Environmental-STREAM Learning Needs to Equip High School/MA Students with 21st Century Skills in West Java Evi Roviati, Tri Wahyu Agustina, Jamiludin Hidayat, Lia, Fitri Hayati Kurnia, Putri Lestari
UIN Siber Syekh Nurjati Cirebon
UIN Sunan Gunung Djati Bandung
STAI Al-Ma^arif Ciamis
Abstract
Climate change, environmental degradation, and social and economic inequality encourage the world of education to equip the young generation with 21st century skills. 21st century skills emphasize various aspects such as critical thinking, communication, creativity and collaboration (4Cs). One of the four skill approaches is at the same time instilling ecological awareness and spiritual aspects through E-STREAM (Environmental-Science, Technology, Religion, Engineering, Arts, and Mathematics) learning.
The purpose of the research is to analyze the need as a preliminary study to develop E-STREAM learning at the high school/MA level in West Java. The research method used is mixed-methods design. Data collection techniques include literature studies, questionnaires, in-depth interviews, documentation studies, and observations in schools in several West Java cities (Karawang, Cianjur, Bandung, Sumedang, Majalengka, Cirebon, and Ciamis).
The subjects of the study were seven Science and Biology teachers and 35 students of class XI of high school/MA in each city. The results of the analysis show that most teachers understand the importance of contextual and integrative learning in fostering 4C skills, critical thinking, creativity, collaboration and communication. However, only a small percentage of them have the opportunity to measure all four skills.
Few teachers have measured critical thinking and creativity skills and almost all teachers have not measured collaboration and communication skills, especially scientific communication. Factual shows that students still have difficulty in exploring communication and collaboration skills in analyzing data, drawing conclusions, giving creative and innovative answers in discussions, and having anxiety in learning science.
The obstacles faced include limited knowledge and collaboration time between teachers, the absence of modules or practical guides, and the lack of training on integrative and project-based learning. Strategic steps are needed for the development of E-STREAM learning in the form of integrative thematic learning modules that contain a synthesis between science, technology, art, and religion in the context of the environment.
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