scholarly journals The importance of science, technology, engineering, and mathematics (STEM) education to enhance students’ critical thinking skill in facing the industry 4.0

2020 ◽  
Vol 1521 ◽  
pp. 042040 ◽  
Author(s):  
R N Hafni ◽  
T Herman ◽  
E Nurlaelah ◽  
L Mustikasari
Keyword(s):  
Critical Thinking ◽  
Stem Education ◽  
Industry 4.0 ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Science Technology ◽  
And Mathematics

scholarly journals Analysis of Students’ Critical Thinking Skill of Middle School through STEM Education Project-Based Learning

2018 ◽  
Vol 7 (1) ◽  
pp. 54-65 ◽  
Author(s):  
L. Mutakinati ◽  
I. Anwari ◽  
Y. Kumano
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Stem Education ◽  
First Grade ◽  
Project Based Learning ◽  
Colloid Solution ◽  
Design Solution ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
School Students

This research is to investigate the students` critical thinking skill by using STEM education through Project Based Learning. The study applied descriptive research design. In these lessons, the participants were 160 first grade Japanese middle school students from four classes. They were divided into nine groups each class. The instruments are worksheets to explore students’ initial knowledge about how to clean up wastewater and critical thinking processes. The worksheet consists of the designing solution, and understanding of concepts to identify critical thinking based on purpose and question, selection of information, assumption, and point of view the solution, and implication. Students were asked to design tools to clean up the wastewater. Students were given more than one chance to design the best product for wastewater treatment. The lessons consist of six lessons. The first lesson is the introduction of colloid, solution, and suspension, and discussion about wastewater. The second lesson to the fourth lesson was finding solutions and designing products. The fifth lesson was to watch a video of wastewater treatments in Japan and to optimize the solutions or products. The last lesson was to make a conclusion, to exchange presentations, and to develop discussion. Implementation of STEM education can be seen from the students` solutions, some students used biology or chemistry or physics or combination concept and Mathematics to design solution (technology) for treatment of wastewater. The result showed that the mean score of students` critical thinking skill was 2.82. The students` critical thinking skill was categorized as advanced thinker: 41.6%, practicing thinker: 30,6%, beginning thinker: 25%, and challenged thinker: 2.8%.  And the category for students` critical thinking was practicing thinker.  Practicing thinker is a stage of critical thinking development, they have enough skill in thinking to critique their own plan for systematic practice, and to construct a realistic critique of their powers of thought to solve the contextual problem.

EFEKTIVITAS BLENDED LEARNING BERBASIS PENDEKATAN STEM EDUCATION BERBANTUAN SCHOOLOGY UNTUK MENINGKATKAN CRITICAL THINKING SKILL PADA MATERI FLUIDA DINAMIK

2019 ◽  
Vol 2 ◽  
Author(s):  
Suji Ardianti ◽  
Dwi Sulisworo ◽  
Yudhiakto Pramudya
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Stem Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Face To Face ◽  
Post Test

Education systemin this era, focused on 21st century. Learning of the 21st century is a system to the renewal of a movements education especially in the field of science and math . One of renewal is known with the STEM term. Competence of the 21st century is one of a concrete manifestation in terms of support learning the curriculum applied at present. One of the object of which is seen critical skill against. subjects found in the level of education, but in reality in the field is critical thinking skill being one an obstacle to human resources in indonesia. Referring to the teaching and learning process in the classroom, sometimes material that was delivered can not received optimally by students due to limited time face to face. The population of this research is SMAN 3 Sumbawa Besar at West Nusa Tenggara. The research sample as much as 54 students class XI random sampling technique. The collection of data used an essay of critical skill with a value of post test as quantitative data. The research results show that class of blended learning approach that uses STEM education shows that can improve critical skill of student.

scholarly journals Membangun Keterampilan Berpikir Kritis Siswa Melalui Literasi Digital Berbasis STEM pada Masa Pandemik Covid 19

CENDEKIAWAN ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 69-72
Author(s):  
Fitri Handayani
Keyword(s):  
Critical Thinking ◽  
Digital Literacy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Science Technology ◽  
Library Research ◽  
Engineering Mathematics

During the Covid 19 pandemic, learning allowed children to think critically and creatively through online learning based on STEM (Science, Technology, Engineering, Mathematics). STEM is developed integrated with the implementation of 2013 curriculum learning that leads to the development of 21st-century learning. STEM-based digital literacy is learning that has a syntax to build students' skills in solving problems and critical thinking skills (Critical Thinking Skills) so that they can actively build knowledge through digital literacy STEM-based. STEM as a learning approach as a bridge in the development of science to improve students' critical thinking skills (Critical Thinking Skill). This research is a qualitative research which is library research using books and other literature as the main object. The expected results by improving STEM-based online critical thinking skills for teachers are to provide changes in the pattern of learning activities and increase the content of new STEM-based science, especially during the Covid 19 pandemic, which can provide more space for teachers to explore student skills from afar with STAM-based digital literacy. The result of science education from STEM-based digital literacy that is expected for students is that students can learn and be skilled to improve critical thinking skills through STEM-based Digital Literacy, which in turn can be skilled in solving problems in real life.

Building Students’ Characters through STEM Education and Scientific Literacy

2019 ◽  
Author(s):  
Dessy Agustina ◽  
Adib Rifqi Setiawan
Keyword(s):  
Critical Thinking ◽  
Mathematics Education ◽  
Stem Education ◽  
Scientific Literacy ◽  
Education Students ◽  
Science Technology ◽  
New Knowledge ◽  
Draw Conclusion ◽  
And Mathematics ◽  
Scientific Phenomena

Most educators agree that assisting students in building character is a worthwhile education goal. Character affects everything about their lives such as their thoughts, decisions, actions, relationships and goals. The purpose of this work was to find out the ways to build the students' characters through (Science, Technology, Engineering and Mathematics) Education and Scientific Literacy. It can be concluded that building students' characters through STEM Education and Scientific Literacy has already been an alternative ways. Through STEM Education, students are urged to develop their knowledge and critical thinking to face existing phenomena. Students will also be able to design advantageous technology as alternative solution. Through Scientific Literacy, other than gaining new knowledge, students will be also urged to identify problems, describe scientific phenomena, and able to draw conclusion from the empirical evidences they found. In the end, student will be more sympathetic towards their environment, especially the science related ones.

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

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