Main Article Content
Abstract
Indonesia's efforts to achieve international education standards and address shortcomings in educational attainment are evident in implementing the Merdeka curriculum. However, a major challenge remains limited learning resources that hinder the curriculum's goals. This research addresses this gap by developing a valid, practical, and potentially impactful STEAM (Science, Technology, Engineering, Art, and Math)-based teaching module designed to enhance elementary school students' literacy skills. The research employs a development research methodology with four stages: definition, design, development, and dissemination. The target population consisted of students from state elementary schools in Bengkulu, Indonesia. Data collection utilized a combination of observation, questionnaires, and literacy tests. Qualitative descriptive statistics were employed for data analysis. The findings demonstrate that the developed STEAM module meets the criteria for validity and high practicality. Additionally, the module exhibits the potential for positively impacting students' literacy abilities. The implication of this research is that the STEAM module, through its engaging activities, can increase student motivation in learning, ultimately leading to improved literacy skills.
Keywords
Article Details
Copyright (c) 2024 Edi Susanto, Agus Susanta, Rusnilawati, Siti Rahaimah Binti Ali
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References
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References
Adeyemi, O. B., & Adaramola, M. O. (2014). Mathematical literacy as foundation for technological development in Nigeria. Journal of Research & Method in Education, 4(5), 28–31. https://doi.org/10.9790/7388-04562831
Adriyawati, Utomo, E., Rahmawati, Y., & Mardiah, A. (2020). Steam-project-based learning integration to improve elementary school students’ scientific literacy on alternative energy learning. Rning. Univers J Educ Res, 8(5), 1863–1873. https://doi.org/10.13189/ujer.2020.080523
Agnihotri, D., Kulshreshtha, K., & Tripathi, V. A. (2021). A study on firms’ communication based on artificial intelligence and its influence on customers’ complaint behavior in social media environment. IOP Conf Ser Mater Sci Eng., 1116(1), 012180. https://doi.org/10.1088/1757-899X/1116/1/012180
Alper, B., Riche, N. H., Chevalier, F., Boy, J., & Sezgin, M. (2017). Visualization literacy at elementary school. In Proceedings of the 2017 CHI conference on human factors in computing systems. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, 5485–5497. https://doi.org/10.1145/3025453.3025877
Annisa, A. S., Maftukhah, L., Malihatus, S., & Satrio, A. (2023). Study Literature : The Influence of STEAM Learning on Student ’ s Literacy-Numeracy Ability. PRISMA , Prosiding Seminar Nasional Matematika, 6, 31–35.
Beswick, K., & Fraser, S. (2019). Developing mathematics teachers’ 21st century competence for teaching in STEM contexts. ZDM Mathematics Education, 15, 955–965. https://doi.org/10.1007/s11858-019-01084-2
Bray, D. A., Girvan, D. C., & Chorcora, E. N. (2023). Students’ perceptions of pedagogy for 21st century learning instrument (S-POP-21): Concept, validation, and initial results. Thinking Skills and Creativity, 49. https://doi.org/10.1016/j.tsc.2023.101319
Bright, A., Welcome, N. B., & Arthur, Y. D. (2024). The effect of using technology in teaching and learning mathematics on student ’ s mathematics performance : The mediation effect of students ’ mathematics interest. Journal of Mathematics and Science Teacher, 4(2). https://doi.org/10.29333/mathsciteacher/14309
Budiyono, A., Luthfi, A., & Witarsa, R. (2023). The influence of the STEAM learning model on the science and numeracy abilities of elementary madrasah students [in Bahasa]. JIKAP PGSD : Jurnal Ilmiah Ilmu Kependidikan, 7(2), 197–203. https://doi.org/10.26858/jkp.v7i2.37871
Colucci-gray, L., Burnard, P., Gray, D., & Cooke, C. (2019). A critical review of STEAM (Science , Technology , Engineering , Arts , and Mathematics). In Oxford Research Encyclopedia of Education (Issue March). Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.398
Drew, S. V. (2012). Open up the ceiling on the common core state standards: preparing students for 21stcentury literacy-now. Journal of Adolescent & Adult Literacy, 56(4), 321–330. https://doi.org/10.1002/JAAL.00145
Fajriyah, E. (2018). The role of ethnomathematics related to mathematical concepts in supporting literacy. In Prisma, Proceedings of the Seminar Nasional Matematika, 1, 114–119.
