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p-Index From 2021 - 2026
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All Journal JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN STEAM Journal for Elementary School Education
Wiwin Hartanto
National Dong Hwa University
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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STEAM in the Frame of Independent Curriculum in Elementary School Rizki Putri Wardani; Chumi Zahroul Fitriyah; Annur Rofiq; Wiwin Hartanto; Vit Ardhyantama
STEAM Journal For Elementary School Education Vol. 1 No. 01 (2025): STEAM Journal for Elementary School Education
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/sjese.1.01.2025.4

Abstract

The independent curriculum is a curriculum that was implemented in Indonesia in 2021 until now. Various approaches are implemented in the curriculum, one of which is STEAM. The purpose of writing this article is to identify and analyze the STEAM approach in elementary school learning that is aligned with the principles of the Merdeka Curriculum, and provide recommendations for developing contextual and integrative learning that supports the achievement of the Pancasila learner profile and 4C skills, student activities, and learning outcomes. The research method used is a literature study by reviewing journals as literature recorded in Sinta, Garuda, and indexed nationally and internationally. The results showed that there are many learning models that integrate with the STEAM approach in the independent curriculum which effectively provide results in increasing the achievement of the Pancasila learner profile, 4C skills, student activity, and learning outcomes. This STEAM approach encourages students to be active in various learning activities designed by teachers in the independent curriculum and gain direct experience both theoretically and practically.
Exploring The Mediating Role of Digital Literacy in Enhancing Economic Teacher Candidates' Readiness: Insight from Teacher Competence, Critical Thinking Skills, and Teaching Experience Sri Handayani; Rizza Megasari; Rizky Dwi Putri; Ana Dhaoud Daroin; Mohamad Zuber Abd. Majid; Wiwin Hartanto; Intan Nurwibawanti; Sindi Wahyu Purbowati
JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN Vol. 14 No. 1 (2026)
Publisher : UNIVERSITAS NEGERI SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jepk.v14n1.p117-138

Abstract

Objective: Teacher readiness remains a critical issue in improving the quality of economics teacher education programs. This study aims to analyse the relationship between teacher competence, critical thinking skills, and teaching experience on the readiness of economics teacher candidates. Additionally, the study examines the mediating role of digital literacy in strengthening these relationships. Method: This study employed a quantitative approach using covariance-based structural equation modelling (CB-SEM). Data were collected from 103 students of Economics Education Study Programs from both public and private universities in Java. The analysis was conducted using AMOS software version 30 to test the proposed hypotheses regarding the mediating effect of digital literacy on the relationships between teacher competence, critical thinking skills, teaching experience, and prospective teacher readiness.  Results: The findings reveal that digital literacy plays a significant mediating role in enhancing the readiness of economics teacher candidates. In particular, digital literacy strengthens the relationship between teaching experience and prospective teacher readiness. Furthermore, competence and critical thinking skills also contribute positively to teacher readiness when supported by adequate digital literacy capabilities. Novelty: This study highlights digital literacy as a strategic mediator that integrates pedagogical competence, critical thinking, and teaching experience in preparing economics teacher candidates for digitally driven learning environments. The findings provide a new perspective for teacher education programs by emphasizing digital literacy development as a core component in strengthening prospective teacher readiness in the era of digital transformation.
Co-Authors Ana Dhaoud Daroin Annur Rofiq Chumi Zahroul Fitriyah Intan Nurwibawanti Mohamad Zuber Abd. Majid RIZKI PUTRI WARDANI Rizky Dwi Putri Rizza Megasari Sindi Wahyu Purbowati Sri Handayani Vit Ardhyantama