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All Journal Jurnal CARE QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini JURNAL PENDIDIKAN TAMBUSAI Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini Journal of Instructional and Development Researches Bulletin of Educational Management and Innovation InSTEM ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Alisa Alfina
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Learning with STEAM Approach for Early Childhood at All Kids Learning House, Madiun City Prastyaningrum, Ihtiari; Alfina, Alisa; Shella, Geo; Nur Amalina, Fania
Jurnal Inovasi Sains dan Teknologi untuk Masyarakat Vol. 2 No. 2 (2024): November
Publisher : Faculty of Mathematics and Natural Sciences, University of Jember. Jl. Kalimantan No.37, Krajan Timur, Jemberlor, Kec. Sumbersari, Jember Regency, East Java 68121

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/instem.v2i2.1554

Abstract

Early childhood education should ideally adopt an interdisciplinary approach that integrates five fields of study: science, technology, engineering, art, and mathematics. Through the STEAM approach, children can develop various essential life skills, stimulating and encouraging critical thinking and problem-solving abilities. All Kids Learning House is one of the early childhood schools in the city of Madiun. Based on observations and interviews with teachers at the school, it was found that, indirectly, learning activities at All Kids already incorporate the STEAM approach. The challenge lies in designing a cohesive learning activity that involves all five STEAM disciplines. In response to this, the community service team collaborated with the teachers at All Kids to create learning activities that accommodate all five STEAM disciplines. The process involved observation, problem identification, activity planning, conducting socialization and training sessions, implementation, and evaluation. The goal of this initiative is to assess teachers' ability to design learning activities using the STEAM approach. Success parameters for teachers include classroom management skills, the ability to develop worksheets, and student responses. The initiative involved socialization and training sessions for teachers, followed by direct assistance during the teaching and learning process using the STEAM approach. Learning activities included teacher presentations, exploration, and hands-on practice by students. The results of this initiative indicated that the majority of students showed interest in STEAM-based learning activities and demonstrated critical thinking responses to problems contextualized within STEAM.
Capacity Building for Elementary School Teachers in the Implementation of Science Literacy through Outreach Using an Environment-Based STEAM Approach Prastyaningrum, Ihtiari; Alfina, Alisa; Dhemahestri, Melta; Muhammad Iqbal S. M.
Jurnal Inovasi Sains dan Teknologi Untuk Masyarakat Vol. 4 No. 1 (2026): Mei
Publisher : Faculty of Mathematics and Natural Sciences, University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/instem.v4i1.60000

Abstract

Science literacy is an important competency in 21st-century learning because it is related to the ability to understand scientific concepts and apply them in everyday life. However, students' science literacy skills are still relatively low, partly due to the teacher-centered learning process and the suboptimal use of the environment as a learning resource. Therefore, efforts are needed to improve teachers' capacity in designing contextual and innovative learning. This community service activity aims to improve elementary school teachers' capacity to apply science literacy learning through an environment-based STEAM approach. This community service activity was carried out at Kwadungan Public Elementary School using several stages, namely needs analysis, material socialization, STEAM paradigm reconstruction, science literacy workshops, environmental exploration, and activity evaluation. The results of the activity show that before the activity was carried out, most teachers did not understand the concept of STEAM learning and did not optimally utilize the surrounding environment as a learning resource. After participating in the socialization and training activities, teachers began to understand the basic concepts of STEAM and were able to identify the potential of the environment as a contextual learning resource. Thus, this activity contributed to improving teachers' capacity in terms of understanding, knowledge, and skills in designing innovative and contextual science literacy learning.
Co-Authors Anwar, Rosyida Nurul Cahyani, Arin Nur Damayanti, Dwinda Dewanta Arya Nugraha Dhemahestri, Melta Fitriyah, Eka Laila HERMAWATI DWI SUSARI, HERMAWATI DWI Ihtiari Prastyaningrum, Ihtiari Khotim Hanifudin Najib Muhammad Iqbal S. M. Nur Amalina, Fania Putri, Renita Luthfiani Ramadhani, Nur Vita Sari Eka Rohili, Ili Shella, Geo Sofia Nur Afifah, Sofia Nur Sufiati, Vivi Swasti Maharani, Swasti Wisesa, Rizky Dwi