Efek Metode STEAM pada Kreatifitas Anak Usia 5-6 Tahun

Author


Siti Wahyuningsih(1Mail), Adriani Rahma Pudyaningtyas(2), Ruli Hafidah(3), Muhammad Munif Syamsuddin(4), Novita Eka Nurjanah(5), Upik Elok Endang Rasmani(6),
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Sebelas Maret, Indonesia(1)
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Sebelas Maret, Indonesia(2)
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Sebelas Maret, Indonesia(3)
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Sebelas Maret, Indonesia(4)
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Sebelas Maret, Indonesia(5)
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Sebelas Maret, Indonesia(6)

Mail Corresponding Author

 PDF Full Text   [File Size: 475KB]

Published : 2019-11-28

Article can trace at:


Article Metrics

Abstract Views: 4437 times PDF Downloaded: 6720 times

Abstract


Penelitian eksperimen ini bertujuan untuk menguji efek metode STEAM terhadap kreatifitas anak usia 5-6 tahun. Desain eksperimen menggunakan pretest dan post test dengan jumlah responden 25 anak. Hasil penelitian menunjukkan ada perbedaan kreativitas dari sebelum dan sesudah perlakuan. Metode STEAM dapat meningkatkan kreatifitas anak. Kreativitas yang tinggi ditandai dengan Keterampilan berpikir lancar, Keterampilan berpikir fleksibel, Keterampilan berpikir orisinal dan Keterampilan berpikir merinci/elaborasi


Keywords


metode STEM; kreativitas; anak usia dini; anak usia 5-6 tahun

References


Alam, I., & Perry, C. (2002). A customer-oriented new service development process. Journal of Services Marketing. https://doi.org/10.1108/08876040210443391

Bishop, J., & Ph, D. (2017). 21st Century Skills ( P21 ).

Gonzalez, H. B., & Kuenzi, J. (2012). What Is STEM Education and Why Is It Important? Congressional Research Service.

Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Walther, J., & Kellam, N. N. (2014). STEAM as social practice: Cultivating creativity in transdisciplinary spaces. Art Education, 67(6), 1219.

Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Walther, J., & Kellam, N. N. (2014). Steam as Social Practice: Cultivating Creativity in Transdisciplinary Spaces. Art Education. https://doi.org/10.1080/00043125.2014.11519293

Han, S., Rosli, R., Capraro, M. M., & Capraro, R. M. (2016). The effect of Science, technology, engineering and mathematics (STEM) project based learning (PBL) on students Achievement in four mathematics topics. Journal of Turkish Science Education. https://doi.org/10.12973/tused.10168a

Jackman, H. L. (2009). Early Education Curriculum A Childs Connection to the World Fourth Edition. USA: WADSWORTH CENGAGE Learning.

Kofac. (2017). Concept and definition of STEAM. Seoul: The Korea Foundation for the Advancement of Science and Creativity - KOFAC.

Krogh, S.L & Slentz, K. L. (2008). The Early Childhood Curriculum. New Jersey: Lawrence Erlbaum Associates, Inc.

Michaud, M. R. (2014). STEAM : Adding Art to STEM education. District Administration, 50(1), 64.

Michel, A., & Wortham, S. (2007). Listening beyond the self: How organizations create direct involvement. Learning Inquiry, 1(2), 8997. https://doi.org/10.1007/s11519-007-0016-y

Munawar, D. (2019). Implementation of STEAM (Science Technology Engineering Art Mathematics)-based early childhood education learning in Semarang City. Jurnal Ceria, 2(5), 27144107.

NAEYC and NCTM. (2002). https://www.naeyc.org/sites/default/files/globally

shared/downloads/PDFs/resources/position-statements/psmath.pdf. Diakses pada

November 2019, Pukul 18.00.

Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2018.10.002

Quigley, C. F., & Herro, D. (2016). Finding the Joy in the Unknown: Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-016-9602-z

Seidel, S., Tishman, S., Winner, E., Hetland, L., & Palmer, P. (2009). The qualities of quality : Understanding excellence in arts education. Cambridge: MA: Project Zero, Harvard Graduate School of Education. Retrieved from http://www.wallacefoundation.org/knowledge-center/Documents/Understanding-Excellence-in-Arts-Education.pdf.

Siantajani, Y. (2018). Playing with loose parts. Modul (tidak diterbitkan).

Sochacka, N. W., Guyotte, K. W., & Walther, J. (2016). Learning together: A collaborative autoethnographic exploration of STEAM (STEM + the arts) education. Journal of Engineering Education, 105(1), 1542. https://doi.org/doi:10.1002/jee.20112

Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2018.07.003

Yakman, G., & Lee, H. (2012). Exploring the Exemplary STEAM Education in the U.S. as a Practical Educational Framework for Korea. Journal of The Korean Association For Science Education. https://doi.org/10.14697/jkase.2012.32.6.1072

Yalcin, M. (2015). Progressive Development of Creative Design Skills from Kindergarden Education. FormAkademisk - Forskningstidsskrift for Design Og Designdidaktikk. https://doi.org/10.7577/formakademisk.1403


Refbacks

  • There are currently no refbacks.