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All Journal ScienceEdu : Jurnal Pendidikan IPA EduStream: Jurnal Pendidikan Dasar
Nuriman Nuriman
Faculty of Teacher Training and Education, University of Jember
Education Other

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DIGESTIVE SYSTEM E-MODULE BASED ON INTEGRATED-STEM IN STUDENT’S SCIENCE LITERACY AND LEARNING OUTCOME Sanny Murti Vinandari; Slamet Hariyadi; Nuriman Nuriman
ScienceEdu Vol 4 No 2 (2021)
Publisher : Program Studi Pendidikan IPA FKIP Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/se.v4i2.25152

Abstract

This article dicussses how the digestive system e-module based on integrated STEM is used to improve student’sscientific literacy and learning outcome. Scientific literacy is a person's ability to understand science, communicate science, and apply scientific knowledge to solve problems so that they have a high attitude and sensitivity to themselves and their environment in making decisions based on scientific considerations. This research is a development research). The method used is development model suggested by Borg and Gall (1989) in Sugiyono (2015). The research stages are, 1) Potential Problems; 2) Data Collection, 3) Product Design, 4) Product Review; 5) Design Revision; 6) Design Validation; 7) Product trial; 8) Product Revision; 9) Mass Product Manufacturing. The result of pre-research question given to students, it is known that from 37 students 34 of them have low or incomplete scientific literacy scores. So that 91.8% of students have a low level of scientific literacy and 8.1% of students have a good level of scientific literacy. The scientific literacy domain which has the lowest score is science attitude and the final product of the learning using e-module is gerd candy made by students. The developed of e-module is based on a STEM approach consisting of four aspects, namely: (1) Science; (2) Technology; (3) Engineering; and (4) Mathematics. This module is developed to increase students’ scientific literacy for four domains, namely: (1) the context of science; (2) Science knowledge; (3) Science competence; and (4) scientific attitude.
Connecting the dots: Science and mathematics knowledge as predictors of stem education conceptions in preservice primary teachers Agustiningsih Slamin; I Ketut Mahardika; Singgih Bektiarso; Nuriman Nuriman
EduStream: Jurnal Pendidikan Dasar Vol 10 No 1 (2026): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v10n1.p235-246

Abstract

Science, technology, engineering, and mathematics (STEM) education is an interdisciplinary approach that has gained global recognition for its potential to develop higher-order thinking and practical skills to address real-world challenges. In the context of teacher preparation, STEM education is particularly important for preservice primary school teachers who are expected to develop meaningful and integrated learning experiences in the classroom. However, limited research has examined how science content knowledge (SCK) and mathematics content knowledge (MCK) shape preservice teachers’ conceptions of STEM education, particularly in the Indonesian context. This research investigated the relationship between science content knowledge and mathematics content knowledge in relation to the preservice primary school teachers’ conceptions of STEM education. The survey method was used to collect data about science content knowledge, mathematics content knowledge, and STEM conceptualizations. A total of 139 preservice primary school teachers participated in this study. The data were analyzed using two way between-group analysis of variance (ANOVA) with IBM SPSS 25. These results suggest that strong disciplinary knowledge in science and mathematics forms an essential foundation for meaningful STEM understanding. The results indicate that science and mathematics content knowledge can influence preservice primary school teachers’ conceptions of STEM education. The study has important implications for teacher education, indicating that preservice teacher programs should strengthen disciplinary coursework while systematically integrating STEM pedagogy and interdisciplinary learning experiences to better prepare future teachers for effective STEM implementation in primary education.
Co-Authors Agustiningsih Slamin I Ketut Mahardika Sanny Murti Vinandari Singgih Bektiarso Slamet Hariyadi