Students’ chemical literacy development through STEAM integrated with dilemmas stories on acid and base topics

Rahmawati, Yuli; Ridwan, Achmad; Mardiah, Alin; Afrizal, Afrizal

doi:10.1088/1742-6596/1521/4/042076

Cited by 7 publications

(6 citation statements)

References 5 publications

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“…Pembelajaran Dilemma-STEAM mampu meningkatkan keterampilan literasi peserta didik hingga 85,29% [4]. Pendekatan cerita dilema berimplikasi pada refleksi nilai, kolaborasi, dan peningkatan kesadaran lingkungan dan isu-isu sosial terkait pembelajaran [5]. Selain itu, kemampuan penalaran, berpikir kritis, kreativitas, dan motivasi peserta didik meningkat [6].…”

Section: Pendahuluanunclassified

Lembar Kerja Peserta Didik Materi Momentum Dan Impuls Berbasis Model Pembelajaran Dilema-Steam

Rachman

2024

Prosiding Seminar Nasional Fisika (E-Journal) snf2016 Unj

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Menurut hasil analisis kebutuhan, peserta didik mengalami kesulitan dalam memahami konsep materi Momentum dan Impuls. Persentase kebutuhan untuk mengembangkan LKPD sebanyak 87%. Peserta didik membutuhkan media pembelajaran LKPD yang interaktif dan melibatkan peserta didik dalam proses pemahaman dan pengaplikasian materi terkait. Salah satu alternatif yang dapat dilakukan adalah dengan menerapkan pendekatan model pembelajaran dilema-STEAM dalam LKPD yang dikembangkan. Penelitian ini bertujuan untuk merancang pengembangan LKPD Momentum dan Impuls berbasis Dilema-STEAM. Penelitian ini menggunakan metode penelitian pengembangan (R&D) dengan model pengembangan ADDIE yang memiliki langkah Analyze, Design, Development, Implementation, dan Evaluation. Pada tahap Analyze dilakukan beberapa analisis kebutuhan peserta didik. Pada tahap Design, peneliti merancang kerangka LKPD berbasis model pembelajaran dilema-STEAM. Pada tahap Development dilakukan pengembangan LKPD berbasis pembelajaran Dilema-STEAM pada materi Momentum dan Impuls dengan bantuan aplikasi Canva. Pada setiap tahapnya dilakukan evaluasi sebelum lanjut ke tahap berikutnya. Produk LKPD yang sudah dikembangkan kemudian akan diujicobakan dengan uji coba terbatas.

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Section: Pendahuluanunclassified

Lembar Kerja Peserta Didik Materi Momentum Dan Impuls Berbasis Model Pembelajaran Dilema-Steam

Rachman

2024

Prosiding Seminar Nasional Fisika (E-Journal) snf2016 Unj

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“…Current chemistry education is focused on shaping understanding of concepts and applying them in real situations in everyday life. The integration of EDSP into a STEAM education project can develop students' higher-order thinking skills as an aspect of chemical literacy [11] by carrying out scientific investigations, generalizing findings, and using knowledge to explain phenomena in other fields, such as 'earth science' and 'biological sciences' [77].…”

Section: Critical Social Thinkingmentioning

confidence: 99%

“…Moreover, integrating EDSP with chemistry empowers students to actively engage in their learning. Meaningful learning opportunities related to real-life events [11] develop students' chemical literacy whilst teachers play a supporting role [12].…”

Section: Introductionmentioning

confidence: 99%

Students’ Engagement in Education as Sustainability: Implementing an Ethical Dilemma-STEAM Teaching Model in Chemistry Learning

Rahmawati

Taylor

et al. 2022

Sustainability

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This paper reports the results of a study on the implementation of the Ethical Dilemma STEAM Teaching Model in secondary schools in Jakarta, Indonesia. This interdisciplinary curriculum approach employed ‘ethical dilemma story pedagogy’ in a STEAM education project designed to engage students in values-based chemistry learning. Drawing on the arts, specially written ethical dilemma stories posing real-world environmental problems engaged students in exploring their value systems. Students reflected on the pros and cons of ethical dilemmas related to the everyday use of artificial fertilizers, disposal of used cooking oil and detergent waste, and environmental pollution caused by plastic waste. The purpose of the study was to investigate the potential of the Ethical Dilemma STEAM Teaching Model to empower Indonesian secondary school students with both chemistry knowledge and transdisciplinary capabilities for resolving environmental problems. The researchers conducted an interpretive case study of four high-school chemistry classes to understand students’ learning experiences and outcomes. Data were obtained from students’ reflective journals, semi-structured interviews, and classroom observations. The results demonstrate that students engaged in deep chemistry learning while simultaneously developing critical reflective social thinking, collaborative decision-making skills, and increased awareness of the need to protect the environment in order to support sustainable development. The study revealed that chemistry education can play a strategic role through ethical values learning in empowering students to become agents of change for environmental sustainability. Further research is warranted into the efficacy of the Ethical Dilemma STEAM Teaching Model for empowering students in sustainability education across a broad range of science-related topics and sociocultural contexts.

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“…STEM-based learning (Science, Technology, Engineering, and Mathematics) is alternative learning that has the potential to build students' skills in the 21st century (Indrasari et al, 2020), which encourages curiosity to explore their knowledge (Rahmawati et al, 2020). The goal of STEM education for students is for them to have scientific literacy abilities as well as knowledge of ICT (Indrasari et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Developing STEM-Based Interactive E-Books to Improve Students’ Science Literacy

Yuberti

Komikesari

Lubis³

2022

Tadris

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The purpose of this research is to describe the feasibility of the developed STEM-based interactive e-book in improving students' scientific literacy to deal with independent learning policies of independent campuses. Furthermore, this study aims to determine the impact of the developed e-book and investigate students' interest in the e-book. This research employs the ADDIE development model as a type of RD, including analysis, design, development, implementation, and evaluation. The findings indicate that the STEM-based interactive e-book increases students' scientific literacy skills, with an N-Gain score of 0.56 in the medium category. Based on the expert validation, the developed e-book obtained a percentage of 82.33 % from the material experts, 86.38 % from the media experts, 80.00 % from the IT experts, and 88.09 % from the scientific literacy test instrument experts. All categories belong to the highly feasible criteria. The percentage of students’ responses toward the attractiveness of the e-book was 87.02 %. The developed STEM-based interactive e-book is appropriate for use in education. This study adds new knowledge and experience to developing STEM-based interactive e-books. Besides, providing electronic teaching material in the form of STEM-based interactive e-books can be used to support students’ learning and trigger scientific literacy in the globalization era.

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Students’ chemical literacy development through STEAM integrated with dilemmas stories on acid and base topics

Cited by 7 publications

References 5 publications

Lembar Kerja Peserta Didik Materi Momentum Dan Impuls Berbasis Model Pembelajaran Dilema-Steam

Lembar Kerja Peserta Didik Materi Momentum Dan Impuls Berbasis Model Pembelajaran Dilema-Steam

Students’ Engagement in Education as Sustainability: Implementing an Ethical Dilemma-STEAM Teaching Model in Chemistry Learning

Developing STEM-Based Interactive E-Books to Improve Students’ Science Literacy

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