Science Technology Engineering Arts Mathematics (STEAM) Approach for Learning Science in Junior High School
This study aims to determine how the application of the STEAM approach to science learning in junior high school. The research was conducted by giving questionnaires to science subject teachers at the junior high school level in Surabaya, Sidoarjo, and several surrounding areas. Based on the results of the questionnaire given to the science teacher, it showed that 72% of the STEAM approach had been understood by the science teacher, 12% said they did not understand the STEAM approach and the remaining 16% answered doubtfully whether they understood the STEAM approach in science learning. However, only about 50% of science teachers who understand carry out learning using the STEAM approach. As many as 28% stated the lack of supporting articles for implementing the STEAM approach. Another result stated that 56% of teachers had difficulty in referencing learning tools with the STEAM approach which had to be adapted to school conditions and another 16% needed training to apply the STEAM approach to be applied in learning. Based on the results obtained, the largest percentage needed by teachers to help implement science learning using the STEAM approach is the need for learning tools. Therefore, STEAM-based learning tools really need to be developed, especially for the science teaching and learning process.
Connor, A. M., Karmokar, S., & Whittington, C. (2015). From STEM to STEAM: Strategies for enhancing engineering & technology education. International Journal of Engineering Pedagogy (iJEP), 5(2), 37-47. https://doi.org/10.3991/ijep.v5i2
Arsyad, A. (2011). Media pembelajaran. PT Raja Grafindo Persada.
Bati, K., Yetişir, M. I., Çalişkan, I., Güneş, G., & Saçan, E. G.|Chapman, D. L. (Reviewing editor). (2018) Teaching the concept of time: A steam-based program on computational thinking in science education. Cogent Education, 5(1). https://doi.org/10.1080/2331186X.2018.1507306
Katz-Buonincontro, J. (2018). Gathering STE(A)M: Policy, curricular, and programmatic developments in arts-based science, technology, engineering, and mathematics education Introduction to the special issue of arts education policy review: STEAM focus. Art Education Policy Riview Journal, 119(2), 73-76. https://doi.org/10.1080/10632913.2017.1407979
Dwikoranto, Setiani, R., Widuroyekti, B., Tresnaningsih, S., Sambada, D., Setyowati, T., Rohman, A., & Harnoto, B. T. (2020). The effectiveness of the Student Activity Sheet (SAS) on Teaching-Learning and Creativity (TLC) model to increase creativity competence. Studies in Learning and Teaching, 1(3), 175-184. https://doi.org/10.46627/silet.v1i3.36
Hamruni. (2013). Strategi pembelajaran. Insan Madani.
Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM Journal, 1(2). https://doi.org/10.5642/steam.20140102.15
Gunawan, P., Ernawati, A., Hasnawati, Asmar, S., Masdafi, Rusdiana, & Amrullah, F. 2019. Model pembelajaran STEAM (Science, Technology, Engineering, Art, Mathematics) dengan pendekatan saintifik. Repositori Institusi Kemendikbud. http://repositori.kemdikbud.go.id/id/eprint/18412
Kim, H., & Chae, D-H. (2016). The development and application of a STEAM program based on traditional Korean culture. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1925-1936. https://doi.org/10.12973/eurasia.2016.1539a
Liliawati, W., Rusnayati, H., Purwanto, & Aristantia G. (2017). Implementation of STEAM education to improve mastery concept. The 2nd Annual Applied Science and Engineering Conference. Bandung: IOP Conference Series: Materials Science and Engineering, 288. https://doi.org/10.1088/1757-899X/288/1/012148
OECD. (2010). PISA 2009 results: What students know and can do: Student performance in reading, mathematics and science (Volume I). OECD Publishing. https://doi.org/10.1787/9789264091450-en
Orion, N. (2007). A holistic approach for science education for all. Eurasia Journal Mathematics, Science and Technology Education, 3(2), 111-118. https://doi.org/10.12973/ejmste/75382
Rahayu, P., Mulyani, S., & Miswadi, S. S. (2012). Pengembangan pembelajaran IPA terpadu dengan menggunakan model pembelajaran problem base melalui lesson study. Jurnal Pendidikan IPA Indonesia, 1(1), 63-70. https://doi.org/10.15294/jpii.v1i1.2015
Taufik, M., Sukmadinata, S., Abdulhak, I., & Tumbelaka, B. Y. (2012). Desain model pembelajaran untuk meningkatkan kemampuan pemecahan masalah dalam pembelajaran IPA (fisika) Sekolah Menengah Pertama di Kota Bandung. BERKALA FISIKA, 13(2), 31-44.
Utami, A. U., & Murti, S. C. C. (2018). The effectiveness of scientific approach-based science learning materials to educate students science literacy. JPPS (Jurnal Penelitian Pendidikan Sains), 8(1). https://doi.org/10.26740/jpps.v8n1.p%25p
Zubaidah, S. (2016). Keterampilan abad ke-21: Keterampilan yang diajarkan melalui pembelajaran. Seminar Nasional Pendidikan dengan tema “Isu-isu Strategis Pembelajaran MIPA Abad 21”, Program Studi Pendidikan Biologi STKIP Persada Khatulistiwa Sintang Kalimantan Barat.
Copyright (c) 2022 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.