Geiger, V., Goos, M., & Forgasz, H. (2015). A rich interpretation of numeracy for the 21st century: A survey of the state of the field. ZDM, 47(4), 531–548. https://doi.org/10.1007/s11858-015-0708-1
Holenstein, M., Bruckmaier, G., & Grob, A. (2021). Transfer effects of mathematical literacy: An integrative longitudinal study. European Journal of Psychology of Education, 36, 799–825. https://doi.org/https://doi.org/10.1007/s10212-020-00491-4
Holmlund, T., Lesseig, K., & Slavit, D. (2018). Making sense of “ STEM education ” in K-12 contexts. 5(1), 32. https://doi.org/10.1186/s40594-018-0127-2
Jehlička, V., & Rejsek, O. (2018). A multidisciplinary approach to teaching mathematics and information and communication technology. EURASIA J Math Sci Tech, 14(5), 1705–1718. https://doi.org/10.29333/ejmste/85109
Kemendikbud. (2022). Independent curriculum as an effort to restore Learning [in Bahasa]. Directorate of Junior High Schools. https://ditsmp.kemdikbud.go.id/kurikulum-merdeka-sebagai-upaya-pemulihan-pembelajaran/
Long, R. ., & Davis, S. (2017). Using STEAM to increase engagement and literacy across disciplines. The STEAM Journal, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.07
Mardlotilla, A., Suhartono, & Dimyati. (2020). The influence of STEAM learning on high-level thinking skills in grade V students of MI Hidayatul Mubtadi'in Jagalempeni [in Bahasa]. JPSD (Jurnal Pendidik Sekolah Dasar), 7(2), 157–67.
Martín-Páez, T., Aguilera, D., Perales-Palacios, F., & Vílchez-González, J. (2019). What are we talking about when we talk about STEM education? A review of literature. Sci Educ, 103(4), 799–822. https://doi.org/10.1002/sce.21522
Maskur, R., Sumarno, Rahmawati, Y., Pradana, K., Syazali, M., Septian, A., & Palupi, E. (2020). The effectiveness of problem based learning and aptitude treatment interaction in improving mathematical creative thinking skills on Curriculum 2013. European Journal of Educational Reseacrh, 9(1), 375–383. https://doi.org/10.12973/eu-jer.9.1.375
Miller, T. (2018). Developing numeracy skills using interactive technology in a play-based learning environment. Miller International Journal of STEM Education, 5(3). https://doi.org/10.1186/s40594-018-0135-2
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). Trends in International Mathematics and Science Study (TIMSS) 2015 international results in mathematics. In TIMSS & PIRLS International Study Center Lynch School of Education, Boston College.
Muzakkir, Zulnaidi, H., & Rauf, R. . (2024). Mathematics module based on STEAM and quranic approach : A study for student ’ s perception. Journal on Mathematics Education, 15(2), 363–384. https://doi.org/10.22342/jme.v15i2.pp363-384
Nihayatun, L., & Rusnilawati. (2023). STEAM-Inquiry learning module assisted by liveworksheet for multiplication material in elementary school. Profesi Pendidikan Dasar, 10(3), 32–46. https://doi.org/10.23917/ppd.v10i3.5478
Nurcahyo, M. A. (2020). The use of interactive multimedia to improve junior high school students' digital literacy in science subjects [in Bahasa]. Jurnal Pendidikan Informatika Dan Sains, 9(2), 132–138. https://doi.org/10.31571/saintek.v9i2.2077
OECD. (2013). PISA 2012 assessment and analytical framework: mathematics, reading, science, problem solving and financial literacy. Paris: OECD Publishing.
OECD. (2019). PISA 2018 Results: What students know and can do, PISA. OECD Publishing.
Ojose, B. (2011). Mathematics literacy : are we able to put the mathematics we learn into everyday use? Journal of Mathematics Education, 4(1), 89–100.
