Analysis of Spatial Skills Impact of Science, Technology, Engineering, And Mathematics (STEM) Approach in Cartography Learning
Abstract
The independent campus curriculum is an effort to increase competition in the 21st century, which requires competent human resources in the fields of science, technology, engineering and mathematics (STEM). STEM learning responds to the need to increase students' interest and skills in these areas. This study aims to determine the effect of using the STEM approach on spatial thinking skills in cartography learning. This research uses a quasi-experimental method with a one-group pretest-posttest Design, conducted in a single experimental class without a control class. Subjects were selected by random sampling through drawing lots, focusing on 5th-semester B students. Data were analysed using a t-test with paired samples T-Test. The results showed a sig value. (2-tailed) of 0.000, which is smaller than the significance value of 0.05. Therefore, H0 is rejected, and Hₐ is accepted. To conclude, there is an increase in the average pretest and posttest after learning using the STEM approach, indicating that the STEM approach positively affects spatial thinking skills. Each stage of the STEM approach affects the students' spatial abilities. The science stages develop spatial abilities in the form of spatial interaction. The technology stages enhance the ability to apply applications and scale on maps. The engineering stage fosters analytical, representative and comprehensive skills. The math stage improves the ability to calculate scale and its application in everyday life.
Keywords: spatial skills, STEM, cartography
References
Al Mamun, M. R. H., Jackson, T., & White, G. (2015). Does the Geography Major Fit in STEM? Journal of Geography and Geology, 7(1). https://doi.org/10.5539/jgg.v7n1p27
Arif, M., & Maryani, E. (2023). Analysis of Environmental Literacy Profile Indonesian Students at STKIP Pesisir Selatan, West Sumatera. Jurnal Geografi, 15(2), 259.
Berutu, N., & Hanana, A. (2023). Using Learning Platforms to Support Online Learning in Junior High School. Jurnal Geografi, 15(1), 100–111. https://doi.org/10.24114/jg.v15i1.42772
Brown, J. (2012). The current status of STEM education research. Journal of STEM Education, 13(5), 7–12.
Çalιş, S. (2020). Physics-Chemistry Preservice Teachers’ Opinions About Preparing and Implementation of Stem Lesson Plan. Journal of Technology and Science Education, 10(2), 296–305. https://doi.org/10.3926/jotse.971
Chonkaew, P., Sukhummek, B., & Faikhamta, C. (2019). STEM Activities in Determining Stoichiometric Mole Ratios for Secondary-School Chemistry Teaching. Journal of Chemical Education, 96(6), 1182–1186. https://doi.org/10.1021/acs.jchemed.8b00985
Delita, F., Berutu, N., Sidauruk, T., Elfayetti, E., & Herdi, H. (2022). Measuring Digital Literacy Skills Among Students in Senior High School. Jurnal Geografi, 14(1), 99. https://doi.org/10.24114/jg.v14i1.31234
Dunas, D. V, & Vartanov, S. A. (2020). Emerging digital media culture in Russia: modeling the media consumption of Generation Z. Journal of Multicultural Discourses, 15(2), 186–203. https://doi.org/10.1080/17447143.2020.1751648
English, L. D., & King, D. T. (2015). STEM learning through engineering design: fourth-grade students’ investigations in aerospace. International Journal of STEM Education, 2(1). https://doi.org/10.1186/s40594-015-0027-7
ESRI. (2012). STEM Education with GIS T (Issue August). Esri.com.
Fadigan, K. A., & Hammrich, P. L. (2004). A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program. Journal of Research in Science Teaching, 41(8), 835–860. https://doi.org/https://doi.org/10.1002/tea.20026
Golledge, R. G., & Stimson, R. J. (1997). Spatial Behavior A Geographic Perspective. Guilford Press.
Gonzalez, H. B., & Kuenzi, J. (2012). What Is STEM Education and Why Is It Important? Congressional Research Service, 1(14), 1–15.
Hinduan, Z. R., Anggraeni, A., & Agia, M. I. (2020). Generation Z in Indonesia: The Self-Driven Digital. In E. Gentina & E. Parry (Eds.), The New Generation Z in Asia: Dynamics, Differences, Digitalisation (pp. 121–134). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80043-220-820201012
Hoffman, M., Gneezy, U., & List, J. (2011). Nurture affects gender differences in spatial abilities. Proceedings of the National Academy of Sciences of the United States of America, 108, 14786–14788. https://doi.org/10.1073/pnas.1015182108
Hoque, A. S. M. M. (2018). Digital device addiction effect on lifestyle of generation Z in Bangladesh. Asian People Journal (APJ), 1(2), 21–44.
