Articles

The Development of a Deep Learning-Based STEAM Project Module to Enhance Students’ Environmental Literacy through an Eco-Enzyme Initiative

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The global environmental crisis demands innovative educational approaches to build environmental literacy from an early age. This study aims to develop a deep-learning-based project module integrated with STEAM (Science, Technology, Engineering, Arts, Mathematics) through an eco-enzyme project to improve the environmental literacy of fifth-grade students at MIN 1 Sidoarjo. The research employed the 4D development model (Define, Design, Develop, Disseminate) with a qualitative– quantitative approach. Data were collected through questionnaires, interviews, observations, and pretest–posttest assessments, then analyzed descriptively and statistically (N-Gain). Validation results from experts in content, media, and pedagogy indicated that the module was highly valid (average scores of 4.26, 3.8, and 4.3). Small- and large-scale trials demonstrated that the module was practical (average student response of 3.4) and effective in enhancing environmental literacy, with significant improvements in both cognitive (N-Gain = 0.70) and affective (N-Gain = 0.72) domains. The eco-enzyme project also strengthens the dimensions of the Pancasila Student Profile, particularly creativity, independence, and collaboration. The implications of this study affirm that integrating STEAM and deep learning within a contextual project module can create meaningful learning, foster 21st-century skills, and cultivate students’ ecological awareness. Recommendations include implementing similar modules in elementary schools and developing educational policies that support project-based environmental learning.

Feasibility of Steam-Based IPAS Learning Module in Developing Critical Thinking Skills of Grade V Elementary School Students

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STEAM-based learning modules are a phenomenon as a medium for developing critical thinking skills in learning Science of Nature and Social Sciences (IPAS) in elementary schools (SD). The purpose of this study was to describe the feasibility of developing STEAM-based IPAS learning modules as a medium for developing critical thinking skills. The type of research is Research and Development (R&D). Data were collected through expert validation questionnaires and tests. The results showed that the validation scores for all experts were greater than 0.80, meaning that the IPAS learning module was valid for data collection; Student response questionnaire> 80%, meaning that the readability of the IPAS learning module has good criteria; Increased average learning outcomes of 33.41 and a decrease in standard deviation of 3.646; The results of hypothesis testing obtained data calculated significance value (0.000) <0.05 or absolute t count (23. The conclusion of the research is that the STEAM-based IPAS learning module can be interpreted as feasible to be used as learning media in developing critical thinking skills, because it has fulfilled the validity aspects, practicality aspects, and effectiveness aspects.

The Development of RBL-STEAM Learning Materials to Improve Student’s Metaliteracy Thinking Skills in Solving RVAC Problems and It’s Application on Design Motif Batik

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Education is a milestone in the development of every individual’s mindset. With the development of the times, it is necessary to adjust in the field of education. One way is by developing learning tools using the research-based learning-STEAM model which aims to improve students’ meta literacy thinking skills. The method to be used in this research is a mixed method and the research procedure to be used, namely in the form of 4D development research consists of the defining stage, the design stage, the development stage, and the dissemination stage. From the device development process, the validation score obtained in each device is 3.6 for RTM, 3.5 for LKM, 3.5 for meta literacy skills test, 3.5 for the response questionnaire, 3.5 for implementation observation, 3.4 for activity observation, and 3.56 for the questionnaire. The practicality test of the learning device obtained 3.89 with a percentage of 97.25%. The effectiveness test was divided into the completeness of the meta-literation skills test with 85% of students completed, analysis of student activities with 95.5% activity, and 81.8% for the results of positive student questionnaire responses. The device as a whole meets the criteria of validity, practicality, and effectiveness. Furthermore, the Chi-Square test was conducted. Chi-Square test results obtained Asymp. Sig. 0.004 <0.05, which means that there is an increase in the distribution of student meta-literacy skill test levels from those that tend to gather in low-medium thinking abilities with 17 low-level students and 10 medium-level students at the pre-test, to those that tend to gather in the medium-high meta literacy thinking category with 11 medium-level students and 12 high-level students at the post-test.

The Implementation of PBL-STEAM Equipped with JBatik Software as Learning Media to Enhance Students’ Creative Thinking Skills in Designing Batik Motifs of Indonesian Local Heritage

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The aim of this research is to analyze the student’s creative thinking skills under the implementation of the Problem-Based Learning Model equipped with JBatik software. This study used a quantitative approach with a quasi-experimental design: pretest-posttest non-equivalent group design. The research respondents consisted of two classes: the control class with 31 students and the experimental class with 29 students. The research instruments used were interviews, questionnaires, observations, and creative thinking tests. Data analysis techniques used a one-way ANOVA test, LSD post hoc test, and independent sample t-test. The one-way ANOVA test results showed a sig value of 0.000 < 0.05, indicating a significant influence of applying the Problem-Based Learning Model Integrated with Information Technology on independence. The LSD post hoc test showed a mean difference between the experimental group of 9.600 and the control group of 5.067. The results showed that based on the independent sample t-test analysis on the post-test, there was a significant difference between the control class and the experimental class. It is due to the sig (2-tailed) score is 0.002 (p = <0.05). The qualitative analysis shows all the Pearson Correlation Coefficient values are less than 0.7. Based on this, there is no significant similarity between the interviews Thus, it can be concluded that the experimental group taught using the Problem-Based Learning Model Integrated with Information Technology has a better effect on independence compared to the control group taught using the Problem-Based Learning Model-STEM.

The Framework of Ethnomathematics Learning Activities Based on Majapahit Culture with STEAM Approach: Utilizing Used Cardboard for Miniature Building Media Development in Enhancing the Students’ Creative Thinking Abilities

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Creative thinking is one of the 21st-century skills that can be developed through learning mathematics. Mathematics learning involves the culture students already know to facilitate students’ understanding. Mojokerto City carries the slogan Spirit of Majapahit, giving the city’s layout a nuance. The concept of two-dimensional and three-dimensional shapes with a Majapahit nuance can be used as a source of ethnomathematics learning to enhance creative thinking skills. Teaching about two-dimensional shapes can be used as teaching material to improve creative thinking skills. Creative thinking skills are an individual’s ability to find new ways, strategies, ideas, or concepts about how to obtain a solution to a problem. Students’ thinking skills may need to be higher. One reason is that the teaching methods used so far have yet to highlight the concept of two-dimensional shapes related to ethnomathematics. Therefore, this study will apply an ethnomathematics-based learning activity framework based on the Majapahit culture with a STEAM approach by using cardboard to make miniature buildings to improve students’ creative thinking skills. The most suitable approach is STEAM since it integrates five disciplines to enhance further creative thinking skills in solving problems related to two-dimensional and spatial constructions.