KnE Social Sciences

ISSN: 2518-668X

The latest conference proceedings on humanities, arts and social sciences.

Characteristics of the Religious Element in STREAM Learning in Elementary Schools

Published date: Sep 28 2022

Journal Title: KnE Social Sciences

Issue title: 4th International Conference on Education and Social Science Research (ICESRE)

Pages: 684–695

DOI: 10.18502/kss.v7i14.12021

Authors:

Rina Dyah Rahmawati - rinadyah.rahma@gmail.com

H Haryanto

Abstract:

One of the learning approaches that can help answer today’s challenges of development is the STREAM learning approach. This contains a religious element that is an addition to the standard STEAM approach. This research consisted of a literature review. 52 studies were found that met the inclusion criteria. Information was obtained from these studies about the development of STREAM learning in elementary schools and its religious characteristics. According to the findings, the characteristics of the religious element in elementary school STREAM learning include: 1) placing students as learning subjects and teachers as facilitators according to the dimensions of religious beliefs and feelings; 2) exposing students to direct experiences, which are in accordance with the dimensions of the religious effect, namely actual religious practices in everyday life; 3) integrating religious values into subjects in schools that are in accordance with the dimensions of religious influence and the practice of religion of each student; 4) presenting concepts in one process that is in line with the dimensions of students’ religious knowledge; 5) linking religious elements to teaching materials or other subject matter in accordance with religious knowledge and students’ religious practice; and 6) adjusting learning outcomes to the interests, needs, and characteristics of the students, because each student’s religious beliefs and religious feelings will be different.

Keywords: religious, STEAM, STREAM, elementary school learning

References:

[1] I. Afriyanti, W. Wardono, and K. Kartono, “Pengembangan Literasi Matematika Mengacu PISA Melalui Pembelajaran Abad Ke-21 Berbasis Teknologi.,” In: PRISMA, Prosiding Seminar Nasional Matematika. pp. 608–618. Universitas Negeri Semarang, Semarang (2018).

[2] B. Trilling and C. Fadel, 21st Century Skills, Enhanced Edition: Learning for Life in Our Times. Wiley Publishing, Inc., Hoboken, New Jersey, 2009..

[3] Nurhikmayati I. Implementasi STEAM dalam pembelajaran matematika. Jurnal Didactical Mathematics. 2019;1(2):41-50. https://doi.org/10.31949/dmj.v1i2.1508

[4] Wahyu TA, Nuryani Y R, Riandi R, Widi P. Plant physiology with mathematic and art religion engineering science and technology approach. Proceedings of the International Conference on Islamic Education (ICIE 2018). 2018;261:43-47. https://doi.org/10.2991/icie-18.2018.8

[5] Azizah WA, Sarwi S, Ellianawati E. Pendekatan STREAM terhadap peningkatan kemampuan berpikir kritis siswa sekolah dasar. Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS). 2019;2(1):461-468.

[6] Katz-Buonincontro J. Gathering STE(A)M: Policy, curricular, and programmatic developments in arts-based science, technology, engineering, and mathematics education Introduction to the special issue of Arts Education Policy Review: STEAM Focus. Arts Education Policy Review. 2018;119(2):73-76.

[7] Thibaut L, Knipprath H, Dehaene W, Depaepe F. The influence of teachers’ attitudes and school context on instructional practices in integrated STEM education. Teaching and Teacher Education. 2018;71:190-205.

[8] Yakman G, Lee H. Exploring the exemplary STEAM education in the US as a practical educational framework for Korea. Journal of the Korean Association for Science Education. 2012;32(6):1072-86. https://doi.org/10.14697/jkase.2012.32.6.1072

[9] Maeda J. STEM + Art = STEAM. The STEAM Journal. 2013;1(1);1-5

[10] Education Closet. What is STEAM? Education Closet; Westminster, Maryland; 2017. Available from https://artsintegration.com/what-is-steam-education-in-k-12-schools/

[11] Wilson B, Hawkins B. Art and science in a transdisciplinary curriculum. CIRCE Magazine: Steam Edition. USA; 2019.

[12] J.A. Marín-Marín, A.J. Moreno-Guerrero, P. Dúo-Terrón, and J. López-Belmonte, “STEAM in education: a bibliometric analysis of performance and co-words in Web of Science.,” International Journal of STEM Education. vol. 8, no. 1, pp. 1–21, 2021

[13] Undang-undang no.20 tahun 2003 tentang sistem pendidikan nasional. Jakarta: Departemen Pendidikan Nasional

[14] D. Kurniawan, S. Maryanti, R. Sukardi, and D. Santi, “Development of STREAM integrated astronomy as an enrichment teaching material for elementary students.,” Journal of Physics: Conference Series. vol. 1806, no. 1, pp. 1–6, 2021

[15] Stones A, Pearce J, Reiss MJ, Mujtaba T. Students’ perceptions of religion and science, and how they relate: The effects of a classroom intervention. Religious Education. 2020;115(3):349-63. https://doi.org/10.1080/00344087.2020.1769537

