PENDEKATAN E-STEM PADA PEMBELAJARAN BIOLOGI DI ERA METAVERSE

Wiwit Artika, Lina Ratna, Fitrah Asma Ulhusna, Maulida Maulida

Abstract


Setiap peserta didik dan pendidik memiliki latar belakang yang berbeda, terutama pada pengalaman dan akses mereka terhadap alam dan teknologi. Sebagai pendidik, guru harus mampu menjembatani perbedaan ini untuk membentuk peserta didik yang memiliki kedua kemampuan literasi lingkungan dan literasi teknologi. Literasi lingkungan pada seseorang ditunjukkan oleh kemampuan individu tersebut dalam memahami konsep ekologi, keadaan sosial dan isu-isu tentang lingkungan, serta mempunyai kemampuan berfikir kritis untuk memecahkan masalah lingkungan baik secara individu atau kelompok. Proses terbentuknya literasi lingkungan dipengaruhi oleh berbagai tipe pengetahuan lingkungan, sistem, dan kemampuan berfikir kritis. Environmental-STEM (E-STEM) merupakan salah satu pendekatan pembelajaran yang digunakan untuk meningkatkan kemampuan literasi lingkungan dan berfikir kritis. Pelaksanaan pembelajaran E-STEM dapat dilakukan melalui penerapan model PjBL, PBL, pembelajaran inkuiri, pembelajaran Place-based, dan pembelajaran berbasis pengalaman (experiental learning). Melalui teknologi sebagai alat bantu, solusi kritis terhadap permasalahan lingkungan akan semakin baik

Full Text:

PDF

References


Alkair, S., Ali, R., Abouhashem, A., Aledamat, R., Bhadra, J., Ahmad, Z., Sellami, A., & Al-Thani, N. J. (2023). A STEM Model for Engaging Students in Environmental Sustainability Programs Through A Problem-solving Approach. Applied Environmental Education & Communication, 1-14.Bauer, A. T., & Ahooei, E. M. (2018). Rearticulating Internet Literacy. Journal of Cyberspace Studies, 2(1), 29–53.

Burgess, A., & Buck, G. A. (2020). Inquiring into environmental STEM: Striving for An Engaging Inquiry-based E-STEM experience for Pre-service Teachers. Critical questions in STEM education, 61-84.

Candan-Helvacı, S. (2022). Investigation of the effect of preservice science teachers’ E→ STEM activity development processes on environmental awareness levels: Preservice science teachers’ E→ STEM activities. International Journal of Curriculum and Instruction, 14(3), 1767-1785.

Clark, S., Petersen, J. E., Frantz, C. M., Roose, D., Ginn, J., & Rosenberg Daneri, D. (2017). Teaching systems thinking to 4th and 5th graders using Environmental Dashboard display technology. PloS one, 12(4), e0176322.

Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55, 45-52.

Demir, H. & Kose, M. (2022). Effects of STEM Activities in Nature on Students' Environmental Attitudes, STEM Career Interests, and Engineering Perceptions. Journal of Education in Science, Environment and Health (JESEH), 8(4), 347-364.

Diana, N., Yohannes., & Sukma, Y. (2020). The Effectiveness of Implementing Project-based Learning (PjBL) Models in STEM Education: A Literature Review. In Journal of Physics: Conference Series. 1882(1).

Griese, B., Lehmann, M., & Roesken-Winter, B. (2015). Refining Questionnaire-based Assessment of STEM Students' Learning Strategies. International Journal of STEM Education, 2(1), 12.

Gupta, R., LaMarca, N., Rank, S. J., & Flinner, K. (2018). The environment As A Pathway To Science Learning for K–12 Learners—A Case Study of The E-STEM Movement. Ecopsychology, 10(4), 228-242.

Guzey, S. S., Harwell, M., Moreno, M., Peralta, Y., & Moore, T. J. (2017). The Impact of Design-based STEM Integration Curricula on Students Achievements in Engineering, Science, and Mathematics. Journal of Science Education and Technology, 26(2), 207-222.

Han, S., Capraro, R., & Capraro, M. M. (2015). How Science, Technology, Engineering, and Mathematics (STEM) Project-based Learning (PjBL) Affects High, Middle, and Low Achievers Differently: The Impact of Student Factors on Achievement. International Journal of Science and Mathematics Education, 13(5), 1089-1113.

Helvaci, S. C., & Helvaci, I. (2019). An Interdisciplinary Environmental Education Approach: Determining the Effects of E-STEM Activity on Environmental Awareness. Universal Journal of Educational Research, 7(2), 337-346.

