 2021;Asri et al, 2021;Djulia & Simatupang, 2021) and crosscutting concepts (Sumirat, 2019) involving multiple disciplines. Three articles saw STEM integration as STEM-based learning media development involving a real-life context.…”

Section: Student-centered Learningmentioning

confidence: 99%

“…Most participants experience four representation modes: diagrams, concrete models, written text, and spoken language. Participants design and create projects or devices, write reports or orally present their findings or products (Amiruddin et al, 2021;Asri et al, 2021;Azhar et al, 2022;Djulia & Simatupang, 2021;Mayasari et al, 2019;Rosana et al, 2021;Sumirat, 2019). Other participants create graphs, simulations, learning webbased media (symbol, diagram, and picture mode representation), explain products verbally, and then report in written form (Chai et al, 2020;Utomo et al, 2020;Yulianti et al, 2022).…”

Section: Multiple Representationsmentioning

confidence: 99%

“…In STEM-based media development, participants create diagrams (Arifanti et al, 2021), conduct observations (Ngabekti et al, 2019) and create projects or experiments (Elfa Sari et al, 2021;Jannah et al, 2021). Five articles have participants feel experience-based metaphors allowing a choice of project or design to create (Chai et al, 2020;Djulia & Simatupang, 2021;Sumirat, 2019), then solve real-life community problems (Mayasari et al, 2019;Rosana et al, 2021).…”

Section: Multiple Representationsmentioning

confidence: 99%

See 2 more Smart Citations

Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

Nugraha

Kidman

Tan

2023

STEM education has become increasingly popular, including for pre-service teachers (PSTs). Preparing PSTs in STEM-based practices is essential to generate STEM-ready teachers. This study reviews STEM education literature for PSTs and provides recommendations for future research and practices. We investigate the Indonesian context–the fourth largest populated country in the world and the largest economy in Southeast Asia. The bibliometric analysis of 31 research papers revealed that STEM education for Indonesian PSTs was first reported in 2017, rapidly increasing to involve 110 researchers. 15 disciplinary backgrounds from 31 higher education institutions across Indonesia have participated in STEM education research, indicating a collaboration, and inclusive implementation of STEM education. However, the integrative review revealed diverse perceptions of STEM implementation. We recommend a framework (STEM-DiMRECS) as guidance to conduct integrated STEM learning: Discipline Integration, Multiple representations, Realistic and relevant problems, employing the Engineering design process, Collaboration, and Student-centered learning.

jppipa, pendidikan ipa, fisika, biologi, kimia

THE Use of STEM Integrated Crosscutting Concepts Science Module on Science Curiosity of Junior High School

Zakirah,

Widowati

2024

One of the goals of learning science is to help students develop their science curiosity. Students' curiosity is a personality trait motivated by the desire to find a solution or fill a specific knowledge gap. Using science modules in science is expected to be a solution to stimulate student’s science curiosity. The purpose of this study was to determine the curiosity level of class VII students at SMP Negeri 1 Yogyakarta, especially on the temperature and heat topic. Type of this research is descriptive qualitative. Data analysis used the N-gain test to determine the increase in student’s science curiosity. The subjects in this study were students of class VII G SMP Negeri 1 Yogyakarta, who collected 32 students using purposive sampling technique. Data collection techniques consist of questionnaires and the data collection used in the form of pretest and posttest. Based on the data analysis there is difference in the pretest and posttest results with the average N-gain obtained is 0.69, which is in the medium category. It can be concluded that the use of STEM integrated Crosscutting Concepts can improve students’ science curiosity. This is evidenced by the difference in pretest and posttest, also the N-gain score which is in medium category.