THE CHALLENGES OF THEMATIC LEARNING IN ELEMENTARY SCHOOLS FOR 21ST CENTURY SKILLS AND 4.0 INDUSTRIAL REVOLUTION
Abstract
Education continues to develop with very high acceleration. In line with knowledge management sySTEAMs that are very sySTEAMatic, digital and complex. This code greatly influences thematic learning at the elementary level. The paper from the results of this study aims to reveal a profile of scientific literacy skills that support the achievement of students' scientific competencies at the elementary school level. The method used in this study is participatory pro-active research, where 5th-grade students from one of the private elementary schools in Bandung actively provide data through the instrument. The instrument used was a scientific literacy on thematic learning test and triangulation using interview techniques. The results showed that: (1) science literacy skills of 5th-grade students were still below the average, (2) the majority of students still relied on compulsory textbooks as a source of scientific literacy on thematic learning. This study concluded that the ability of scientific literacy on thematic learning in elementary school students in Bandung was still low. Based on analysis and conclusions, this study recommends that to deal with the challenges of the 21st century and the industrial revolution 4. science learning needs to be developed that involves the use of actual and contextual information and information technology.
Full Text:
PDF (INDONESIA)References
Ahmed, I., W. AullsBruce., & M. Shore. (2017). Teachers’ Roles, Students’ Personalities, Inquiry Learning Outcomes, and Practices of Science and Engineering:The Development and Validation of the McGill Attainment Value for Inquiry Engagement Survey in STEAM Disciplines. International Journal of Science and Mathematics Education, 15(7), 1195–1215. Retrieved from https://link.springer.com/article/10.1007/s10763-016-9733-y
Altun, S. (2017). The effect of cooperative learning on students’ achievement and views on the science and technology course. International Electronic Journal of Elementary Education, 7(3), 451–468.
Cavlazoglu, B., & Stuessy, C. . (2017). Changes in science teachers’ conceptions and connections of STEAM concepts and earthquake engineering. The Journal of Educational Research, 110(3), 239–254. http://doi.org/10.1080/00220671.2016.1273176
Christensen, R., & Knezek, G. (2015). Active Learning Approaches to Integrating Technology into a Middle School Science Curriculum Based on 21st Century Skills. In Emerging Technologies for STEAM Education Springer, Cham. In In Emerging Technologies for STEAM Education (pp. 17–37).
Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEAM) project-based learning (PBL) 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. http://doi.org/10.1007/s10763-014-9526-0
Huang, C. S., Su, A. Y., Yang, S. J., & Liou, H. H. (2017). A collaborative digital pen learning approach to improving students’ learning achievement and motivation in mathematics courses. Computers & Education, 107, 31-44., 107, 31–44. http://doi.org/10.1016/j.compedu.2016.12.014
Isabelle, A. D. (2017). STEAM Is Elementary: Challenges Faced by Elementary Teachers in the Era of the Next Generation Science Standards. The Educational Forum, 81(1), 83--91. http://doi.org/https://doi.org/10.1080/00131725.2016.1242678
John, Y. J. (2015). A" New" Thematic, Integrated Curriculum for Primary Schools of Trinidad and Tobago: A Paradigm Shift. International Journal of Higher Education, 4(3), 172-187.
Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students in STEAM education. Science Education International, 25(3), 246–258. Retrieved from http://icaseonline.net
Kettler, T. (2014). Critical thinking skills among elementary school students: Comparing identified gifted and general education student performance. Gifted Child Quarterly, 58(2), 127–136. http://doi.org/10.1177/0016986214522508
ÖztÜrk, N., Tezel, Ö., & Acat, M. B. (2010). Science Process Skills Levels of Primary School Seventh Grade Students in Science and Technology Lesson. Journal of Turkish Science Education (TUSED), 7(3).
Olofsson, A. D., Lindberg, J. O., Fransson, G., & Hauge, T. E. (2011). Uptake and use of digital technologies in primary and secondary schools–a thematic review of research. Nordic Journal of Digital Literacy, 6(04), 207-225.
Porter, G., Hampshire, K., Milner, J., Munthali, A., Robson, E., De Lannoy, A., ... & Abane, A. (2016). Mobile Phones and Education in Sub‐Saharan Africa: From Youth Practice to Public Policy. Journal of International Development, 28(1), 22–39.
Rambitan, V. M. (2015). The Effect of Smartphone on Students’ Critical Thinking Skill in Relation to the Concept of Biodiversity. American Journal of Educational Research, 3(2), 243–249.
Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: the role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83–100. http://doi.org/10.1016/j.jecp.2015.07.014
Reilly, D., Neumann, D. L., & Andrews, G. (2015). Sex differences in mathematics and science achievement: A meta-analysis of National Assessment of Educational Progress assessments. Journal of Educational Psychology, 107(3), 645.
Ronald W. Marx, and C. J. H. (2006). No Child Left Behind and Science Education: Opportunities, Challenges, and Risks. The Elementary School Journal, 106(5). Retrieved from https://www.journals.uchicago.edu/doi/abs/10.1086/505441
Tang Wee Teo & Ke, K. J. (2014). Challenges in STEAM Teaching: Implication for Preservice and Inservice Teacher Education Program. Theory Into Practice, 53(1), 18–24. http://doi.org/10.1080/00405841.2014.862116
Tsai, C. W., Shen, P. D., & Lu, Y. J. (2015). The effects of Problem-Based Learning with flipped classroom on elementary students’ computing skills: A case study of the production of Ebooks. International Journal of Information and Communication Technology Education (IJICTE), 11(2), 32040. http://doi.org/Copyright: © 2015 |Pages: 9 DOI: 10.4018/ijicte.2015040103
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Ilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147.
Wong, A. Y., & Daud, K. (2017). Headmaster Technology Leadership in Malaysia Elementary Schools. Journal of Education and Learning, 11(2.), 154–164. Retrieved from https://www.neliti.com/publications/70939/headmaster-technology-leadership-in-malaysia-elementary-schools
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 PROSIDING SEMINAR NASIONAL PENDIDIKAN GURU SEKOLAH DASAR
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Program Studi Pendidikan Guru Sekolah Dasar
Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau
Website : http://pgsd.fkip.unri.ac.id/ | e-mail : pgsd.fkip@unri.ac.id