Download fulltext HTML
Rokhmani, L., Handayani, S., Munir, S., Hardinto, P., Hadi S., Y., & Narmaditya, B. S. (2021). An Analysis of STEM-Based Lesson Plan Development for Economic Learning at SMAN 1 Kota Batu. KnE Social Sciences, 5(8), 351–365. https://doi.org/10.18502/kss.v5i8.9387

https://doi.org/10.18502/kss.v5i8.9387

statistics

  • 311 Abstract Views
  • 264 PDF Views
  • 0 HTML Views

authors

  • Lisa Rokhmani

    Lisa Rokhmani

    Department of Economic Development, Faculty of Economic, Universitas Negeri Malang
  • Sri Handayani

    Sri Handayani

    Department of Economic Development, Faculty of Economic, Universitas Negeri Malang
  • Syahrul Munir

    Syahrul Munir

    Department of Economic Development, Faculty of Economic, Universitas Negeri Malang
  • Prih Hardinto

    Prih Hardinto

    Department of Economic Development, Faculty of Economic, Universitas Negeri Malang
  • Yohanes Hadi S.

    Yohanes Hadi S.

    Department of Economic Development, Faculty of Economic, Universitas Negeri Malang
  • Bagus Shandy Narmaditya

    Bagus Shandy Narmaditya

    Department of Economic Development, Faculty of Economic, Universitas Negeri Malang

Published Date

  • Jul 14, 2021

An Analysis of STEM-Based Lesson Plan Development for Economic Learning at SMAN 1 Kota Batu

KnE Social Sciences / International Research Conference on Economics and Business / Pages 351–365

Abstract

The current era of education is entering Education 4.0 as a result of Industrial Revolution 4.0. The quality of learning can be improved by integrating STEM-based learning models. STEM is an integration of science, technology, engineering and mathematics, which is in accordance with Industrial Revolution 4.0. Handayani (2019) researched the development of STEM-based learning models for prospective economics teachers (a case study at state teacher colleges in East Java) and found that by carrying out STEM-based learning, the pedagogical ability of prospective economic teachers (S1 Economics Education students) in East Java had a significant increase of 14.5 at the State University of Malang (UM), 12.15 at the State University of Surabaya (UNESA) and 13.56 at the Jember State University (UNEJ). Based on these results, it can be said that the STEM model can be applied to support teachers’ pedagogical abilities in the era of Industrial Revolution 4.0. This study aimed to analyze STEM-based lesson plan development at SMAN 1 Kota Batu. Descriptive qualitative methods were used. The results indicated that: 1) the preparation of lesson plans in economic subjects was carried out well; 2) the development of STEM-based lesson plans can be applied in economic learning; and 3) the STEM-based lesson plans that were developed succeeded in improving student learning outcomes.


Keywords: STEM, Lesson Plan, Learning Result

References
[1] Aldila,C.,etal.(2017).PengembanganLKPDBerbasisSTEMuntukMenumbuhkanKeterampilanBerpikir Kreatif Siswa. Jurnal Pembelajaran Fisika, vol. 5, issue 4, pp. 85-95.

[2] Handayani, S., et al. (2020). Developing of STEM Based Learning Models for Economic Education Student for Facing Industry Revolution 4.0 in East Java. Presented at CORECT-IJJSS 2019, 2020.March. China:E3S Web of Conferences

[3] Kelley, T. R., et al. (2016). A Conceptual Framework for Integrated STEM Education. International Journal of STEM Education, 3(1). pp. 1 - 11.

[4] Muyassarah, A. (2019). Pengembangan Instrumen Penilaian Kemampuan Motorik Siswa pada Pembelajaran Berbasis STEM (Science, Technology, Engineering and Mathematic) untuk Materi Energi Kinetik. Yogyakarta: Respository Universitas Ahmad Dahlan, pp 1-10.

[5] Rachmawati, D., et al. (2020). Competence of Economic Teachers in the Industrial Revolution Era 4.0: Case Study at State High Schools in Malang City, Indonesia. Presented at International Conference on Economics, Business and Economic Education 2019, pp. 1286 – 1290.March, Jakarta, Indonesia: KnE Publishing

[6] Rahmatina. (2020). Pengembangan Bahan Ajar Berbasis Science, Technology, Engineering, and Mathematics (STEM) di SMA/MA. Jurnal Phi: Jurnal Pendidikan Fisika dan Fisika Terapan, vol. 1, issue 1, pp. 27-33.

[7] TimSTEM.(2019).PendidikanAbad21&FilosofiSTEM.Jakarta:KementrianPendidikandanKebudayan.

[8] Utami, I. S., et al. (2017). Pengembangan STEM-A (Science, Technology, Engineering, Mathematic And Animation) Berbasis Kearifan Lokal Dalam Pembelajaran Fisika. Jurnal Ilmiah Pendidikan Fisika Al- BiRuNi, vol. 6, issue 1, pp. 67-73.

[9] Widoyoko, E. P. (2012). Teknik Penyusunan Instrumen Penelitian. Yogyakarta: Pustaka Belajar.

[10] Ayuliasari,C. Kesesuaian Rencana Pelaksanaan Pembelajaran (RPP) Kurikulum 2013 dan Implementasi dalam Mengembnagkan Kemampuan Proses Ilmiah di SMA Negeri 3 Yogyakarta. Jurnal Prodi Pendidikan Biologi, vol. 6, issue 7, pp. 392 – 402.

[11] Rakhmawati, S. (2016). Analisis Pelaksanaan Kurikulum 2013 Ditinjau Dari Standar Proses Dalam Pembelajaran Biologi Kelas X di SMA Negeri 1 Krangkeng. Jurnal Sains dan Pendidikan Sains, vol. 5, issue 2, pp. 156 – 164.

[12] Sriyati, S., et al. (2018. December). Upaya Mengembangkan Kemampuan Guru Kota Bandung dan Sekitarnya Untuk Mendesain Pembelajaran Berbasis STEm (Science, Technology, Engineering and Mathematics. Presented at Prosiding Seminar Nasional Hasil PKM LPM Universitas Pasundan, Bandung, Indonesia, pp. 949 – 963.

[13] Astuti, I. D., Toto and Yulisma, L. (2019). Model Project Based Learning (PjBL) Terintegrasi STEM Untuk Meningkatkan Penguasaan Konsep Dan Aktivitas Belajar Siswa. Quagga: Jurnal Pendidikan dan Biologi, vol. 11, issue 2, pp. 93-98.