Beliefs, Actual Practices, and Perceptions on the Implementation of 4C Skills-Integrated STEM Curriculum in Online Mathematics and Science Learning
Abstract
Abstract This study tried to find out about beliefs, actual practices, and perceptions of educators and students of the Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia on online education they experienced. The study focused on 4C skills being embedded in STEM curriculum implemented to some courses. The samples were 17 courses including corresponding educators and students who enrolled the courses. Data were collected by observing activities in LMS and synchronous web meeting and by giving questionnaires to the educators and the students. The results informed that educators and students were able to adjust and adapt to online learning with some shortcomings. Educators’ belief that good online courses with 4C skills-integrated STEM curriculum is possible to conduct with some refinements. Students were able to follow courses which include 4C skills with the context of basic STEM knowledge. However, they did not prefer the use of LMS in their learning.
Keywords 4C skills, STEM, online education, mathematics and science.
Abstrak Penelitian ini bertujuan untuk memperoleh informasi tentang keyakinan (beliefs), praktik pembelajaran sesungguhnya dan persepsi tentang pembelajaran daring dari para dosen dan mahasiswa di FMIPA Unesa Indonesia. Penelitian difokuskan pada kecakapan 4C yang dimuat di dalam kurikulum STEM yang diimplementasikan pada beberapa mata kuliah. Sampel penelitian ini ada 17 di fakultas MIPA termasuk dosen pengampu dan mahasiswa yang terdaftar. Pengumpulan data dilakukan dengan mengamati kegiatan di LMS dan pembelajaran daring sinkronus (web meeting), serta pemberian angket kepada pada dosen dan mahasiswa. Hasil yang diperoleh menginformasikan bahwa para dosen dan mahasiswa mampu membiasakan dan menyesuaikan diri dalam pembelajaran daring dengan beberapa kelemahan dan kekurangan. Para dosen yakin bahwa pembelajaran daring yang mengintegrasikan kecakapan 4C pada kurikulum STEM sangat mungkin dilakukan dengan proses perbaikan. Mahasiswa mampu mengikuti perkuliahan yang memuat kecakapan 4C dalam konteks pengetahuan STEM dasar, tetapi mereka memilih untuk tidak menggunakan LMS dalam pembelajaran.
Kata kunci kecakapan 4C, pembelajaran daring, matematika dan IPA.
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