The Effectiveness of Steam-Based Interactive Module to Improving Learning Outcomes of Elementary School Students
DOI:
https://doi.org/10.53797/icccmjssh.v3i1.6.2024Keywords:
Interactive module, STEAM, critical thinkingAbstract
This study aimed to determine the effectiveness of STEAM-based interactive modules in improving students' critical thinking skills. This research is motivated during the learning process in the classroom; students tend to be passive, their curiosity is very low and their enthusiasm in the learning process is very low; this has an impact on low student learning outcomes. This research is a Research and Development (R&D) using the Borg and Gall model. Data collection techniques with interviews, questionnaires and tests. The data analysis technique in this study used descriptive analysis techniques by analyzing validation data by expert validators and practitioners. The results showed that the results of the assessment of the three validators showed good results; the assessment of the validators was also converted into the feasibility of a module, including validator 1 with a score of 90 in the "Very Good" category, validator 2 with a score of 75 in the "Good" category and validator 3 scores 84 with the category "Very Good" and the results of the effectiveness test on the module also get a significant value. The average pretest score in the experimental group was 62.75, and the posttest was 80.8, while in the control group, the average pretest score was 61.15, and the posttest score was 80.8. From these results, it is known that there is an increase in student learning outcomes, so the STEAM-based interactive module is effectively used for fourth-grade elementary school students.
Downloads
References
Aka, K. A. (2019, October). Integration Borg & Gall (1983) and Lee & Owen (2004) models as an alternative model of design-based research of interactive multimedia in elementary school. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012022). IOP Publishing. https://doi.org/10.1088/1742-6596/1318/1/012022
Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British journal of educational technology, 46(6), 1133-1148. https://doi.org/10.1111/bjet.12353
Amran, A., Perkasa, M., Satriawan, M., Jasin, I., & Irwansyah, M. (2019, February). Assessing students 21st century attitude and environmental awareness: promoting education for sustainable development through science education. In Journal of Physics: Conference Series (Vol. 1157, No. 2, p. 022025). IOP Publishing. https://doi.org/10.1088/1742-6596/1157/2/022025
Arora, A., Fiorino, H., Pellier, D., Métivier, M., & Pesty, S. (2018). A review of learning planning action models. The Knowledge Engineering Review, 33, e20. https://doi.org/10.1017/S0269888918000188
Badriyah, N. L., Anekawati, A., & Azizah, L. F. (2020). Application of PjBL with brain-based STEAM approach to improve learning achievement of students. Jurnal Inovasi Pendidikan IPA, 6(1), 88-100. https://doi.org/10.21831/jipi.v6i1.29884
Chebana, F., & Ouarda, T. B. (2007). Multivariate L‐moment homogeneity test. Water resources research, 43(8). https://doi.org/10.1029/2006WR005639
Gall, B., & Borg, W. (2002). Gall.(1996). Educational Research: Una introducción.
Hidayat, H., Sukmawarti, S., & Suwanto, S. (2021). The application of augmented reality in elementary school education. Research, Society and Development, 10(3), e14910312823-e14910312823. https://doi.org/10.33448/rsd-v10i3.12823
Holbrook, J., Rannikmäe, M., & Soobard, R. (2020). STEAM Education—A transdisciplinary teaching and learning approach. Science education in theory and practice: An introductory guide to learning theory, 465-477. https://doi.org/10.1007/978-3-030-43620-9_31
Kwak, S. G., & Park, S. H. (2019). Normality test in clinical research. Journal of Rheumatic Diseases, 26(1), 5-11. https://doi.org/10.4078/jrd.2019.26.1.5
Mihladiz, G., & Duran, M. (2014). Views of elementary education students related to science and technology teaching process. Procedia-Social and Behavioral Sciences, 141, 290-297. https://doi.org/10.1016/j.sbspro.2014.05.051
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking skills and creativity, 31, 31-43. https://doi.org/10.1016/j.tsc.2018.10.002
Rahmawati, Y., Ridwan, A., Hadinugrahaningsih, T., & Soeprijanto. (2019, January). Developing critical and creative thinking skills through STEAM integration in chemistry learning. In Journal of Physics: Conference Series (Vol. 1156, p. 012033). IOP Publishing. https://doi.org/10.1088/1742-6596/1156/1/012033
Richey, R. C., & Klein, J. D. (2014). Design and development research. Handbook of research on educational communications and technology, 141-150. https://doi.org/10.1007/978-1-4614-3185-5_12
Ridwan, A., Fatimah, C., Hadinugrahaningsih, T., Rahmawati, Y., & Mardiah, A. (2022). Development of 21 st Century Skills in Acid-Base Learning Through STEAM Projects. Jurnal Tadris Kimiya, 7(1), 121-134. https://doi.org/10.23887/jisd.v7i2.52903
Schellinger, J., Mendenhall, A., Alemanne, N. D., Southerland, S. A., Sampson, V., Douglas, I., ... & Marty, P. F. (2017). “Doing Science” in elementary school: Using digital technology to foster the development of elementary students’ understandings of scientific inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4635-4649. https://doi.org/10.12973/eurasia.2017.00955a
Sugiyono, S. (2021). The evaluation of facilities and infrastructure standards achievement of vocational high school in the Special Region of Yogyakarta. Jurnal Penelitian Dan Evaluasi Pendidikan, 25(2), 207-217. https://doi.org/10.21831/pep.v25i2.46002
Syukri, M., Ukhaira, Z., Herliana, F., & Arsad, N. M. (2022). The Influence of STEAM-Based Learning Application on Students' Critical Thinking Ability. Asian Journal of Science Education, 4(2), 37-45. https://doi.org/10.24815/ajse.v4i2.28272
Tan, A., Shahrill, M., Ali, D. K., Daud, S., & Naing, L. (2017). Embracing globalisation and ensuring relevance in providing quality education. Advanced Science Letters, 23(2), 768-772. https://doi.org/10.1166/asl.2017.7430
Uğraş, M. (2018). The Effects of Stem Activities on STEM Attitudes, Scientific Creativity and Motivation Beliefs of the Students and Their Views on STEM Education. Int. Online J. Educ. Sci. 10 (5), 165–182. https://doi.org/10.15345/iojes.2018.05.012
Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., & Syamsuddin, M. M. (2020). STEAM learning in early childhood education: A literature review. International Journal of Pedagogy and Teacher Education, 4(1), 33-44. https://doi.org/10.20961/ijpte.v4i1.39855
Widodo, H. (2019). The role of school culture in holistic education development in Muhammadiyah Elementary School Sleman Yogyakarta. Dinamika Ilmu, 19(2), 265-285. https://doi.org/10.21093/di.v19i2.1742
Yoon, S. Y., Dyehouse, M., Lucietto, A. M., Diefes‐Dux, H. A., & Capobianco, B. M. (2014). The effects of integrated science, technology, and engineering education on elementary students' knowledge and identity development. School Science and Mathematics, 114(8), 380-391. https://doi.org/10.1111/ssm.12090
Wilson, H. E., Song, H., Johnson, J., Presley, L., & Olson, K. (2021). Effects of transdisciplinary STEAM lessons on student critical and creative thinking. The Journal of Educational Research, 114(5), 445-457. https://doi.org/10.1080/00220671.2021.1975090
Zayyinah, Z., Erman, E., Supardi, Z. A., Hariyono, E., & Prahani, B. K. (2022, January). STEAM-integrated project based learning models: Alternative to improve 21st century skills. In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021) (pp. 251-258). Atlantis Press. https://doi.org/10.2991/assehr.k.211229.039
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Nika Triana, Sri Utaminingsih, Khamdun
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
