The Readiness of Science Teachers to Implement Differentiated Learning and Integrated STEM in Ecology Subject of the “Merdeka” Curriculum in Junior High School
Abstract
Each student in the class has different abilities, readiness, and interests in learning. As the provider of materials and as a facilitator, the teacher must be able to adapt to curriculum changes, including enhancing students' creative thinking skills through differentiated and integrated STEM learning in the subject of ecology for grade 7 in junior high school. This research aims to analyze the readiness of science teachers to implement differentiated and integrated STEM learning in the “merdeka” curriculum of junior high school. The analytical method used is quantitative descriptive, employing a semi-open questionnaire consisting of 16 questions. The research subjects are 15 science teachers of grade 7 in junior high schools in Besuki. The questionnaire analysis results show that 66.7% of the teachers have implemented differentiated learning under the principles of the merdeka curriculum. However, they face several constraints, such as time, learning resources, facilities, infrastructure, and lack of training and experience teaching differentiated learning. 33.3% of science teachers who have integrated STEM into the ecology subject also encounter constraints such as time, availability of electricity, availability of materials, internet connection, and lack of training. 0% of science teachers have not yet used differentiated STEM-integrated ecology modules. Thus, 100% of the teachers agree with the development of differentiated STEM-integrated ecology modules, as teachers need learning media that can assist in implementing differentiated STEM-integrated learning.
References
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Skau, M. M., & Lindstol, F. (2022). Arts-based teaching and learning in teacher education: “Crystallising” student teachers’ learning outcomes through a systematic literature review. Teaching and Teacher Education, 109, 1–12. https://doi.org/10.1016/j.tate.2021.103545
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Ulger, B. B., & Cepnı, S. (2020). Evaluating the Effect of Differentiated Inquiry-Based Science Lesson Modules on Gifted Students’ Scientific Process Skills. Pegem Journal of Education and Instruction, 10(4), 1289–1324. https://doi.org/10.14527/pegegog.2020.039
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Wieselmann, J. R., Sager, M. T., & Price, B. C. (2022). STEM Project-Based Instruction: An Analysis of Teacher-Developed Integrated STEM PBI Curriculum Units. Education Sciences, 12(9), 1–21. https://doi.org/10.3390/educsci12090626
Aminatun, T., Subali, B., Yuningsih, Y., Dwiyani, A., Prihartina, I., & Meliana, D. (2022). Developing Android-Based Mobile through Local Ecosystem Materials to Improve Thinking Skills of High School Students. Anatolian Journal of Education, 7(1), 73–82. https://doi.org/10.29333/aje.2022.716a
Ananda, R., & Amiruddin. (2019). Perencanaan Pembelajaran. Medan: LPPPI.
Balgan, A., Renchin, T., & Ojgoosh, K. (2022). An Experiment in Applying Differentiated Instruction in STEAM Disciplines. Eurasian Journal of Educational Research, 98, 21–37. https://doi.org/10.14689/ejer.2022.98.02
Bungum, B., & Mogstad, E. (2022). Building and Programming a Weather Station: Teachers’ Views on Values and Challenges in a Comprehensive STEM Project. Research in Science and Technological Education, 1–17. https://doi.org/10.1080/02635143.2022.2103108
Century, J., Ferris, K. A., & Zuo, H. (2020). Finding time for computer science in the elementary school day: a quasi-experimental study of a transdisciplinary problem-based learning approach. International Journal of STEM Education, 7(20), 1–16. https://doi.org/10.1186/s40594-020-00218-3
Demircan, H. Ö. (2022). “How am I supposed to do this on my own?”: A case study on perspectives of preschool teachers regarding integrative STEM practices. Journal of Early Childhood Research, 20(1), 93–112. https://doi.org/10.1177/1476718X211052749
