scholarly journals Analisis Sajian Buku Ajar Fisika SMA Kelas X Semester 1 Terkait Komponen Science, Technology, Engineering, Mathematics (STEM)

2019 ◽  
Vol 3 (2) ◽  
pp. 167
Author(s):  
Laura Aliyah Agnezi ◽  
Nyswatul Khair ◽  
Sinta Yolanda
Keyword(s):  
High School ◽  
Stem Learning ◽  
Descriptive Research ◽  
A Value ◽  
Surrounding Environment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Teachers And Students ◽  
Information And Communication ◽  
And Mathematics

An important problem in the 21st century is the integration of information and communication technology in learning. Because teachers and students must be prepared to keep abreast of increasingly sophisticated times. STEM is a learning that integrates science (science), technology (technology), engineering (engineering), and mathematics (mathematics). STEM provides learning through the process of solving problems in everyday life in order to enhance students' creative abilities. STEM learning aims to improve the ability of students to compete with the surrounding environment and globally, both in science and able to innovate technological products. Currently there are many textbooks in circulation with various publishers. For this reason, it is necessary to find out whether the outstanding textbooks have been able to facilitate the implementation of the STEM approach in learning. The solution to this problem is to analyze the extent to which the textbook meets the STEM component. This type of research is a descriptive research with a qualitative approach. The population of data in this research were all physics textbooks for class X semester 1 high school. The samples in this research were five books used in learning physics in class X semester 1 high school. The data in this research were taken using a research instrument which had 4 components which were elaborated into 19 assessment items and data collection techniques used are through observation. The results of this research indicate that the average suitability obtained for each book that is in textbook 1 has a value of 88 with a category in accordance with the STEM component. In textbook 2 has a value of 85 with a category in accordance with the STEM component. In textbook 3 with a value of 72 with categories according to the STEM component. Textbook 4 with a value of 77 with categories according to the STEM component. Finally in textbook 5 with a value of 85 with a category very much in accordance with the STEM component

scholarly journals Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

2013 ◽  
Vol 12 (3) ◽  
pp. 441-459 ◽  
Author(s):  
Dina N. Kovarik ◽  
Davis G. Patterson ◽  
Carolyn Cohen ◽  
Elizabeth A. Sanders ◽  
Karen A. Peterson ◽  
...  
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Genetic Research ◽  
Lessons Learned ◽  
Student Interest ◽  
Stem Careers ◽  
Career Information ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

scholarly journals Pembelajaran Matematika Berbasis STEM: Implementasi Variasi Pengembangan Model Pembelajaran STEM di Sekolah Dasar

2020 ◽  
Vol 7 (2) ◽  
pp. 98-106
Author(s):  
Hardani Hardani
Keyword(s):  
Problem Solving ◽  
Learning Model ◽  
Stem Learning ◽  
School Students ◽  
Engineering Design Process ◽  
Science Technology ◽  
Scientific Disciplines ◽  
Teachers And Students ◽  
The Difference ◽  
And Mathematics

STEM is a learning approach that integrates science, technology, engineering and mathematics in the problem-solving based activities. The integration of the four scientific disciplines in STEM project activities uses the Engineering Design Process (EDP) stage. This stage is a cycle in the form of repeated steps and might change until a problem-solving solution is identified. The difference of elementary school students’ characteristics and stages of cognitive development as well as the absences of a specific STEM curriculum causes teachers who are new to STEM find it difficult in implementing the existing model. Therefore, it is necessary to develop the stages of the STEM learning model in accordance with the characteristics of teachers and students. This stage was developed with the aim of making STEM easier to apply and easily connecting problems with product development from the STEM project. The variation of the STEM learning model developed includes the stages: create, identify, ideate, plan, build, and communicate. The STEM Learning Model design developed will make it easier for teachers to implement STEM in classroom learning.

scholarly journals EVALUASI PROGRAM TAHFIDZ AL-QUR’AN DI SMAIT BUAHATI JAKARTA

2020 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Titi Muntiarti ◽  
Ernawati Ernawati ◽  
Bambang Indriyanto
Keyword(s):  
High School ◽  
Data Collection ◽  
Planning Process ◽  
Document Analysis ◽  
Vice Principals ◽  
Descriptive Research ◽  
Surrounding Environment ◽  
Teachers And Students ◽  
Evaluation Of Learning ◽  
Research Types

