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All Journal Journal of Instructional and Development Researches InSTEM
Shella, Geo
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Agriculture, Biological Sciences & Forestry Chemistry Education Mathematics Physics Other

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Learning with STEAM Approach for Early Childhood at All Kids Learning House, Madiun City Prastyaningrum, Ihtiari; Alfina, Alisa; Shella, Geo; Nur Amalina, Fania
Jurnal Inovasi Sains dan Teknologi untuk Masyarakat Vol. 2 No. 2 (2024): November
Publisher : Faculty of Mathematics and Natural Sciences, University of Jember. Jl. Kalimantan No.37, Krajan Timur, Jemberlor, Kec. Sumbersari, Jember Regency, East Java 68121

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/instem.v2i2.1554

Abstract

Early childhood education should ideally adopt an interdisciplinary approach that integrates five fields of study: science, technology, engineering, art, and mathematics. Through the STEAM approach, children can develop various essential life skills, stimulating and encouraging critical thinking and problem-solving abilities. All Kids Learning House is one of the early childhood schools in the city of Madiun. Based on observations and interviews with teachers at the school, it was found that, indirectly, learning activities at All Kids already incorporate the STEAM approach. The challenge lies in designing a cohesive learning activity that involves all five STEAM disciplines. In response to this, the community service team collaborated with the teachers at All Kids to create learning activities that accommodate all five STEAM disciplines. The process involved observation, problem identification, activity planning, conducting socialization and training sessions, implementation, and evaluation. The goal of this initiative is to assess teachers' ability to design learning activities using the STEAM approach. Success parameters for teachers include classroom management skills, the ability to develop worksheets, and student responses. The initiative involved socialization and training sessions for teachers, followed by direct assistance during the teaching and learning process using the STEAM approach. Learning activities included teacher presentations, exploration, and hands-on practice by students. The results of this initiative indicated that the majority of students showed interest in STEAM-based learning activities and demonstrated critical thinking responses to problems contextualized within STEAM.
Observational Study Implementation of STEAM Activities to Stimulate 21st Century Skills in Early Childhood Prastyaningrum, Ihtiari; Alfina, Alisa; Shella, Geo
Journal of Instructional and Development Researches Vol. 5 No. 5 (2025): October
Publisher : Yayasan Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/jider.v5i5.614

Abstract

Learning with the STEAM approach has begun to be implemented in early childhood education settings. The STEAM approach provides significant opportunities to stimulate students’ critical thinking skills. This phenomenon requires teachers to have a deep understanding of STEAM. Therefore, research is needed to reveal the extent to which STEAM activities are implemented in the classroom and how teachers are able to manage the learning environment to be more conducive in relation to the implementation of STEAM activities. This observational study aims to determine and analyze the extent to which teachers in early childhood education are able to carry out learning activities using the STEAM approach. It also aims to analyze how teachers are able to stimulate 21st-century skills through the implementation of the STEAM approach. The research data were collected through two main activities, namely observation and interviews. Observation and interviews were considered the most effective steps in gathering research data. The data obtained were analyzed using Miles and Huberman’s qualitative data analysis model, which includes data reduction, data display, and conclusion drawing. The results show that teachers’ understanding of STEAM is generally good; however, teachers still experience difficulties in providing contextual learning. Several misconceptions in science were also identified as important findings in this study. These results indicate that comprehensive and intensive mentoring is essential and deserves greater attention.
Co-Authors Alisa Alfina Ihtiari Prastyaningrum, Ihtiari Nur Amalina, Fania