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All Journal JPS Unimus Buletin Sumber Daya Geologi KURVATEK Journal of Islam and Science Prosiding Seminar Nasional Rekayasa Teknologi Industri dan Informasi ReTII
Wahyu Sugiarto
Departemen Kimia, Fakultas MIPA-IPB, Bogor
Religion Aerospace Engineering Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Materials Science & Nanotechnology Mechanical Engineering Physics Social Sciences Transportation Other

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Journal : JPS Unimus

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Hypermodule Deep Learning Inquiry–Steam: A Theoretical Framework And Science Teachers’ Perceptions In The Digital Era Sugiarto, Wahyu; Nurrohman, Sabar; Wiyarsi, Antuni; Rahmawati, Laifa
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.49-58

Abstract

Low scientific literacy and limited collaborative learning practices remain persistent challenges in science education, particularly in digitally constrained contexts where technology integration is uneven. This study develops a theoretical framework of the Hypermodule Deep Learning Inquiry–STEAM by integrating deep learning pedagogy, inquiry-based learning, and STEAM education into a unified digital learning model, while examining science teachers' perceptions of its implementation. A qualitative, exploratory survey design involved 38 junior high school science teachers in Biak Numfor Regency, Papua, Indonesia. Data were collected through open-ended questionnaires and semi-structured interviews, and were analysed thematically using open, axial, and selective coding. Findings reveal that teachers perceive deep learning as meaningful and transferable learning, inquiry as fostering scientific reasoning, and STEAM as promoting creativity and collaboration; however, these approaches remain fragmented in classroom practice. The study contributes a conceptual hypermodule framework linking pedagogical constructs, digital learning features, and targeted outcomes related to scientific literacy and collaboration skills. Future research should empirically test the framework’s effectiveness across diverse educational contexts and examine its impact on student learning outcomes through mixed-method or experimental designs.
Co-Authors Antuni Wiyarsi Budi Muljana Budiadi, Ev. Hartono, Hill G. Herbanu, Rashid Ildrem Syafri Laifa Rahmawati, Laifa Mahmuda, Ibn Nurrohman, Sabar Prasetya, Muhammad Nurul Huda R. A., T. Listiyani Retno Astuti, Theophila Listiyani Suhada, Dede Ibnu Suhada, Dede Ibnu Sutipyo R dan Amrih Latifah, Sutipyo R dan Yan Rizal, Yan Yosep, Rohadian Yosep, Rohadian