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All Journal JURNAL ISTEK Jurnal Pendidikan Islam Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam POLYGLOT Ranah: Jurnal Kajian Bahasa Metalingua: Jurnal Penelitian Bahasa Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Yeti Heryati
UIN Sunan Gunung Djati Bandung, Bandung
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Jurnal Pendidikan Islam

 1 
Implementation of The Thematic-Integrative Learning to Enhance Students Skill in The 4.0 Era Qiqi Yuliati Zaqiah; Yeti Heryati; Ibrahem Narongraksakhet
Jurnal Pendidikan Islam Vol 7, No 2 (2021): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v7i2.15220

Abstract

This research aims to describe the design of thematic-integrative learning model, its implementation in the learning process, the influence of the model on enhancing students' 4C's skill (Communication, Cooperative, Critical thinking, Creativity), and the analysis of the supporting hindering factors that may affect the implementation of the learning model. The research utilized a qualitative approach with a descriptive analytics method. This study collected its data through an interview, observation, and documentation. The result reveals that thematic-integrative learning can increase students' ability in the era of 4.0. The outcome is demonstrated by students' competency in formulating a project and its report. Thus, it is shown that students' capability in using technology, collaboration, written and spoken communication, self-management, critical and creative thinking, and problem-solving can be sharpened. Moreover, the supporting factors found in this research are a competent teacher, learning curriculum, active students, school facilities and expenses. On the other hand, the factors that may hinder the implementation are the disparity of the teachers' proficiency, the integration of curriculum, which is often inaccurate, students' unique character and capability, facilities that are not yet optimal, and an extensive cost for projects and performances. 
The Role of Steam Education in Improving Student Collaboration and Creativity: A Case Study in Madrasah Qiqi Yuliati Zaqiah; Aan Hasanah; Yeti Heryati
Jurnal Pendidikan Islam Vol 10, No 1 (2024): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v10i1.35207

Abstract

The 21st century is marked by increasing technological progress and productivity. This progress has provided a challenge for the education sector to produce quality young people with adequate skills. This research examines the effectiveness of a learning approach that integrates a multi-subject called STEAM, namely science, technology, engineering, arts and mathematics, to improve 21st-century skills. These skills include collaboration, creativity, critical thinking and communication, known as the 4Cs. As a case study, this STEAM learning was given to students at two State Madrasahs in West Java. To achieve this goal, mixed methods were used. The research combined qualitative and quantitative approaches. A qualitative approach was used to observe phenomena experienced by students, learning design, and implementation. Moreover, a quantitative approach was used to analyze the impact of STEAM learning on student skills. The STEAM learning design was delivered in three learning meetings. Research findings show that the STEAM learning model by using a multi-subject approach could significantly improve students' collaboration skills. However, it did not significantly improve students’ critical thinking, creativity and communication skills. Meanwhile, student responses showed positive results on the implementation of this model. Factors that were considered to influence the implementation of this model are: Duration of learning, literacy skills and student learning experiences, as well as teacher competencies.
Co-Authors Aan Hasanah Hidayat Aji Permana Ibrahem Narongraksakhet Laeli, Wardah Qiqi Yuliati Zaqiah, Qiqi Yuliati Ruswandi, Uus Syihabuddin