STEM IN ACTION: REAL-WORLD APPLICATIONS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH
DOI:
https://doi.org/10.31000/prima.v8i2.11323Kata Kunci:
STEM education, real-world applications, problem-solving, hands-on learning, 21st-century workforceAbstrak
Science, Technology, Engineering, and Mathematics (STEM) is an interdisciplinary educational approach that focuses on the practical application of knowledge and skills in these four areas. STEM education aims to develop critical thinking, problem-solving, and analytical skills essential for success in the 21st century. STEM education has become increasingly important in recent years as technology has transformed nearly every aspect of our lives. This research aims to: (1) What are the benefits of STEM in-action projects? (2) how can STEM in-action projects be effectively implemented in educational and professional settings? (3) what are the real-world applications of STEM, and how are they impacting society? and (4) what is the future of STEM in action, and what trends and developments are shaping its direction? This research is a literature review involving 17 journals published in 2019-2023. The results of this study found that: (1) STEM can help the student to develop critical thinking skills, problem-solving skills, and creativity; (2) provide students with opportunities to work on authentic problems, promoting collaboration and teamwork, and provide professional development for educators; (3) healthcare, energy, and the environment, (4) data science and artificial intelligence; (4) the growing demand for STEM professionals, and the need for greater diversity and inclusivity in STEM fields. STEM in-action: Real-world applications of STEM is a concept that seeks to bridge the gap between theory and practice in STEM education. It is an approach that emphasizes applying STEM principles in real-world scenarios, allowing students to see how the concepts they learn in class are relevant to the world around them. STEM in action is a fundamental approach to STEM education that helps students develop practical skills and knowledge while preparing them for the challenges of the 21st centuryReferensi
Ang, I. J. X., & Lim, K. H. (2019, June). Enhancing STEM education using augmented reality and machine learning. In 2019 7th International Conference on Smart Computing & Communications (ICSCC) (pp. 1-5). IEEE. https://doi.org/10.1109/ICSCC.2019.8843619
Banks, C. M., & Sokolowski, J. A. (2010, April). Meeting the challenges of STEM education: teaching modeling and simulation with real-world applications. In Proceedings of the 2010 Spring Simulation Multiconference (pp. 1-6). https://doi.org/10.1145/1878537.1878598
Bryan, L., & Guzey, S. S. (2020). K-12 STEM education: An overview of perspectives and considerations. Hellenic Journal of STEM Education, 1(1), 5-15. https://doi.org/10.51724/hjstemed.v1i1.5
Bybee, R. W., & Landes, N. M. (2019). STEM education research: Engaged learning in science, technology, engineering, and mathematics. International Journal of STEM Education, 6(1), 21. https://doi.org/10.1186/s40594-019-0173-y
Chrysafiadi, K., & Virvou, M. (2019). AI technologies for personalized learning: A systematic literature review. Journal of Educational Technology & Society, 22(3), 154-170. https://www.jstor.org/stable/jeductechsoci.22.3.154
Dare, E. A., Keratithamkul, K., Hiwatig, B. M., & Li, F. (2021). Beyond content: The role of STEM disciplines, real-world problems, 21st century skills, and STEM careers within science teachers’ conceptions of integrated STEM education. Education Sciences, 11(11), 737. https://doi.org/10.3390/educsci11110737
Dobrin, J. (2020). Learning for the Real World: Interdisciplinary Challenge Projects to Facilitate Real-World Learning in STEM. In: Akerson, V.L., Buck, G.A. (eds) Critical Questions in STEM Education. Contemporary Trends and Issues in Science Education, vol 51. Springer, Cham. https://doi.org/10.1007/978-3-030-57646-2_8
Gadanidis, G., & Borba, M. (2020). AI in mathematics education: An overview. International Journal of Science and Mathematics Education, 18(8), 1425-1443. https://doi.org/10.1007/s10763-020-10139-0
Kay, R. H., & Greenhill, V. (2020). Robotics, artificial intelligence, and the internet of things in education: A systematic review. Educational Technology Research and Development, 68(3), 1501–1540. https://doi.org/10.1007/s11423-019-09718-7
Kolmos, A., Holgaard, J. E., & Clausen, M. B. (2019). Framework for authentic problem-based learning in engineering. European Journal of Engineering Education, 44(1-2), 67-83. https://doi.org/10.1080/03043797.2018.1451632
Panch, T., Mattie, H., & Celi, L. A. (2019). The "inconvenient truth" about AI in healthcare. npj Digital Medicine, 2(1), 77. https://doi.org/10.1038/s41746-019-0155-4
Pease, R., Vuke, M., June Maker, C., & Muammar, O. M. (2020). A practical guide for implementing the STEM assessment results in classrooms: Using strength-based reports and real engagement in active problem solving. Journal of Advanced Academics, 31(3), 367-406. https://doi.org/10.1177/1932202X20911643
