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BUILDING 21st-CENTURY SKILLS WITH STEAM-PjBL Suryaningsih, Siti; Agung, Salamah; Barke, Hans-Dieter; Nisa, Fakhira Ainun
EDUSAINS Vol 16, No 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.41779

During the 21st century, students are encouraged to develop skills that enable them to deal with real-life problems. The purpose of this study is to analyze what kind of 21st-century skills can be built during a teaching and learning process in the classroom. Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach through a project-based learning (PjBL), or STEAM-PjBL-based learning, seems to provide a promise in the development of 21st-century skills of students. This study, therefore, is conducted to reveal the kind of skills that can be built during the STEAM-PjBL learning process. Using a literature review, this study collects and analyzes relevant articles from national and international journals through several search engine systems, such as Taylor & Francis Online, Springer, etc., and indexed databases, such as SCOPUS, DOAC, and Eric, both from the period of 2014-2022. This study found that the 4Cs of the 21st-century skills, namely, critical thinking and problem solving, communication, collaboration, and creative thinking, can be built from the activities in each stage of the STEAM-PjBL learning process. While the skills are evident from the literature review, a further empirical study is encouraged to be conducted to ensure how the skills can be successfully developed and further improved

Students’ digital literacy on chemistry–STEAM project-based learning: a gender perspective Nisa, Fakhira Ainun; Bahriah, Evi Sapinatul; Suryaningsih, Siti
Edu Sains: Jurnal Pendidikan Sains & Matematika Vol 12 No 2 (2024): VOLUME 12 NOMOR 2 DESEMBER 2024
Publisher : IAIN Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/eds.v12i2.6133

This study aims to analyze students' digital literacy in STEAM project-based chemistry learning based on a gender perspective. This study uses a quantitative descriptive method with data collection techniques through a questionnaire instrument on 30 students of class XI science who were selected by purposive sampling. The research instrument consisted of 6 indicators, which were developed into 18 questionnaire items, which were arranged using a Likert scale. Research data were analyzed quantitatively descriptively by calculating scores and percentages. The results of the analysis of students' digital literacy data as a whole showed an average of 81.75% in the excellent category. The study based on gender showed an average gain of 81% for female students and 82.6% for male students, both of which did not have a significant difference, and both were in the excellent category. These results indicate that the STEAM project approach can be an alternative learning that can maximize students' digital literacy.

BUILDING 21st-CENTURY SKILLS WITH STEAM-PjBL Suryaningsih, Siti; Agung, Salamah; Barke, Hans-Dieter; Nisa, Fakhira Ainun
EDUSAINS Vol. 16 No. 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.41779

During the 21st century, students are encouraged to develop skills that enable them to deal with real-life problems. The purpose of this study is to analyze what kind of 21st-century skills can be built during a teaching and learning process in the classroom. Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach through a project-based learning (PjBL), or STEAM-PjBL-based learning, seems to provide a promise in the development of 21st-century skills of students. This study, therefore, is conducted to reveal the kind of skills that can be built during the STEAM-PjBL learning process. Using a literature review, this study collects and analyzes relevant articles from national and international journals through several search engine systems, such as Taylor & Francis Online, Springer, etc., and indexed databases, such as SCOPUS, DOAC, and Eric, both from the period of 2014-2022. This study found that the 4Cs of the 21st-century skills, namely, critical thinking and problem solving, communication, collaboration, and creative thinking, can be built from the activities in each stage of the STEAM-PjBL learning process. While the skills are evident from the literature review, a further empirical study is encouraged to be conducted to ensure how the skills can be successfully developed and further improved

Learning Innovations: Students’ Interest and Motivation on STEAM-PjBL Suryaningsih, Siti; Nisa, Fakhira Ainun; Muslim, Buchori; Aldiansyah, Fauzan
International Journal of STEM Education for Sustainability Vol 2, No 1 (2022)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

The purpose of this study was to 1) determine the results of the prerequisite test of the research instrument consisting of tests of validity, reliability, and normality, 2) know students' responses to interest and motivation to learn using chemistry learning innovations. The method used is descriptive quantitative. A sample of 76 students was selected by purposive sampling at one of the senior high schools in Indonesia. Data was collected using a questionnaire instrument with ten items arranged based on a Likert scale based on student interest and motivation indicators on the acid-base titration concept. The instrument used was declared valid, and reliability was proven by a corrected item-total correlation of 10 items. Each of them has a value of more than 0.325. A reliability value of 0.785 and a significance value of 0.2 indicates that the data is normally distributed. The Science, Technology, Engineering, Arts, and Mathematics-Project Based Learning (STEAM-PjBL) innovation received a good response from students in the form of a high percentage of interest and learning motivation. Students' interest in learning got an average score of 4.17 in the high category of 83.4%. Likewise, learning motivation scored 4.22 in the high category of 84.4%. In general, student responses gave positive responses or agreed to the application of STEAM-PjBL in chemistry learning because it gave students high interest and motivation to learn. The results of this study can be used as innovations in the science learning process.

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