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All Journal Al Ilmi Orbital: Jurnal Pendidikan Kimia Edukimia International Journal of STEM Education for Sustainability
Ratna Farwati
Universitas Islam Negeri Raden Fatah Palembang
Chemistry Education Other

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STEM Education Implementation in Indonesia: A Scoping Review Ratna Farwati; Kartika Metafisika; Indah Sari; Debora Suryani Sitinjak; Dian Farkhatus Solikha; Solfarina Solfarina
International Journal of STEM Education for Sustainability Vol 1, No 1 (2021)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (739.353 KB) | DOI: 10.53889/ijses.v1i1.2

Abstract

In Indonesia, STEM education has been implemented in the learning process since 2014. The number of researches on the implementation of STEM education are increasing from year to year. Therefore, this research was conducted to map the all articles published online with the theme of STEM education implementation in Indonesia. The scoping review was carried out following the framework from Arksey O'Malley (2005), with the following steps: (1) formulating research questions, (2) exploring research results on Google Scholar database from 2015-2020 with the keyword “implementation” + "STEM education" + “Indonesia”, (3) sorting the collected articles with predetermined criteria and selecting them according to the PRISMA model, (4) discussion, and (5) conclusion. Found 597 articles that match to these keywords and 154 articles that meet the criteria as research data. The results showed that the STEM education is implemented as a learning strategy and approach, integrated with other learning models, used as a learning assessment, and developed into teaching materials, modules, and learning media. Additionally, teachers implement STEM to improve entrepreneurship skills, learning motivation, and various 21st-century skills in their students. Furthermore, research on STEM has been conducted in 19 provinces in Indonesia, which are dominated by West Java and East Java provinces. Beside that, the STEM education has been studied at all levels of education and high school is the most widely used research subject and STEM education has grown in small units and has proven to be capable of developing many student skills. The implementation of STEM education can be a trigger for renewal in the world of education.
Kesiapan Belajar Siswa di Kelas Kimia dengan Kurikulum Prototipe Ratna Farwati
Edukimia Vol 4, No 3 (2022): Edukimia - Vol. 04, Issue 03 (October 2022)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ekj.v4.i3.a405

Abstract

In 2022, the government offers three curriculum options to schools in Indonesia. The three curricula are the 2013 Curriculum, Kurikulum Darurat (Emergency Curriculum), and Prototype Curriculum. Students as subjects in learning must be ready with any curriculum used by their school. The Prototype Curriculum is new. Therefore, this study was conducted to determine students learning readiness in schools that implement the Prototype Curriculum. The research data was collected by surveying 98 students whom took chemistry class in one high school at Ogan Komering Ilir Regency, South Sumatra. The survey was conducted from April to May 2022. The survey data was collected using a questionnaire with 30 statements, on a scale of 1-5, consisting of components of physical, psychological, material, and cognitive readiness. This research instrument adopts what has been developed by Slameto (2013). The data is tabulated, calculated on the average per component of each student and all students, then calculated as the average of all data to categorize students learning readiness at the school. The average value of 1-2,5 means not ready, while the value of 2,6-5 means ready. The survey results showed that the average value of physical readiness was 4.33; psychic readiness was 4.00; material readiness was 4.20; and cognitive readiness was 3.23. Thus, students at one SMA in Ogan Komering Ilir Regency have good learning readiness in chemistry class with the Prototype Curriculum. Although the cognitive readiness of students is not optimal, teachers can improve it by designing integrative and fun learning such as the STEM learning model.
PERSPEKTIF GURU KIMIA, FISIKA, DAN BIOLOGI TERHADAP PERUBAHAN KURIKULUM Ratna Farwati; Tia Yulianova; Milysa Anggraini; Siti Marfu’ah
Al 'Ilmi : Jurnal Pendidikan MIPA Vol 10 No 2 (2021): Al 'Ilmi: Jurnal Pendidikan MIPA
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

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Abstract

Seyogyanya, pemutakhiran kurikulum dilakukan lima tahun sekali. Perubahan kurikulum yang berkesinambungan memberikan kesan tersendiri bagi guru-guru di sekolah. Oleh karena itu, penelitian ini dilakukan untuk memperoleh informasi mengenai respon guru terhadap perubahan kurikulum yang terjadi. Penelitian ini merupakan studi kasus di tiga SMA Kabupaten Sumatera Selatan. Sebanyak lima orang guru dilibatkan sebagai responden penelitian, yang terdiri dari 3 orang guru kimia, 1 orang guru fisika, dan 1 orang guru biologi. Data dikumpulkan dengan kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa para guru setuju terhadap perubahan kurikulum. Namun guru-guru tersebut lebih menyukai kurikulum lama dibandingkan kurikulum baru untuk diimplementasikan di sekolah.
KESIAPAN GURU KIMIA MENGHADAPI KURIKULUM MERDEKA Ratna Farwati; Kartika Metafisika; Febby Nilam Sari; Moh. Ismail Sholeh
Al 'Ilmi : Jurnal Pendidikan MIPA Vol 11 No 2 (2022): Al 'Ilmi: Jurnal Pendidikan MIPA
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kurikulum Merdeka resmi diberlakukan secara nasional pada tahun 2024. Guru adalah kunci keberhasilan dari implementasi kurikulum di sekolah pada mata pelajaran masing-masing. Oleh karena itu, penelitian ini dilakukan untuk mengetahui kesiapan guru kimia dalam menghadapi Kurikulum Merdeka. Penelitian ini merupakan studi kasus di salah sekolah di Kabupaten Ogan Komering Ilir, Sumatera Selatan. Data dikumpulkan dengan cara observasi, wawancara, dan dokumentasi. Data menunjukkan bahwa guru kimia telah siap menghadapi Kurikulum Merdeka. Guru kimia tersebut menyadari bahwa perubahan kurikulum itu adalah hal yang biasa dan selalu terjadi. Tidak ada perbedaan signifikan persiapan mengajar antara implementasi Kurikulum 2013 dengan Kurikulum Merdeka.
CATUR STEM: Buku Panduan bagi Guru Kimia untuk Menyusun RPP Berbasis STEM Muhammad Isnaini; Ratna Farwati; Kartika Metafisika
Orbital: Jurnal Pendidikan Kimia Vol 7 No 1 (2023): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v7i1.17487

Abstract

There are not many detailed explanations on how to design STEM learning in chemistry lesson scope. This has made researchers and chemistry teachers not understand about its application in the classroom. Therefore, this study aims to develop a guidebook containing theories on how to design STEM learning. This research used Design and Development Research with these stages being carried out, namely (1) analysis of STEM concepts and lesson plans, (2) design of the CATUR STEM outline, (3) development of the contents of the CATUR STEM guidebook, and (4) assessment which includes validation of guidebook content. This guidebook has been declared very valid without revision by 12 validators involved with a validity value of 3.74 (out of a maximum score of 4.00). This guidebook contains information about STEM learning using modification of Engineering Design Process (EDP), how to create lesson plans based on Merdeka Belajar policy and STEM-EDP learning, and a collection of examples of STEM-EDP learning lesson plans. It is highly expected that this guidebook will later be tested to teachers of early childhood education programs, elementary schools, junior high school as an attempt to strengthen the theory of the STEM learning model.
Co-Authors Dian Farkhatus Solikha Febby Nilam Sari Indah Sari Kartika Metafisika Kartika Metafisika Kartika Metafisika Milysa Anggraini Moh. Ismail Sholeh Muhammad Isnaini Siti Marfu’ah Sitinjak, Debora Suryani Solfarina Solfarina Tia Yulianova