Workshop Learning Tools for STEAM Classes to Enhance Learning Process
DOI:
https://doi.org/10.35806/jcsse.v3i1.350Keywords:
junior high school, learning tools, STEAMAbstract
Online learning tools are in demand these days since the COVID-19 pandemic, which forces everyone, except for some jobs, to work from home. In this community service event, we use three online tools: Nearpod, PhET, and Desmos. Nearpod is a tool learning which combines learning from videos and simulations, the interactivity of a quiz, and a reward-based learning system. PhET is a collection of lots of STEAM simulations, including some topics in Chemistry and Physics. Desmos is an extension of an online graphing calculator, which also has a quiz feature. We introduce these tools to students in East Jakarta's SMP Negeri 174 Jakarta, which is a public junior high school. As a result, the students are now familiar with online tools that can enhance their experience in learning STEAM topics.
Downloads
Download data is not yet available.
References
Anggraeni, R. E., & Suratno. (2021). The analysis of the development of the 5E-STEAM learning model to improve critical thinking skills in natural science lesson. Journal of Physics: Conference Series, 1832(1). https://doi.org/10.1088/1742-6596/1832/1/012050
Buttrey, K. (2021). Inclusion, engagement,and Nearpod: Providing a digital alternative to traditional instruction. Kentucky Teacher Education Journal, 8(1).
Colucci-Gray, L., Burnard, P., Gray, D., & Cooke, C. (2019). A Critical Review of STEAM (Science, Technology, Engineering, Arts, and Mathematics). In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.398
Dasgupta, C., Magana, A. J., & Vieira, C. (2019). Investigating the affordances of a CAD enabled learning environment for promoting integrated STEM learning. Computers and Education, 129. https://doi.org/10.1016/j.compedu.2018.10.014
Dunn, T. J., & Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers and Education, 137. https://doi.org/10.1016/j.compedu.2019.04.004
Gulli, C. (2021). Technology in teaching mathematics: Desmos. Proceedings of GREAT Day, 2020(1).
Krasny, M. E., Dubois, B., Adameit, M., Atiogbe, R., Alfakihuddin, M. L. B., Bold-Erdene, T., Golshani, Z., González-González, R., Kimirei, I., Leung, Y., Shian-Yun, L., & Yao, Y. (2018). Small groups in a social learning mooc (Slmooc): Strategies for fostering learning and knowledge creation. Online Learning Journal, 22(2). https://doi.org/10.24059/olj.v22i2.1339
McGunagle, D., & Zizka, L. (2020). Employability skills for 21st-century STEM students: the employers’ perspective. Higher Education, Skills and Work-Based Learning, 10(3). https://doi.org/10.1108/HESWBL-10-2019-0148
Mungan, C. E. (2021). Using Desmos to Understand the Difference Between Phase and Group Velocity. The Physics Teacher, 59(1). https://doi.org/10.1119/10.0003012
Ndihokubwayo, K., Uwamahoro, J., & Ndayambaje, I. (2020). Effectiveness of PhET Simulations and YouTube Videos to Improve the Learning of Optics in Rwandan Secondary Schools. African Journal of Research in Mathematics, Science and Technology Education. https://doi.org/10.1080/18117295.2020.1818042
Ozkan, G., & Umdu Topsakal, U. (2021). Investigating the effectiveness of STEAM education on students’ conceptual understanding of force and energy topics. Research in Science and Technological Education, 39(4). https://doi.org/10.1080/02635143.2020.1769586
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31. https://doi.org/10.1016/j.tsc.2018.10.002
Putra, A. P., Arafik, M., & Pratiwi, I. (2021). Use of nearpod to enhance student engagement in online learning. Proceedings - 2021 7th International Conference on Education and Technology, ICET 2021. https://doi.org/10.1109/ICET53279.2021.9575062
Rahmawati, Y., Ridwan, A., Hadinugrahaningsih, T., & Soeprijanto. (2019). Developing critical and creative thinking skills through STEAM integration in chemistry learning. Journal of Physics: Conference Series, 1156(1). https://doi.org/10.1088/1742-6596/1156/1/012033
TLS, D. S., & Herman, T. (2020). An Analysis of Pre-Service Mathematics Teachers’ Desmos Activities for Linear Programming Lesson. International Journal of Pedagogical Development and Lifelong Learning, 1(1). https://doi.org/10.30935/ijpdll/8312
Utomo, A. P., Hasanah, L., Hariyadi, S., Narulita, E., Suratno, & Umamah, N. (2020). The effectiveness of steam-based biotechnology module equipped with flash animation for biology learning in high school. International Journal of Instruction, 13(2). https://doi.org/10.29333/iji.2020.13232a
Wang, H. H., Charoenmuang, M., Knobloch, N. A., & Tormoehlen, R. L. (2020). Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-019-0201-4
Yu, Z., Gao, M., & Wang, L. (2021). The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational Computing Research, 59(3). https://doi.org/10.1177/0735633120969214
Yunzal, Jr., A. N., & Casinillo, L. F. (2020). Effect of Physics Education Technology (PhET) Simulations: Evidence from STEM Students’ Performance. Journal of Education Research and Evaluation, 4(3). https://doi.org/10.23887/jere.v4i3.27450
Buttrey, K. (2021). Inclusion, engagement,and Nearpod: Providing a digital alternative to traditional instruction. Kentucky Teacher Education Journal, 8(1).