Huynh, N. T., & Sharpe, B. (2013). An Assessment Instrument to Measure Geospatial Thinking Expertise. Journal of Geography, 112(1), 3–17. https://doi.org/10.1080/00221341.2012.682227
Jant, E. A., Uttal, D. H., Kolvoord, R., James, K., & Msall, C. (2020). Defining and Measuring the Influences of GIS-Based Instruction on Students’ STEM-Relevant Reasoning. Journal of Geography, 119(1), 22–31. https://doi.org/10.1080/00221341.2019.1676819
Junaidin, J., Sanisa, S., Herianto, A., & Prasad, R. R. (2023). The Role of Geography Education Lecturers in Measuring Students’ Basic Literacy and Numeracy Skills at SDN Pujut District, Central Lombok Regency. Jurnal Geografi, 15(1), 80–89. https://doi.org/10.24114/jg.v15i1.42453
Kinniburgh, J. (2010). A constructivist approach to using GIS in the New Zealand classroom. New Zealand Geographer, 66(1), 74–84. https://doi.org/https://doi.org/10.1111/j.1745-7939.2010.01174.x
Kulturel-Konak, S. (2020). Person-centered analysis of factors related to STEM students’ global awareness. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00239-y
Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective Mathematics Engagement: a Comparison of STEM PBL Versus Non-STEM PBL Instruction. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 270–289. https://doi.org/10.1007/s42330-019-00050-0
Lin, Y. T., Wang, M. T., & Wu, C. C. (2019). Design and Implementation of Interdisciplinary STEM Instruction: Teaching Programming by Computational Physics. Asia-Pacific Education Researcher, 28(1), 77–91. https://doi.org/10.1007/s40299-018-0415-0
Mahat, H., Najib, S. A. M., Norkhaidi, S. B., & Baharuddin, N. H. (2021). Construct Validity of the Knowledge and Skills in a Geography STEM Education Instrument among Prospective Teachers: Confirmatory Factor Analysis. Indonesian Journal of Geography, 53(3), 424–432. https://doi.org/10.22146/ijg.47486
Martyniuk, O. O., Martyniuk, O. S., Pankevych, S., & Muzyka, I. (2021). Educational direction of STEM in the system of realization of blended teaching of physics. Educational Technology Quarterly, 2021(3), 347–359. https://doi.org/10.55056/etq.39
Mre, A., & Soko, O. (2015). Compositions Of Fuzzy Relations Applied To Veryfication Learning Outcomes On The Example Of The Major“ G Eodesy And Cartography .” Journal of Health Sciences, 5(5), 183–192. https://doi.org/10.5281/zenodo.17495
Nitzan-Tamar, O., & Kohen, Z. (2022). Secondary school mathematics and entrance into the STEM professions: a longitudinal study. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00381-9
Nur’aini, F., Ulumuddin, I., Sari, L. S., & Fujianita, S. (2021). Meningkatkan Kemampuan Literasi Dasar Siswa Indonesia Berdasarkan Analisis Data PISA 2018. Pusat Penelitian Kebijakan, 3, 1–10.
Nurković, R. (2020). STEM education in teaching geography in Bosnia and Herzegovina. Folia Geographica, 62(1), 127–141.
Ooms, K., De Maeyer, P., Dupont, L., Van Der Veken, N., Van De Weghe, N., & Verplaetse, S. (2016). Education in cartography: What is the status of young people’s map-reading skills? Cartography and Geographic Information Science, 43(2), 134–153. https://doi.org/10.1080/15230406.2015.1021713
Oyana, T. J., Garcia, S. J., Haegele, J. A., Hawthorne, T. L., Morgan, J., & Young, N. J. (2015). Nurturing Diversity in STEM Fields through Geography: the Past, the Present, and the Future. Journal of STEM Education : Innovations and Research, V olume 16(July), 20–29.
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31–43. https://doi.org/https://doi.org/10.1016/j.tsc.2018.10.002
Permanasari, A., Rubini, B., & Nugroho, O. F. (2021). STEM Education in Indonesia: Science Teachers’ and Students’ Perspectives. Journal of Innovation in Educational and Cultural Research, 2(1), 7–16. https://doi.org/10.46843/jiecr.v2i1.24
Quigley, C., Herro, D., & Jamil, F. (2017). Developing a Conceptual Model of STEAM Teaching Practices: Developing a Conceptual Model. School Science and Mathematics, 117, 1–12. https://doi.org/10.1111/ssm.12201
Robinson, K. A., Perez, T., Carmel, J. H., & Linnenbrink-Garcia, L. (2019). Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit. Contemporary Educational Psychology, 56, 180–192. https://doi.org/https://doi.org/10.1016/j.cedpsych.2019.01.004
Roccapriore, K. M., Dyck, O., Oxley, M. P., Ziatdinov, M., & Kalinin, S. V. (2022). Automated Experiment in 4D-STEM: Exploring Emergent Physics and Structural Behaviors. ACS Nano, 16(5), 7605–7614. https://doi.org/10.1021/acsnano.1c11118
Selway, K. (2021). Perspektif Sains. 34, 18–21.
Sugiyono. (2014). Metode Penelitian kuantitatif, kualitatif dan R & D. Alfabeta.
Widayanti, Abdurrahman, A., & Suyatna, A. (2019). Future Physics Learning Materials Based on STEM Education: Analysis of Teachers and Students Perceptions. Journal of Physics: Conference Series, 1155(1). https://doi.org/10.1088/1742-6596/1155/1/012021
Wijokongko. (2009). Pembelajaran STEM di Queensland Australia STEM Learning in Queensland Australia. Jurnal Ideguru, 4(1), 101.
Wirda, M. ., Berutu, N., & Rahmad, R. (2018). Pengembangan Lembar Kerja Mahasiswa (LKM) Berbasis Project Pada Mata Kuliah Evaluasi Hasil Belajar Trigonometri. Jurnal Geografi, 10(2), 164–175.
Zubaidah, S. (2019). STEAM (Science, Technology, Engineering, Arts, and Mathematics): Pembelajaran untuk Memberdayakan Keterampilan Abad ke-21.
DOI: https://doi.org/10.24114/jg.v16i2.50181
Article Metrics
Abstract view : 69 timesRefbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Accredited Journal, Based on Decree of the Minister of Research, Technology and Higher Education, Republic of Indonesia Number 36/E/KPT/2019
Copyright ©2020 Jurusan Pendidikan Geografi Fakultas Ilmu Sosial Universitas Negeri Medan dan Ikatan Geograf Indonesia (IGI)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.