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All Journal Biosfer: Jurnal Pendidikan Biologi Pakem : Jurnal Pengabdian Kepada Masyarakat
Hehakaya, Wisye
Biology Education, Postgraduate, Universitas Pattimura, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Integrating STEAM with PjBL and PBL on biology education: Improving students’ cognitive learning results, creative thinking, and digital literacy Wisye Hehakaya; Muhammad Nur Matdoan; Dominggus Rumahlatu
Biosfer: Jurnal Pendidikan Biologi Vol 15 No 1 (2022): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.24468

Abstract

STEAM (Science, Technology, Engineering, Art, and Mathematics) is an innovative interdisciplinary learning approach that can be integrated with PjBL and PBL learning models. This research investigates the effect of STEAM combined with PjBL and PBL learning models on the cognitive learning results, creative thinking skills and digital literacy of Class X senior high school students at SHS 3 Maluku Tengah and SHS 39 Salahutu. This research was conducted in the even semester of the 2020/2021 academic year. The research instruments included an essay test and digital literacy observation sheets. The research data were analyzed using inferential statistics (ANCOVA and ANOVA). The research results indicate that the integration of STEAM with PjBL and PBL learning models significantly affects students’ cognitive learning results and creative thinking (p<0.05). However, the integration of STEAM and PjBL and PBL learning models does not significantly affect students’ digital literacy (p>0.05). The integration of STEAM with PjBL and PBL learning models provides innovation in implementing the two learning models, which improves the learning steps and the learning process. The integration of STEAM with the PjBL learning model can be used to enhance cognitive learning outcomes and creative thinking skills for other biological concepts in senior high school level learning.
PELATIHAN DAN IMPLEMENTASI PEMBELAJARAN BERBASIS ETNOSAINS DENGAN PENDEKATAN DEEP LEARNING Matitaputty, Christi; Pradana, Sendy Putra; Tuapattinaya, Prelly M J; Palisoa, Napsin; Tuaputty, Hasan; Syahrul, Muhammad; Hehakaya, Wisye
PAKEM: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 1 (2026): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.6.1.16-28

Abstract

Science education in island regions, particularly in Salahutu District, Central Maluku Regency, faces challenges in developing contextual learning that reflects local potential. Many science teachers have not yet integrated ethnoscience elements and deep learning approaches into their teaching materials. This community service program aimed to enhance teachers’ capacity through training and mentoring in the development and implementation of deep learning–based ethnoscience teaching materials. The method used was a participatory–collaborative approach in the training and implementation of ethnoscience-based learning, which included the stages of preparation, training, implementation, and reflection. In the initial stage, the lecturer team conducted observations and interviews in several junior high schools in Salahutu to identify teachers’ needs and to design contextual training materials and learning tools. The training was carried out through workshops on developing teaching modules, learning materials, and student worksheets (LKPD), followed by mentoring during classroom implementation. The results indicated an improvement in teachers’ understanding and skills in integrating local natural and cultural potentials into science learning. Evaluation through questionnaires, reflections, and student interviews revealed that this approach fostered more meaningful, contextual, and relevant learning experiences. Overall, the program contributed to strengthening science teachers’ professionalism and enriching culturally responsive educational practices in island-based learning contexts
Co-Authors Christi Matitaputty Dominggus Rumahlatu Muhammad Nur Matdoan Palisoa, Napsin pradana, Sendy putra syahrul, muhammad Tuapattinaya, Prelly M J Tuaputty, Hasan