Colucci-Gray, L., Burnard, P., Gray, D., & Cooke, C. (2019). A Critical Review of STEAM (Science, Technology, Engineering, Arts, and Mathematics). In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.398
Dasgupta, C., Magana, A. J., & Vieira, C. (2019). Investigating the affordances of a CAD enabled learning environment for promoting integrated STEM learning. Computers and Education, 129. https://doi.org/10.1016/j.compedu.2018.10.014
Dunn, T. J., & Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers and Education, 137. https://doi.org/10.1016/j.compedu.2019.04.004
Gulli, C. (2021). Technology in teaching mathematics: Desmos. Proceedings of GREAT Day, 2020(1).
Krasny, M. E., Dubois, B., Adameit, M., Atiogbe, R., Alfakihuddin, M. L. B., Bold-Erdene, T., Golshani, Z., González-González, R., Kimirei, I., Leung, Y., Shian-Yun, L., & Yao, Y. (2018). Small groups in a social learning mooc (Slmooc): Strategies for fostering learning and knowledge creation. Online Learning Journal, 22(2). https://doi.org/10.24059/olj.v22i2.1339
McGunagle, D., & Zizka, L. (2020). Employability skills for 21st-century STEM students: the employers’ perspective. Higher Education, Skills and Work-Based Learning, 10(3). https://doi.org/10.1108/HESWBL-10-2019-0148
Mungan, C. E. (2021). Using Desmos to Understand the Difference Between Phase and Group Velocity. The Physics Teacher, 59(1). https://doi.org/10.1119/10.0003012
Ndihokubwayo, K., Uwamahoro, J., & Ndayambaje, I. (2020). Effectiveness of PhET Simulations and YouTube Videos to Improve the Learning of Optics in Rwandan Secondary Schools. African Journal of Research in Mathematics, Science and Technology Education. https://doi.org/10.1080/18117295.2020.1818042
Ozkan, G., & Umdu Topsakal, U. (2021). Investigating the effectiveness of STEAM education on students’ conceptual understanding of force and energy topics. Research in Science and Technological Education, 39(4). https://doi.org/10.1080/02635143.2020.1769586
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31. https://doi.org/10.1016/j.tsc.2018.10.002
Putra, A. P., Arafik, M., & Pratiwi, I. (2021). Use of nearpod to enhance student engagement in online learning. Proceedings - 2021 7th International Conference on Education and Technology, ICET 2021. https://doi.org/10.1109/ICET53279.2021.9575062
Rahmawati, Y., Ridwan, A., Hadinugrahaningsih, T., & Soeprijanto. (2019). Developing critical and creative thinking skills through STEAM integration in chemistry learning. Journal of Physics: Conference Series, 1156(1). https://doi.org/10.1088/1742-6596/1156/1/012033
TLS, D. S., & Herman, T. (2020). An Analysis of Pre-Service Mathematics Teachers’ Desmos Activities for Linear Programming Lesson. International Journal of Pedagogical Development and Lifelong Learning, 1(1). https://doi.org/10.30935/ijpdll/8312
Utomo, A. P., Hasanah, L., Hariyadi, S., Narulita, E., Suratno, & Umamah, N. (2020). The effectiveness of steam-based biotechnology module equipped with flash animation for biology learning in high school. International Journal of Instruction, 13(2). https://doi.org/10.29333/iji.2020.13232a
Wang, H. H., Charoenmuang, M., Knobloch, N. A., & Tormoehlen, R. L. (2020). Defining interdisciplinary collaboration based on high school teachers’ beliefs and practices of STEM integration using a complex designed system. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-019-0201-4
Yu, Z., Gao, M., & Wang, L. (2021). The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational Computing Research, 59(3). https://doi.org/10.1177/0735633120969214
Yunzal, Jr., A. N., & Casinillo, L. F. (2020). Effect of Physics Education Technology (PhET) Simulations: Evidence from STEM Students’ Performance. Journal of Education Research and Evaluation, 4(3). https://doi.org/10.23887/jere.v4i3.27450
Downloads
Published
2023-07-03
Issue
Section
Articles
How to Cite
Workshop Learning Tools for STEAM Classes to Enhance Learning Process (I. Prasetyo, M. L. B. Alfakihuddin, T. E. Lestari, I. Setiawan, N. R. Tridanisa, & W. Wandy , Trans.). (2023). Journal of Community Services: Sustainability and Empowerment, 3(01), 23-35. https://doi.org/10.35806/jcsse.v3i1.350
