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All Journal SEAQIS Journal of Science Education
Elly Herliani
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Chemistry Education Environmental Science Physics

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Developing Sustainability Literacy Through STEM Learning: A Review M. Haidar Helmi; Elly Herliani
SEAQIS Journal of Science Education Vol. 1 No. 1 (2021): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (524.638 KB)

Abstract

The future of human life is not only full of potential and development but also of challenges. Global challenges that will be faced start from the environmental crisis, poverty and social problems. The UN has formulated bold goals through 17 targets in the Sustainable Development Goals to deal with this sustainability problem. The education sector is a milestone in achieving these goals. Through education, sustainability can be achieved among other things by integrating design thinking into STEM learning which can promote sustainability literacy. This opportunity need to be follow up to develop Sustainability Model of Design Thinking as one innovation to enhance sustainability literacy.
Perception and Motivation of Female and Male Students Toward STEM in Indonesia Septian Karyana; Elly Herliani
SEAQIS Journal of Science Education Vol. 1 No. 1 (2021): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (571.456 KB)

Abstract

The aim of this research is to find out the differences of male and female lower secondary school students on the aspects of perception, motivation, and interest in the field of STEM. The sample of this study consists of 370 middle school students in various province in Indonesia who had experience in STEM learning with teacher who had participated SEAQIS STEM training. The instrument used in this study was five scales Likert of SEAQIS STEMs Survey (SS-STEMs), which cover perception and motivation toward Science, Technology and Engineering as well as Mathematics. The instrument was validated by Rasch Model approach using Winstep v 3.7 and was found that it compatible with the model. Winstep software v3.73 was also used for data analysis. It was found that: (1) There is a significant difference between male and female students in the aspects of perception toward mathematics subjects; (2) There is no significance difference between male and female students in the aspects of motivation towards all subjects.
Implementation of STEM Local Context in Indonesia Elly Herliani; Lukman Nulhakim; Septian Karyana
SEAQIS Journal of Science Education Vol. 1 No. 1 (2021): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

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This study aims to analyze the ability of teachers in implementing Local Context STEM learning in the classroom. This research used a qualitative design and a multi case study method of the implementation of STEM learning for elementary, junior high and high school teachers in several cities in Indonesia who participated in the STEM Local Context training. Data were collected through learning observations and interviews as triangulation. The results showed 1) the teacher was able to identify local issues for STEM learning; 2) Engineering Design Process (EDP) as one of the characteristics of STEM learning that can integrate concepts to solve local issues has been illustrated in the lesson plans, 3) teachers are relatively able to implement STEM learning according to the lesson plans; 4) the teacher facilitates students so that they are able to carry out EDP relatively independently; 5) generally the products development is done in the form of homework which is monitored via WhatsApp as a solution to time constraints and other technical aspects that are not easy to do at school; 6) products resulting from STEM learning are varied and reflect local issue-based innovations; 7) get a positive response from students and improve their ability to solve problems; 8) teachers receive good support from school principals and peers in the form of permission to adjust learning schedules and technical support during the implementation of STEM learning.
Co-Authors Lukman Nulhakim M. Haidar Helmi Septian Karyana