Prajoko, S., Sukmawati, I., Maris, A. F., & Wulanjani, A. N. (2023). Project based learning (pjbl) model with stem approach on students’ conceptual understanding and creativity. Jurnal Pendidikan IPA Indonesia, 12(3). https://doi.org/10.15294/jpii.v12i3.42973
Prince, M. (2020). The impact of project-based learning on student motivation in a high school STEM classroom. Journal of Science Education and Technology, 29(1), 66–78. https://doi.org/10.1007/s10956-019-09807-6
Raghupathi, W., & Raghupathi, V. (2019). Big data analytics in healthcare: Promise and potential. Health Information Science and Systems, 7(1), 3. https://doi.org/10.1007/s13755-019-0076-6
Rahman, N. A., Rosli, R., Rambely, A. S., Siregar, N. C., Capraro, M. M., & Capraro, R. M. (2022). Secondary school teachers’ perceptions of STEM pedagogical content knowledge. Journal on Mathematics Education, 13(1), 119–134. https://doi.org/10.22342/jme.v13i1.pp119-134
Rosli, R., & Siregar, N. C. (2022). Teacher professional development on science, technology, engineering, and mathematics: A bibliometric analysis. Contemporary Educational Research Journal, 12(1), 01–17. https://doi.org/10.18844/cerj.v12i1.5417
Rosli, R., Abdullah, M., Siregar, N. C., Abdul Hamid, N. S., Abdullah, S., Beng, G. K., Halim, L., Mat Daud, N., Bahari, S. A., Abd Majid, R., & Bais, B. (2020). Student awareness of space science: Rasch model analysis for validity and reliability. World Journal of Education, 10(3), 170-177. https://files.eric.ed.gov/fulltext/EJ1265412.pdf
Rosli, R., Abdullah, M., Siregar, N. C., Hamid, N. S. A., Abdullah, S., Beng, G. K., ... & Bais, B. (2019, July). Exploring space science through the UKM-SIDÏ€ Outreach Program. In 2019 6th International Conference on Space Science and Communication (IconSpace) (pp. 253-256). IEEE. https://doi.org/10.1109/IconSpace.2019.8905957
Sadler, T. D. (2019). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 55(1), 83-107. https://doi.org/10.1080/03057267.2019.1573192
Siregar, N. C. (2020). Interest STEM based on family background for secondary school students: Validity and reliability instrument using Rasch model analysis. Proceeding in RSU International Research Conference, May 1, 2020. Pathum Thani, Thailand. https://doi.org/10.14458/RSU.res.2020.131
Siregar, N. C., & Anggrayni, D. (2023). STEM-based facilitator in weather observation to determine prayer time. Aksioma, 12(1), 10-17. https://jurnal.fkip.untad.ac.id/index.php/jax/article/view/3452
Siregar, N. C., & Anggrayni, D. (2023). STEM-based social interaction model in building communication residents of social institutions in Bogor region. Aksioma, 12(1), 37-45. https://jurnal.fkip.untad.ac.id/index.php/jax/article/view/3455
Siregar, N. C., & Nasiah, S. (2022). Mathematics teachers’ professional development: A bibliometric analysis. Aksioma, 11(2), 172-180. https://jurnal.fkip.untad.ac.id/index.php/jax
Siregar, N. C., & Rosli, R. (2021). The effect of STEM interest based on family background for secondary students. Journal of Physics: Conference Series, 1806 (1), 012217. https://iopscience.iop.org/article/10.1088/1742-6596/1806/1/012217/pdf
Siregar, N. C., Rosli, R., & Nite, S. (2023). Students’ interest in Science, Technology, Engineering, and Mathematics (STEM) based on parental education and gender factors. International Electronic Journal of Mathematics Education, 18(2), em0736. https://doi.org/10.29333/iejme/13060
Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2019). The effect of science, technology, engineering, and mathematics (STEM) program on students’ achievement in mathematics: A meta-analysis. International Electronic Journal of Mathematics Education, 15(1), 1-12. https://doi.org/10.29333/iejme/5885
Topol, E. J. (2019). High-performance medicine: The convergence of human and artificial intelligence. Nature Medicine, 25(1), 44–56. https://doi.org/10.1038/s41591-018-0300-7
Weston, M. E., & Bain, A. (2019). The impact of problem-based learning on student learning outcomes for mathematics, reading, science, and social studies: A meta-analysis. Interdisciplinary Journal of Problem-Based Learning, 13(2), Article 8. https://doi.org/10.7771/1541-5015.1811
Zeegers, Y. P., de Jong, O., & Van Merriënboer, J. J. G. (2021). Impact of STEM education: A systematic review on students' learning, motivation, and attitudes. International Journal of STEM Education, 8(1), Article 34. https://doi.org/10.1186/s40594-021-00295-5
Unduhan
File Tambahan
Diterbitkan
Terbitan
Bagian
Lisensi
Authors who publish with Prima: Jurnal Pendidikan Matematika agree to the following terms: Authors retain copyright and grant the Prima: Jurnal Pendidikan Matematika right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Prima: Jurnal Pendidikan Matematika. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Prima: Jurnal Pendidikan Matematika. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).