The integration of STEAM-project-based learning to train students critical thinking skills in science learning through electrical bell project

Abstract

This study uses qualitative methods describing the integration of STEAM-project-based learning with the aim of training the critical thinking skills of 18 male and 18 female students in science learning. The application of STEAM is done by integrating it with a project-based learning model on the topic of energy transformation through the electric bell project. Instruments are used to explore the development of critical thinking skills through interviews, observations, reflective journals, and critical thinking skills tests. The study found that students trained STEAM-PjBL to ask questions and have a good understanding of the energy change from electrical energy to sound energy. In addition, through problem solving and project creation, students are encouraged to connect ideas, make assumptions, and infer concepts. The challenges faced in this study are time management, project ideas related to teaching concepts, and student engagement. In addition, STEAM-PjBL integration provides an opportunity for teachers to develop their competencies in applying various methods to encourage students in the test results of the test is students achieve mastering (40%) and competent (30%) at a critical level. Only temporary small (3.80%) students no concept of transformation correctly, even after knowing the distance.

Enhancing Primary School Students’ Critical Thinking Skills through the Integration of Inquiry-Based STEM Approach on Teaching Electricity in Science Learning

“…The answers presented by student 17 also reflect their ability to identify problematic components in the project they are growing and create arguments based on their findings. The results of this study reflect that the implementation of inquiry-based STEM learning supports students in organizing their knowledge and experience in exploring questions related to particular contexts [7]. Moreover, integrating contextual problems in learning challenges students to identify issues so that learning becomes more effective in encouraging the development of their thinking skills [12].…”

“…Some literature argued main principles of the STEM that can act to contextualize and support the learning of science is a framework that includes six key principles for STEM education success [5] are: (1) the context of motivating and interesting, (2) embedding science and/or math concepts, (3) student-centered learning, (4) engineering process-oriented design, (5) promote communication and collaboration, and (6) challenge students to survive failure through redesign. The previous STEM research reflected its positive implications on students' skills empowerment, including critical and creative thinking [6,7], scientific literacy [8], and engaged students in education sustainability [9]. In this study, the researchers analyzed that the inquiry method as a STEM approach element supports contextual learning that emphasizes the significance of learning through discovery.…”

Perkembangan Penelitian Pendekatan Steam Pada Pembelajaran Fisika Di Indonesia: A Systematic Literature Review

“…Kemampuan peserta didik yang meningkat dapat memudahkannya dalam bersaing di abad ke-21. Adapun kemampuan yang dapat ditingkatkan dengan menerapkan pendekatan STEAM adalah kemampuan berpikir kreatif (Budiyono et al, 2020;Harris & de Bruin, 2018;Sulman et al, 2022), berpikir kritis (Bassachs et al, 2020;Rahmawati et al, 2021), berpikir tingkat tinggi (Adlina, 2022), keterampilan proses sains (Anekawati et al, 2021;Sakdiah et al, 2022), memecahkan masalah (Anindya & Wusqo, 2020), dan masih banyak kemampuan abad ke-21 lainnya (Bin Amiruddin et al, 2022;Hadinugrahaningsih et al, 2017). Pendekatan STEAM salah satu pengembangan ilmu dari pendekatan Science, Technology, Engineering, and Mathematics (STEM).…”

Example of Good Practice for Supporting Steam in Technical Subjects Learning

“…As studies and experiments show (Conradty and Bogner, 2020;Hacioglu, Y. & Gulhan, F. 2021;Iskandar et al, 2020;Rahmawati et al 2021;Sirajudin et al 2021;Wilson, H. E., et al 2021;Yaki, 2022), STEAM education is the optimal choice for traditional face-to-face teaching for the development of the aforementioned competencies.…”