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All Journal Jurnal Pendidikan Progresif Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung
Tiyas Abror Huda
Universitas Lampung
Education

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Culture and Thematic Learning: Indonesian Teachers’ Perspectives Tiyas Abror Huda; Een Yayah Haenilah
Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung 2024: Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung
Publisher : Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung

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Education and culture are two things that cannot be separated because the inclusion of culture in education will make learning more meaningful. The purpose of this research was to find out the perceptions of elementary school (SD) teachers in Lampung Province regarding the integration of culture in thematic learning in elementary schools. Much research has been conducted on the integration of culture into learning in elementary schools, but this research focuses more on the cultural context in Lampung Province. Data collection was carried out by distributing questionnaires through the Google Form, where the questionnaire had previously been tested for validity and reliability. Then it was strengthened by interviews to dig deeper into integrating culture into learning. Furthermore, the data obtained were analyzed both quantitatively and qualitatively. The research results show that cultural integration in learning can (1) be a learning resource that is parallel to the main material as a form of introducing and preserving culture as early as possible in elementary school, (2) help students achieve their cognitive, affective, and psychomotor competencies, and (3) become additional references for teachers so that learning can be more real for elementary school students because culture is inherent in students' daily lives. (4) Of course, in practice, there are many obstacles faced by teachers, namely limited teacher knowledge related to culture, lack of supporting resources, limited learning time, lack of support from student parents, inadequate facilities, limited ability of teachers to teach children's songs according to the theme, available teaching materials, and still using a subject approach, making it difficult for teachers to combine material according to the theme. Therefore, real collaboration is needed between teachers, school principals, communities, and policymakers to support each other and integrate culture in elementary schools as early as possible.
Integrated STEM 3.0 Approach to Enhance Critical Thinking Skills: An Empirical Evidence Ismu Sukamto; Hervin Maulina; Widyastuti Widyastuti; Ika Wulandari Utamining Tias; Tiyas Abror Huda; Dina Maulina
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Integrated STEM 3.0 Approach to Enhance Critical Thinking Skills. Critical Objectives: This study aimed to examine the effect of the STEM 3.0 approach assisted by real material and virtual simulation to enhance the CTS. Methods: The research method used Quasi-Experimental Designs with Matching-Only Pretest-Posttest Control Group Design. The subjects of this study were high school students of Class XI in Surabaya. Findings: Based on the research data, the increase in the CTS of students in the 2 experimental classes was classified as moderate with an average n-gain value of students in class A2 of 0.69 and class A5 of 0.63 while the increase in CTS in the control class was classified as moderate with a lower value (a score of 0.36). Based on the results of statistical tests, there is a significant difference between the experimental class and the control class. Conclusion: Thus, it is concluded that the integrated STEM 3.0 approach can enhance the CTS. Keywords: integrated STEM 3.0, CTS, real material, virtual simulations.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202219
Co-Authors Een Yayah Haenilah Hervin Maulina Ika Wulandari Utamining Tias Ismu Sukamto Maulina, Dina Widyastuti Widyastuti