Implementasi Pendekatan STEAM Dalam Pembelajaran Matematika Untuk Menumbuhkan Keterampilan Abad 21 Siswa Kelas V MI Roudlotul Huda Terban.

Fauzi, Hasan (2026) Implementasi Pendekatan STEAM Dalam Pembelajaran Matematika Untuk Menumbuhkan Keterampilan Abad 21 Siswa Kelas V MI Roudlotul Huda Terban. Masters thesis, UIN K.H. Abdurrahman Wahid Pekalongan.

	Text 50324006_Cover_Bab I dan Bab V.pdf Download (476kB)
	Text 50324006_Full Text.pdf Restricted to Registered users only Download (2MB)
	Text 21 LAMPIRAN.pdf Restricted to Repository staff only Download (1MB)

Abstract

Penelitian ini dilatarbelakangi oleh kebutuhan pengembangan keterampilan abad 21 (4C) pada siswa Generasi Z yang belum sepenuhnya terfasilitasi melalui pembelajaran matematika konvensional. Tujuan penelitian ini adalah 1) untuk mendeskripsikan proses perencanaan, pelaksanaan, dan evaluasi implementasi pendekatan STEAM dalam pembelajaran matematika. 2) menganalisis perkembangan keterampilan 4C siswa. 3) mengidentifikasi tantangan yang dihadapi dalam penerapannya di Kelas V MI Roudlotul Huda Terban. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi partisipatif, wawancara, dan dokumentasi. Analisis data dilakukan melalui resistensi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan implementasi STEAM dilakukan melalui penyusunan modul ajar, LKPD, pemilihan materi bangun ruang dan volume, serta perancangan Engineering Design Process (EDP) yang meliputi tahap memahami masalah, merancang, membuat, menguji, dan memperbaiki. Pelaksanaan pembelajaran berjalan sistematis melalui apersepsi, kerja kelompok berbasis proyek miniatur bangun ruang, presentasi, dan refleksi. Evaluasi dilakukan secara autentik dengan menilai proses dan hasil melalui rubrik yang mencakup kerja sama, ketepatan hitungan, kreativitas, dan komunikasi. Implementasi STEAM terbukti mendorong perkembangan keterampilan berpikir kritis dan pemecahan masalah, kreativitas dan inovasi, kolaborasi, serta komunikasi siswa secara signifikan. Siswa menunjukkan peningkatan kemandirian dalam memecahkan masalah, kemampuan menghasilkan desain inovatif, kerja sama yang efektif, serta keberanian dalam menyampaikan ide dan presentasi. Namun demikian, terdapat beberapa tantangan dalam implementasi, yaitu keterbatasan waktu, dominasi unsur tertentu dalam integrasi STEAM, keterbatasan sarana dan prasarana, kesiapan siswa yang beragam, kesulitan dalam penilaian keterampilan 4C secara menyeluruh, serta kebutuhan dukungan dan pelatihan lanjutan bagi guru. Secara keseluruhan, pendekatan STEAM efektif sebagai strategi pembelajaran inovatif untuk mengembangkan keterampilan abad 21 siswa Gen Z, meskipun memerlukan perencanaan matang, dukungan fasilitas, serta penguatan kompetensi guru secara berkelanjutan. ABSTRACT Fauzi, Hasan, 2026, Implementation of the STEAM Approach in Mathematics Learning to Foster 21st-Century Skills of Students in Class V of MI Roudlotul Huda Terban. Thesis, Master's Program in Madrasah Ibtidaiyah Teacher Education, Postgraduate School, UIN K.H. Abdurrahman Wahid Pekalongan. Advisors: I. Dr. Hj. Siti Mumun Muniroh, M.A., II. Umi Mahmudah, Ph.D. Keywords: STEAM, 4C Skills, Generation Z, Mathematics Learning, Engineering Design Process. This research is motivated by the need to develop 21st-century skills (4C) among Generation Z students, which have not been fully facilitated through conventional mathematics learning. The objectives of this study are: 1) to describe the planning, implementation, and evaluation processes of implementing the STEAM approach in mathematics learning; 2) to analyze the development of students' 4C skills; and 3) to identify the challenges encountered in its application in Class V of MI Roudlotul Huda Terban. This study employs a descriptive qualitative approach with data collection techniques through participatory observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings reveal that the planning of STEAM implementation was carried out through the preparation of teaching modules, student worksheets, the selection of geometry and volume materials, as well as the design of the Engineering Design Process (EDP) which includes the stages of understanding the problem, designing, creating, testing, and refining. The implementation of learning proceeded systematically through apperception, group work based on miniature geometric project-based learning, presentations, and reflections. Evaluation was conducted authentically by assessing both the process and outcomes through rubrics encompassing collaboration, calculation accuracy, creativity, and communication. The implementation of STEAM was proven to significantly foster the development of students' critical thinking and problem-solving skills, creativity and innovation, collaboration, and communication. Students demonstrated increased independence in problem-solving, the ability to produce innovative designs, effective teamwork, and confidence in expressing ideas and delivering presentations. Nevertheless, several challenges were encountered in the implementation, including time constraints, the dominance of certain elements in STEAM integration, limited facilities and infrastructure, diverse student readiness, difficulties in comprehensively assessing 4C skills, as well as the need for ongoing support and professional development for teachers. Overall, the STEAM approach proves effective as an innovative learning strategy for developing 21st-century skills among Gen Z students, although it requires thorough planning, facility support, and continuous teacher competency enhancement.

Actions (login required)

View Item