This research aims to evaluate the program tahfidz Al-Qur'an SMAIT Buahati. The object of the study is the Formal Institute of Buahati Integrated Islamic High School in East Jakarta. This study uses CIPPO evaluation methods and descriptive research types. Research informants are principals, vice principals, teachers, and students. Data collection techniques are interviewing, observation, and document analysis. The results showed that, the program tahfidz Al-Qur'an SMAIT Buahati viewed from context aspect is very good judging by the indicators of the purpose and vision-mission of the school, the input aspect is good value judging by the indicators of students' ability, teacher quality, and availability of infrastructure, as well as the good value process aspect judging by the indicators of planning, process, and evaluation of learning, the product aspect is good value based on the indicators of the results obtained by students during the program tahfidz Al-Qur-an , outcomes are good value judging by the benefits of the program felt by students and the surrounding environment. So, overall the evaluation of tahfidz Qur'an program at SMAIT Buahati is very good value.

scholarly journals Maths instruction in vocational high school from teachers and students’ eyes: a different kettle of fish

2020 ◽  
Vol 9 (2) ◽  
pp. 196
Author(s):  
H. OZDEMIR
Keyword(s):  
High School ◽  
Stem Education ◽  
Reliability And Validity ◽  
Vocational Students ◽  
Vocational High School ◽  
Beliefs And Practices ◽  
Science Technology ◽  
Teachers And Students ◽  
Personal Skills ◽  
And Mathematics

Mathematics course in vocational high school education is significant worldwide to equip vocational students with the technical and personal skills that are required for the effective workforce as discussed in the context of Science, Technology, Engineering and Mathematics (STEM) education. The present research sets out to investigate 20 Turkish maths teachers’ belief and instructional practices through comparing vocational students’ perceptions for mathematics instruction and the researcher’s observation in a state vocational high school, which is under- researched. 20 maths teachers and 161 students participated in this longitudinal study (n=181). Mixed methods were used, and three types of data were collected as follows: questionnaires, interviews and observation for triangulation of data and methods t for the reliability and validity of the study. The findings indicated that maths teachers’ belief and practices were not consistent when compared with the questionnaire and interview data collected from vocational students, and also observation carried out by the researcher.Keywords: mathematics education, vocational high school, vocational students, beliefs and practices

scholarly journals Case Study Of Manor New Tech High School: Promising Practices In STEM Education For Comprehensive High Schools

2010 ◽  
Vol 1 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Hannah Gourgey ◽  
Bahram Asiabanpour ◽  
Carol Fenimore
Keyword(s):  
High School ◽  
High Schools ◽  
Comprehensive High Schools ◽  
Promising Practices ◽  
School Redesign ◽  
High School Redesign ◽  
Science Technology ◽  
Engineering Mathematics ◽  
And Mathematics

The following paper culminates a year of research conducted by researchers at E3 Alliance and Texas State University and sponsored by the National Science Foundation.  The following reports on promising practices observed and reported at Manor New Tech High School (MNTH), a Texas Science Technology Engineering Mathematics (T-STEM) high school in Manor Independent School District (ISD) that opened in August 2007.  MNTH follows several high school redesign principles such as small learning communities and rigorous coursework with real-world applications, and is focused on Science, Technology, Engineering, and Mathematics (STEM).  Through a case study analysis based on teacher surveys, interviews, and site visits, the researchers identify practices that potentially apply to comprehensive high schools committed to improving student outcomes in STEM fields. 

Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Siti Hannah Padliyyah
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Active Role ◽  
Stem Learning ◽  
International Student Assessment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

scholarly journals Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

2019 ◽  
Vol 103 (5) ◽  
pp. 1176-1205 ◽  
Author(s):  
Avner Caspi ◽  
Paul Gorsky ◽  
Rakefet Nitzani‐Hendel ◽  
Zacharias Zacharia ◽  
Sherman Rosenfeld ◽  
...  
Keyword(s):  
High School ◽  
School Science ◽  
Ninth Grade ◽  
High School Science ◽  
Science Technology ◽  
And Mathematics ◽  
Ninth Grade Students
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