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0.444
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All Journal Journal of Digital Learning and Education
Wuri Julita
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Padang, Padang 25132, Indonesia
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Meta-Analysis: The Effect of Implementing the STEM (Science, Technology, Engineering, Mathematics) Approach on Biology Learning Wuri Julita; Rahmadhani Fitri; Fitri Arsih
Journal of Digital Learning and Education Vol. 2 No. 3 (2022): DECEMBER
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v2i3.442

Abstract

Biology learning is a field of science that requires students to think critically, creatively, and analytically in order to solve problems in each material they study. It is important for students to have the right strategies for learning, and teachers as professionals who teach students must be able to develop effective and efficient learning for students. According to various research, the implementation of STEM (Science, Technology, Engineering, and Mathematics) based learning has a significant impact on students' learning skills. STEM is a suitable alternative for 21st century learning. Through the interconnections of science, technology, engineering, and mathematics, students can solve real-life problems in a systematic manner. The purpose of this article is to analyze the effect of implementing the STEM approach on biology learning. The method used in this article is a literature review method through a review of literature from various sources relevant to the discussion. The results obtained from this article are the influence of the implementation of the STEM approach on biology learning, namely, in improving students' learning outcomes, students' science literacy skills, students' critical thinking skills, students' creativity, and students' scientific thinking skills. Therefore, the application of STEM-based learning can be used as an alternative solution to empower 21st century skills of students, especially in biology learning.
Analysis of the Importance of Enhancing the Qualifications of Biology Teachers as Professional Educators in the 21st Century Digital Era Wuri Julita; Zulyusri Zulyusri
Journal of Digital Learning and Education Vol. 3 No. 2 (2023): AUGUST
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v3i2.744

Abstract

In the ever-evolving digital era of the 21st century, the realm of education stands at the precipice of transformation. This comprehensive review synthesizes a series of scholarly articles that delve into the pivotal role of enhancing teacher qualifications in shaping a dynamic and effective pedagogical landscape. The synthesis encompasses multifaceted dimensions, each contributing to the symphony of educational excellence. Academic qualifications, pedagogical strategies, and nurturing relationships emerge as foundational pillars, while the fusion of technology, pedagogy, and content knowledge (TPACK) underpins innovative teaching approaches. The review further illuminates the significance of Industry 4.0 expertise, emphasizing the necessity of special qualifications to navigate the evolving digital milieu. Training emerges as a crucible for forging comprehensive competencies, including pedagogical, professional, personal, and social dimensions, while positive work behavior enriches the educational tapestry with values and ethics. Adequate welfare and lifelong learning converge to empower educators, catalyzing optimal performance and nurturing a culture of continuous growth. This synthesis underscores the transformative potential of educator qualifications and competencies, offering insights that resonate with the trajectory of modern education and shape the future of learning.
Co-Authors Fitri Arsih Rahmadhani Fitri Zulyusri, Zulyusri