[16] Hammad HA. Role of Islamic science textbooks and teaching methods in Arab schools and universities and ideological extremism. Religious Education. 2014;109(1):61-71. https://doi.org/10.1080/00344087.2014.868221

[17] Gunarti W, Pujianti Y, Syarah ES. STEAM to R-SLAMET modification: An integrative thematic play based learning with R-SLAMETS content in early child-hood education. Jurnal Pendidikan Usia Dini. 2020;14(2):262-74. https://doi.org/10.21009/jpud.142.05

[18] Muller C, Ellison CG. Religious involvement, social capital, and adolescents’ academic progress: Evidence from the National Education Longitudinal Study of 1988. Sociological Focus. 2001;34(2):155-83. https://doi.org/10.1080/00380237.2001.10571189

[19] Suparlan. Menjadi guru efektif. Yogyakarta: Jurusan Administrasi Pendidikan; HIKAYAT Publishing; Yogyakarta; 2020.

[20] Billingsley B, Riga F, Taber KS, Newdick H. Secondary school teachers’ perspectives on teaching about topics that bridge science and religion. Curriculum Journal. 2014;25(3):372-95. https://doi.org/10.1080/09585176.2014.920264

[21] R.P. Tannebaum, “Teaching About Religion Within Early Childhood and Elementary Social Studies: Exploring how Preservice Teachers Perceive their Rights and Responsibilities as Educators.,” Journal of Social Studies Education Research. vol. 9, no. 4, pp. 30–48, 2018

[22] B. Subedi, “Preservice Teachers’ Beliefs and Practices: Religion and Religious Diversity,.” Equity & Excellence in Education. vol. 39, no. 3, pp. 227–238, 2006

[23] L. Olafson and G. Schraw, “Teachers’ beliefs and practices within and across domains,.” International Journal of Educational Research. vol. 45, no. 1–2, pp. 71–84, 2006

[24] R. Speculand and R. Chaudhary, “Living organisational values: the bridges value inculcation model.,” Business Strategy Series. vol. 9, no. 6, pp. 324–329, 2008

[25] Jochman JC, Swendener A, McQuillan J, Novack L. Are biological science knowledge, interests, and science identity framed by religious and political perspectives in the United States? The Sociological Quarterly. 2018;59(4):584-602.

[26] Arifah L. Implementasi pendidikan IMTAQ di SMP negeri 2 bantul [Doctoral dissertation]. Universitas Negeri Yoyyakarta, Yogyakarta [27] P. Broadhead, Early Years Play and Learning. Routledge, London, 2003

[28] Mengmeng Z, Xiantong Y, Xinghua W. Construction of STEAM curriculum model and case design in kindergarten. American Journal of Educational Research. 2019;7(7):485-90. https://doi.org/10.12691/education-7-7-8

[29] M. Woods, J. Taylor, and E. Bond, Early Childhood Studies, 3rd Edition: A Multidisciplinary and Holistic Introduction. Hodder Education, London, United Kingdom, 2013

[30] Wijaya, A. D., Karmila, N., & Amalia, M. R. (2015). Implementasi Pembelajaran Berbasis STEAM (Science, Technology, Engineering, Art, Mathematics) Pada Kurikulum Indonesia. Seminar Nasional Fisika Dan Aplikasinya, Universitas Padjadjaran, Bandung; 85–88

[31] Park H, Byun SY, Sim J, Han HS, Baek YS. Teachers’ perceptions and practices of STEAM education in South Korea. Eurasia Journal of Mathematics, Science and Technology Education. 2016;12(7):1739-53. https://doi.org/10.12973/eurasia.2016.1531a

[32] Hosnan M. Pendekatan saintifik dan kontekstual dalam pembelajaran abad 21: Kunci sukses implementasi kurikulum. Bogor Ghalia Indonesia, 2014

[33] Arifah L. Implementasi pendidikan IMTAQ di SMP Negeri 2 Bantul [Doctoral dissertation]. Universitas Negeri Yogyakarta, Yogyakarta.

[34] Azizah WA, Sarwi S, Ellianawati E. Implementation of project-based learning model (PjBL) using STREAM-based approach in elementary schools. Journal of Primary Education. 2020;9(3):238-47. https://doi.org/10.15294/jpe.v9i3.39950

[35] D. Kurniawan, S. Maryanti, R. Sukardi, and D. Santi, “Development of STREAM integrated astronomy as an enrichment teaching material for elementary students.,” Journal of Physics: Conference Series. vol. 1806, no. 1, pp. 1–8, 2021.

[36] Azizah WA, Sarwi S, Ellianawati E. Pendekatan STREAM terhadap peningkatan kemampuan berpikir kritis siswa sekolah dasar. Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS). 2019;2(1):461-468.

Download
HTML
Cite
Share
statistics

255 Abstract Views

209 PDF Downloads