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Integration of stem (science, technology, engineering, mathematic) approach on thematic learning in primary school

2023; American Institute of Physics; Volume: 2679; Linguagem: Inglês

10.1063/5.0111282

1935-0465

Chumi Zahroul Fitriyah, Rizki Putri Wardani, Dyah Ayu Puspitaningrum, Yuni Fitriyah N.,

Education and Critical Thinking Development

The study, entitled the integrated STEM (science, technology, engineering, and mathematic) as an approach on thematic learning in elementary school, aimed to analyze the STEM elements that had appeared in thematic learning as well as to determine the relationship of the STEM approach to the thematic learning process conducted in the classroom. The STEM approach was a necessary approach in the 21st century, where it was known as the 21st century competence. Data collection was conducted with learning video observation techniques conducted by 20 respondents to 3 videos that had been done by PPG students. The observed elements were science, technology, engineering and mathematic elements. Data analysis used the hypothetical test using F test, t-test, and R2 test. The results obtained that engineering and mathematic elements were the most difficult elements to implement into learning with a Mean result of 3.40 for mathematic and 2.75 for engineering. F test got a value of 0.000000 which it was smaller (>) than the significance level (α=5%). T test was 0.000000 compared to significance level then the probability of t-count was smaller than the significance level of α=5% which means it had a significant effect. The test was 1, it means that 100% of the learning process was influenced by 4 STEM indicators.