Ozkan, G., & Topsakal, U. (2021). Exploring the effectiveness of STEAM design processes on middle school students’ creativity. International Journal of Technology and Design Education, 31(4), 95–116. https://doi.org/10.1007/s10798-019-09547-z
Pambudi, D., Wulandari, A. N., & Sutopo. (2018). Efforts to improve elementary school teachers' skills in creating ICT-Based interactive learning media to improve students' mathematical literacy [in Bahasa]. Jurnal Pendidikan Matematika Dan Matematika (JPMM) Solusi, 2(5), 371–376. https://doi.org/10.20961/jpmm solusi.v2i5.37923
Pantiwati, Y., Kusniarti, T., Permana, F. H., Nurrohman, E., & Sari, T. N. I. (2022). The effects of the blended project-based literacy that integrates school literacy movement strengthening character education learning model on metacognitive skills, critical thinking, and opinion expression. European Journal of Educational Research, 12(1), 145–158. https://doi.org/10.12973/eu-jer.12.1.145
Park, J. . (2021). Cultivating STEAM Literacy : Emphasizing the implementation of the arts through reading practices supporting the asian diaspora. ASIA-Pacific Science Education, 7, 586–614. https://doi.org/10.1163/23641177-bja10034
Puncreobutr, V. (2016). Education 4.0: new challenge of learning. Journal of Humanities and Social Sciences, 2(2). https://doi.org/10.4236/ce.2012.32040
Pusmendik-Kemendikbud. (2023). Minimum Competency Assessment [in Bahasa].
Quigley, C. F., Herro, D., King, E., & Plank, H. (2020). Steam designed and enacted: understanding the process of design and implementation of steam curriculum in an elementary school. J Sci Educ Technol, 29(4), 499–518. https://doi.org/10.1007/s10956-020-09832-w
Rahmawati, N. D., Komarudin, K., & Suherman, S. (2022). Development of HOTS-based mathematics assessment instruments for prospective elementary school teachers [in Bahasa]. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(2), 860–871. https://doi.org/10.24127/ajpm.v11i2.4893
Retnawati, H. (2014). Proving the validity of the instrument in the measurement.
Salim, D. (2019). Mathematics skills in the 21st century [in Bahasa]. Jurnal Cakrawala Pendas, 5(2), 133–140. https://doi.org/10.1109/ITHET. 2014.7155689
Schleicher, A. (2019). PISA 2018: Insights and interpretations. OECD Publishing.
Segers, E., Kleemans, T., & Verhoeven, L. (2015). Role of parent literacy and numeracy expectations and activities in predicting early numeracy skills. Mathematical Thinking and Learning, 17(3), 219–236. http://dx.doi.org/10.1080/10986065.2015.1016819
Shafie, H., Majid, F. A., & Ismail, I. S. (2019). Technological pedagogical content knowledge (TPACK) in teaching 21st century skills in th21st century classroom. Asian Journal University Education, 15(3), 24–33. https://doi.org/10.24191/ajue.v15i3.7818
Stacey, K. (2012). The international assessment of mathematical literacy: PISA 2012 framework and items. Journal 12th International Congress on Mathematical Education, 12(2), 1–17. https://doi.org/10.1007/978-3-319-17187-6_43
Steen, L. A. (2001). Mathematics and numeracy: Two literacies, one language. Journal of Singapore Association of Mathematics Educators, (6)1, 10-16. https://doi.org/10.12691/education-5-5-15
Susanta, A., Koto, I., & Susanto, E. (2022). Teachers’ ability in writing mathematical literacy module based on local context. Education Quarterly Reviews, 5(3), 173–179. https://doi.org/10.31014/aior.1993.05.03.536
Susanta, A., Rahimah, D., Koto, I., Susanto, E., Muchlis, E. E., & Azizah, M. (2023). Enhancing elementary literacy skills through a contextualized coastal course book : A developmental study in Bengkulu, Indonesia. PPD: Profesi Pendidikan Dasar, 10(3), 1–16. https://doi.org/10.23917/ppd.v10i3.3169
Susanta, A., Sumardi, H., & Susanto, E. (2022). Students’ mathematical literacy ability in solving problems on pattern material using the bengkulu local contexts. Jurnal Didaktik Matematika, 9(2), 343–357. https://doi.org/10.24815/jdm.v9i2.26741
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