RESPONS GURU SEKOLAH DASAR TERHADAP PENGENALAN INTERNET OF THINGS UNTUK PEMBELAJARAN STEM

Article Sidebar

PDF
DOI: https://doi.org/10.24912/pserina.v1i1.17466

Main Article Content

Jap Tji Beng
Fakultas Psikologi Universitas Tarumanagara, Jakarta
Mirabella Mirabella
Fakultas Psikologi, Universitas Tarumanagara, Jakarta
Nina Perlita
Fakultas Psikologi, Universitas Tarumanagara, Jakarta
Mei Ie
Fakultas Ekonomi dan Bisnis, Universitas Tarumanagara, Jakarta
Alivia Fitriani Amanto
Fakultas Psikologi Universitas Tarumanagara, Jakarta
Desella Chandra
Fakultas Psikologi Universitas Tarumanagara, Jakarta
Sri Tiatri
Fakultas Psikologi, Universitas Tarumanagara, Jakarta

Abstract

Internet of Things (IoT)-based STEM learning is one of the technologies that will be used in the future. As the next generation, elementary level students need to understand the basics of using IoT. Elementary school teachers are  also expected to have knowledge on IoT in order to educate their students. This study aims to describe elementary school teachers’ response to the introduction of the Internet of Things for science learning. The research was conducted using a qualitative participatory ethnography method. Researchers of this study consist of lecturers and students participating in Merdeka Belajar Kampus Merdeka (MBKM) research internship and the research participants were the Principal and 17 Elementary School Teachers in Kota S, Central Java. The research resulted in three findings: (a) Principals and Elementary School Teachers responded positively to the introduction of IoT, (b) Principals and teachers have not implemented the introduction of IoT in learning in elementary schools, (c) The introduction of IoT can be used as one of the compilers of Best Practice for the teachers. The results of the study can be used as an initial description for designing IoT-based STEM (Science, Technology, Engineering, and Mathematics) learning for elementary school students in the future. 

Article Details

Issue
Vol. 1 No. 1 (2021): PROSIDING SERINA III 2021
Section
Articles

References

Akiri, E., Tor, H. M., & Dori, Y. J. (2021). Teaching and assessment methods: STEM teachers’ perceptions and implementation. Eurasia Journal of Mathematics, Science & Technology Education, 17(6), 1-22. https://doi.org/10.29333/ejmste/10882

Arfiadi, Y. & Hadi, MNS. (2006). Continuous bounded controller for active control of structures. Computers and Structures, 84, 798-807.

Chai, C. S., Jong, M. S.-Y., Yin, H.-b., Chen, M., & Zhou, W. (2019). Validating and modelling teachers’ technological pedagogical content knowledge for integrative science, technology, engineering and mathematics education. Journal of Educational Technology & Society, 22(3), 61–73.

Chin, J., & Callaghan, V. (2013). “Educational living labs: a novel internet-of-things based approach to teaching and research”. 2013 9th International Conference on Intelligent Environments, Yunani, 16-17 Juli, 92-99. https://doi.org/10.1109/IE.2013.48

Davies, D., Beauchamp, G., Davies, J., & Price, R. (2020). The potential of the ‘Internet of Things’ to enhance inquiry in Singapore schools. Research in Science & Technological Education, 38(4), 484–506. https://doi.org/10.1080/02635143.2019.1629896

Fishbein, M., & Ajzen, I. (2009). Predicting and Changing Behavior: The Reasoned Action Approach (1st ed.). Psychology Press. https://doi.org/10.4324/9780203838020

Fößl, T., Ebner, M., Schön, S., & Holzinger, A. (2016). A field study of a video supported seamless-learning-setting with elementary learners. Journal of Educational Technology & Society, 19(1), 321–336.

Frensley, B. T., Stern, M. J., & Powell, R. B. (2020). Does student enthusiasm equal learning? The mismatch between observed and self-reported student engagement and environmental literacy outcomes in a residential setting. The Journal of Environmental Education, 51(6), 449-461. https://doi.org/10.1080/00958964.2020.1727404

Greengard, S. (2021). The Internet of Things, revised and updated edition. The MIT Press Essential Knowledge series.

Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15, 309–333.

He, J., Dan Chia-Tien Lo, Xie, Y., & Lartigue, J. (2016). “Integrating Internet of Things (IoT) into STEM undergraduate education: Case study of a modern technology infused courseware for embedded system course”. 2016 IEEE Frontiers in Education Conference (FIE), Amerika, 12-15 Oktober, 1-9. https://doi.org/10.1109/fie.2016.7757458

Ito, M., Soep, E., Kligler-Vilenchik, N., Shresthova, S., Gamber-Thompson, L., & Zimmerman, A. (2015). Learning connected civics: Narratives, practices, infrastructures. Curriculum Inquiry, 45(1), 10–29. https://doi.org/10.1080/03626784.2014.995063

Kwok, P. W. (2014). The role of context in teachers' concerns about the implementation of an innovative curriculum. Teaching and Teacher Education, 38, 44-55. https://doi.org/10.1016/j.tate.2013.11.002

Lynch, K., Hill, H. C., Gonzalez, K., & Pollard, C. (2019). Strengthening STEM instruction in schools: Learning from research. Policy Insights from the Behavioral and Brain Sciences, 6(2), 236–242. https://doi.org/10.1177/2372732219864385

Moreno, R., Martínez, R. J., & Muniz, J. (2006). New guidelines for developing multiple-choice items. Methodology, 2, 65–72.

Morgado, J. C., Lencastre, J. A., Freires, T., & Bento, M. (2021). Smart education as empowerment: outlining veteran teachers’ training to promote digital migration. Technology, Knowledge and Learning, 26, 897–916. https://doi.org/10.1007/s10758-021-09494-6

Nugroho, O. F., Permanasari, A. & Firman, H. (2019). The movement of stem education in Indonesia: Science teachers’ perspectives. Jurnal Pendidikan IPA Indonesia (JPII), 8(3), 417-425. https://doi.org/10.15294/jpii.v8i3.19252

Sarraf, M. & Bruneau, M. (1998). “Ductile sismic retrofit of steel deck-truss bridges, II: Design applications”. J. Struct. Engrg., 124(11), 1263-1271.

Sfar, A.R., Zied, C., & Challal, Y. A. (2017). “Systematic and cognitive vision for IoT security: a case study of military live simulation and security challenges”. 2017 International Conference on Smart, Monitored and Controlled Cities (SM2C), Tunisia, 17-19 Februari, 101-105. https://doi.org/10.1109/sm2c.2017.8071828

Taqwal, M. R. A., Ardiansyah, A. A. & Nurhidayat, M. A. (2020). STEM on Science Learning in Indonesia: An Opportunity and A Challenge. Indonesian Journal of Educational Research And Review, 3(3), 160-170. http://dx.doi.org/10.23887/ijerr.v3i3.27809

Willner-Giwerc, S., Rogers, C., & Wendell, K. (2020). The Symbiotics System: Designing an Internet of Things Platform for Elementary School Students. International Journal of Designs for Learning, 11(2), 64-79.

Wu, X., Anderson, R. C., Nguyen-Jahiel, K., & Miller, B. (2013). Enhancing motivation and engagement through collaborative discussion. Journal of Educational Psychology, 105(3), 622–632. https://doi.org/10.1037/a0032792