Implementasi Model Pembelajaran STEAM (Science, Technology, Engineering, Art and Mathematics): Strategi Peningkatan Kecakapan Abad 21
Main Article Content
The skills needed in the 21st century are indispensable in preparing students to face global challenges. The STEAM (Science, Technology, Engineering, Art and Mathematic) learning model links the fields of science, technology, engineering, art and mathematics, so that students gain a holistic understanding of the relationship between the fields of science through a 21st century educational approach. This journal will elaborate more deeply on 21st century skills associated with the STEAM learning model. The research method used in this article uses qualitative analysis. Data collection techniques through Library Research, namely by collecting references from books, articles, and journals related to the STEAM learning model and 21st century skills. STEAM is an interdisciplinary program that incorporates the arts into STEM and aims to improve students' critical thinking skills and creativity. The STEAM approach is grounded in math and science and is a discipline that focuses on discovery related to solving real problems through engineering or design methods. This approach looks at reshaping art exploration and encourages students to seek creative solutions. The STEAM method is contextualized learning that allows students to make sense of events happening around them. The STEAM method also integrates the field of study into the real world to help students understand the learning process.
Afandi, Sajidan, Akhyar, M., & Suryani, N. (2019). Development frameworks of the Indonesian partnership 21 st -century skills standards for prospective science teachers: A Delphi study. Jurnal Pendidikan IPA Indonesia, 8(1), 89–100. https://doi.org/10.15294/jpii.v8i1.11647
Ahmad, D. H., & Azlin, I. N. (2020). Project Based Learning Pedagogical Design in STEAM Art Education. Asian Journal of University Education, 16(3), 103–111.
Chung, C. C., Huang, S. L., Cheng, Y. M., & Lou, S. J. (2022). Using an iSTEAM project-based learning model for technology senior high school students: Design, development, and evaluation. In International Journal of Technology and Design Education (Vol. 32, Issue 2). Springer Netherlands. https://doi.org/10.1007/s10798-020-09643-5
Darmalaksana, W. (2020). Metode Penelitian Kualitatif Studi Pustaka dan Studi Lapangan. Pre-Print Digital Library UIN Sunan Gunung Djati Bandung, 1–6.
Hadinugrahaningsih, T., Rahmawati, Y., Ridwan, A., Budiningsih, A., Suryani, E., Nurlitiani, A., & Fatimah, C. (2017). Keterampilan Abad 21 dan STEAM (Science, Technology, Engineering, Art, and Mathematics) dalam Pembelajaran Kimia.
Henriksen, D. (2017). Creating STEAM with Design Thinking: Beyond STEM and Arts Integration. Steam, 3(1), 1–11. https://doi.org/10.5642/steam.20170301.11
Hester, K., & Cunningham, C. (2007). Engineering is elementary: An engineering and technology curriculum for children. ASEE Annual Conference and Exposition, Conference Proceedings. https://doi.org/10.18260/1-2--1469
Huser, J. et al. (2020). STEAM and the Role of the Arts in STEM. State Education Agency Directors of Arts Education.
Kemdikbud. (2017). Panduan Implementasi Kecakapan Abad 21 Kurikulum 2013 di Sekolah Menengah Atas (Vol. 7). Direktorat Pembinaan Sekolah Menengah Atas Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan.
Laboy-Rush, D. (2011). Integrated STEM education through project-based learning. Learning.Com, 12(4).
Laksmiwati, P. A., Lavicza, Z., Cahyono, A. N., Yunianto, W., & Houghton, T. (2023). Unveiling the implementation of STE(A)M Education: An exploratory case study of Indonesia from experts’ and policymakers’ perspectives. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2267959
Mu’minah, I. H., & Suryaningsih, Y. (2020). Implementasi STEAM (Science, Technology, Engineering, Arts and Mathematics) dalam Pembelajaran Abad 21. Jurnal Bio Educatio, Vol 5(April), 65–73.
Nur’aini, F., Ulumuddin, I., Sari, L. S., & Fujianita, S. (2021). Meningkatkan Kemampuan Literasi Dasar Siswa Indonesia Berdasarkan Analisis Data PISA 2018. Pusat Penelitian Kebijakan, 3, 1–10.
Rahmadana, A., & Agnesa, O. S. (2022). Deskripsi Implementasi Steam (Science, Technology, Enginering, Art, Mathematic) dan Integrasi Aspek “Art” Steam pada Pembelajaran Biologi SMA. JOTE: Journal on Teacher Education, 4(1), 190–201.
Sari, P. K. (2021). Modul Pembelajaran STEAM (Sains, Teknologi, Engineering, Art and Mathematics) Berbasis Project Based Learning. UM Jakarta Press.
SEAMEO. (2021). Introduction to STEAM Education. SEAMEO Regional Centre for QITEP in Mathematics.
Suryaningsih, S., Muliharto, & Nisa, F. A. (2021). Integrasi Science, Technology, Engineering, Art, Mathematics ( STEAM ) Project : Inovasi Pembelajaran Kimia terhadap Minat dan Motivasi Siswa. Seminar Nasional Kurikulum Merdeka Belajar - Kampus Merdeka Berbasis Integrasi Keilmuan Di Masa Adaptasi Kebiasaan Baru, 222–236.
UNDP. (2022). Human Development Report 2021/2022.
Wijayanti, A., Wiyanto, W., Ridlo, S., & Parmin, P. (2022). Implementation of STEAM in Science Learning: A Systematic Literature Review. Technology, 238–245.
Yakman, G., & Lee, H. (2012). Exploring the Exemplary STEAM Education in the U.S. as a Practical Educational Framework for Korea. Journal of The Korean Association For Science Education, 32(6), 1072–1086. https://doi.org/10.14697/jkase.2012.32.6.1072