Kaya, V. H., & Elster, D. (2019). Environmental Science, Technology, Engineering, and Mathematics Pedagogical Content Knowledge: Teacher’s Professional Development as Environmental Science, Technology, Engineering, and Mathematics Literate Individuals in The Light of Experts’ Opinions. Science Education International, 30(1).

Khanaposhtani, M.G., Liu, C. J., Gottesman, B. L., Shepardson, D., & Pijanowski, B. (2018). Evidence That An Informal Environmental Summer Camp Can Contribute to The Construction of The Conceptual Understanding and Situational Interest of STEM In Middle-School Youth. International Journal of Science Education, Part B, 8(3), 227-249.

Koculu, A., & Girgin, S. 2022. The Effect of E-STEM Education on Students’ Perceptions and Engineering Design Process about Environmental Issues. World Journal of Education, 12(6), 49-55.

Krasny, M. E. (2020). Advancing environmental education practice. Cornell University Press.

Moore, T. J., & Smith, K. A. (2014). Advancing The State of The Art of STEM Integration. Journal of STEM Education: Innovations and Research, 15(1).

Muhali, M. (2019). Pembelajaran Inovatif Abad ke-21. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 25-50.

Nyambane, C. O., & Nzuki, D. (2014). Factors Influencing ICT Integration in Teaching - A Literature Review. International Journal of Education and Research, 2(3), 1–17.

Permanasari, A., Rubini, B., & Nugroho, O. F. (2021). STEM Education in Indonesia: Science Teachers' and Students' Perspectives. Journal of Innovation in Educational and Cultural Research, 2(1), 7-16.

Purwitha, D.G. (2020). Model Pembelajaran Flipped Calssroom sebagai Pembelajaran Inovatif Abad 21. Jurnal Pendidikan Dasar, 5(1), 49–55.

Puspitasari, Y., & Nurhayati, S. (2019). Pengaruh Model Pembelajaran Discovery Learning Terhadap Hasil Belajar Siswa. Jurnal Pendidikan dan Kewirausahaan, 7(1), 93–108.

Rusyati, R., Permanasari, A., & Ardianto, D. (2019). Rekonstruksi Bahan Ajar Berbasis STEM untuk Meningkatkan Literasi Sains dan Tekonologi Siswa pada Konsep Kemagnetan. Jurnal Pendidikan dan Praktik Sains, 2(2), 22-10.

Sari, I.K. (2021). Blended Learning sebagai Alternatif Model Pembelajaran Inovatif di Masa Post-Pandemi di Sekolah Dasar. Jurnal Basicedu, 5(4), 2156-2163.

Schaefer, L. (2022). The Influence of Significant Life Experiences on the Teaching Practices of Early Childhood Educators in Traditional and Nature-Based Preschools. International Journal of Early Childhood Environmental Education, 9(3), 39-48.

Quigley, C. F., & Herro, D. (2016). “Finding The Joy in The Unknown”: Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms. Journal of Science Education and Technology, 25(3), 410-426.

Willis, J., Weiser, B., & Kirkwood, D. (February, 2015). Bridging the gap: Integrating Technology and Environmental Education. Retrieved from https://naturalstart.org/feature-stories/bridging-gap-integrating-technology-and-environmental-education

Yeşilyurt, E., & Vezne, R. (2022). Digital Literacy, Technological Literacy, and Internet Literacy as Predictors of Attitude Toward Applying Computer-supported Education. Education and Information Technologies, 1-27.

Yıldırım, B. (2021). Integration of STEM into Environmental Education: Preservice Teachers’ Opinions. Journal of STEM Teacher Institutes, 1(1), 50-57.

Zollman, A. (2012). Learning for STEM Literacy: STEM Literacy for Learning. School Science and Mathematics, 112(1), 12-19.




DOI: http://dx.doi.org/10.22373/pbio.v11i1.20263

Refbacks

  • There are currently no refbacks.


      

Prosiding Seminar Nasional Biotik
ISBN : 97-602-60401-3-8
ISSN : 2828-1675
Published By Biology Education Study Program Faculty of Tarbiyah and Teacher Training Ar-Raniry State Islamic University Banda Aceh, Indonesia.
Email : official.semnasbiotik@gmail.com

 Lisensi Creative Commons
Prosiding Seminar Nasional Biotik : is licensed under  a Creative Commons Attribution 4.0 International License / CC BY-SA 4.0