Design and Validation of Inquiry-based STEM Learning Strategy as a Powerful Alternative Solution to Facilitate Gift Students Facing 21st Century Challenging

Year 2019, Volume: 7 Issue: 1, 33 - 56, 15.03.2019

Abdurrahman Abdurrahman , Novinta Nurulsari Hervin Maulina Farida Ariyani

https://doi.org/10.17478/jegys.513308

Cited By: 34

Abstract

Engagement
in STEM across the primary-secondary school transition has been widely
investigated. However, integrated-STEM implementation had not shown practical
packaging and could not reach all the skills that gift students needed in the
21st century. The main perspective of STEM education refers to the conclusion
that the learning approach was student-centered. The concept of this point of
view was like an inquiry-based approach, where the inquiry approach was
oriented to fostering student inquiry skills through active experiments. The
purpose of this study was to design and validated an inquiry-basedSTEM learning strategy design that could
systematically guide instructors or designers in creating an appropriate gifted
students learning activities oriented to 21st century
skills. Using an established method for model development research, a
theoretically constructed initial model was iteratively improved and underwent
internal validation through expert review. In a field study of an inquiry-based STEM
learning strategy ,
we examine the design and operational characteristics that were important for
the  expressive role of the learning
strategy. The
pilot study indicated that the inquiry-based STEM learning strategy could improve
gift students' abilities in accordance with 21st century learning frameworks. 

Keywords

giftedness, STEM inquiry-based learning, 21st century skill

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