STEM-ESD INTEGRATED PjBL BASED ON LEARNING STYLES IDENTIFICATION TO ENHANCE 8TH GRADERS' MULTILITERACY
Providing differentiated learning in which learning strategies correspond to the various demands of students potentially yields optimal results. Students' learning needs can be identified using the VARK learning style (Visual, Aural, Read/write, and Kinesthetic). However, there are an insuffici...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
2023-06-12.
|
| Subjects: | |
| Online Access: | Link Metadata |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Providing differentiated learning in which learning strategies correspond to the various demands of students potentially yields optimal results. Students' learning needs can be identified using the VARK learning style (Visual, Aural, Read/write, and Kinesthetic). However, there are an insufficient amount of learning models that are based on students' learning styles. This study aims to integrate STEM-ESD into Project-based learning based on student learning styles to increase the multiliteracy of 8th graders. Multiliteracy stands for three literacies that build up the ESD framework which are STEM Literacy, Environmental Literacy, and Sustainability Literacy. The topic of alternative energy is raised as an ESD issue that supports the realization of SDGs as one of the themes of the Merdeka curriculum. This research includes 19 eighth-grade students from a school in Cibubur, Indonesia. The research method used is the pre-experimental one-group pre-posttest design. The first stage of the research includes the profiling of students' learning styles, followed by the integration of STEM-ESD into Project-based learning. The integration was done by plotting Project-based learning as the learning model, STEM as the learning approach, and ESD as the learning framework. The results of the study highlighted it can accommodate each student's learning style and enhance students' multiliteracy. Students' STEM literacy was improved in the low category, Environmental literacy in the medium category, and Sustainability literacy in the medium category. Students with three learning styles visual-aural-kinesthetic (VAK) show the highest improvement in almost every aspect of multiliteracy. Keywords: VARK Learning Style, STEM-ESD, Project-based Learning, Multiliteracy, Alternative Energy, Secondary School, Science Education |
|---|---|
| Item Description: | http://repository.upi.edu/91187/9/T_IPA_2105375_Title.pdf http://repository.upi.edu/91187/2/T_IPA_2105375_Chapter1.pdf http://repository.upi.edu/91187/3/T_IPA_2105375_Chapter2.pdf http://repository.upi.edu/91187/4/T_IPA_2105375_Chapter3.pdf http://repository.upi.edu/91187/5/T_IPA_2105375_Chapter4.pdf http://repository.upi.edu/91187/6/T_IPA_2105375_Chapter5.pdf http://repository.upi.edu/91187/7/T_IPA_2105375_Appendix.docx.pdf |