Duval, P. E., Fornari, E., Decaillet, M., Ledoux, J. B., Beaty, R. E., & Denervaud, S. (2023). Creative Thinking and Brain Network Development in Schoolchildren. Developmental Science, 1–12. https://doi.org/10.1111/desc.13389
Fattahillah, N., Sriyati, S., & Amprasto. (2023). Banyuwangi Custom Ritual Ethnobotany-Based Module Development on Biodiversity Materials to Train Plant Literacy and Problem-Solving Ability. Bioedukasi, 21(1), 45–51. https://doi.org/10.19184/bioedu.v21i1
Haderer, B., & Ciolacu, M. (2022). Education 4.0: Artificial Intelligence Assisted Task- and Time Planning System. Procedia Computer Science, 200, 1328–1337. https://doi.org/10.1016/j.procs.2022.01.334
Hermawan, H., & Svajlenka, J. (2022). Building Envelope and the Outdoor Microclimate Variable of Vernacular Houses: Analysis on the Environmental Elements in Tropical Coastal and Mountain Areas of Indonesia. Sustainability, 14(3), 1–18. https://doi.org/10.3390/su14031818
Heryahya, A., Herawati, E. S. B., Susandi, A. D., & Zulaiha, F. (2022). Analisis Kesiapan Guru Sekolah Dasar dalam Implementasi Kurikulum Merdeka. JOEAI (Journal of Education and Instruction), 5(2), 548–562. https://doi.org/10.31539/joeai.v5i2.4826
Huerta, P. A., Muela, A., & Larrea, I. (2022). Disposition toward critical thinking and creative confidence beliefs in higher education students: The mediating role of openness to diversity and challenge. Thinking Skills and Creativity, 43, 1–9. https://doi.org/10.1016/j.tsc.2022.101003
Jamjemah, Tomo, D., Erlina, & Hartoyo, A. (2022). Analisis Kesiapan Guru dalam Melaksanakan Pembelajaran Kurikulum Merdeka di SDN. 47 Penanjung Sekadau. Jurnal Pendidikan Dasar Perkhasa, 8(2), 119–127. https://doi.org/10.31932/jpdp.v8i2.1722
Jamoliddinova, N., & Kuchkarova, Y. (2022). Teachers’ Perception Towards Differentiated Instruction Approach in Secondary Schools of Namangan City. International Journal of Foreign Language Teaching and Research, 10(41), 37–47.
Jandu, Y. A., & Mago, O. Y. T. (2020). Studi Perbandingan: Pengaruh Model Pembelajaran Two Stay Two Stray(TSTS) dan Scramble terhadap Kemampuan Berpikir Kreatif Siswa. Jurnal Biologi Dan Pendidikan Biologi, 7–17.
Jatmiko, T. H. P., & Putra, R. S. (2022). Refleksi Diri Guru Bahasa Indonesia dalam Pembelajaran Berdiferensiasi di Sekolah Penggerak. Jurnal Bahasa, Sastra, Dan Pengajarannya, 224–232.
Kamal, S. (2021). Implementasi Pembelajaran Berdiferensiasi dalam Upaya Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa Kelas XI MIPA SMA Negeri 8 Barabai. Jurnal Pembelajaran Dan Pendidik, 1(1), 89–100.
Kamarudin, M. F., Sharif, M. S. A. M., & Kamarulzaman, M. H. (2022). Differentiated Instruction: Exploring the Attitudes of Gifted and Talented Students in Mathematics. Asian Journal of Research in Education and Social Sciences, 4(1), 146–160. https://doi.org/10.55057/ajress.2022.4.1.14
Ku, C. J., Hsu, Y. S., Chang, M. C., & Lin, K. Y. (2022). A model for examining middle school students’ STEM integration behavior in a national technology competition. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-021-00321-z
Kurniawan, H., & Susanti, E. (2021). Pembelajaran Matematika dengan STEM (Science, Technology, Engineering, Mathematic). Sleman: Deepublish.
Laksono, A., Rusdi, M., & Sukmono, T. (2021). Pengembangan Modul Berpendekatan Pembelajaran Science Technology Engineering And Mathematic Pada Materi Keanekaragaman Hayati Untuk Meningkatkan Kreativitas. Jurnal Ilmiah Pendidikan Biologi, 7(3), 46–55. https://doi.org/10.22437/bio.v7i3.13246
Le, L. T. B., Tran, T. T., & Tran, N. H. (2021). Challenges to STEM education in Vietnamese high school contexts. Heliyon, 7, 1–7. https://doi.org/10.1016/j.heliyon.2021.e08649
Lestari, M. R. (2020). Peningkatan Hasil Belajar Biologi Materi Ekologi dengan Mengunakan Metode Kreatif Tim Proyek Siswa Kelas X IPA 8 SSMA 1 Yogyakarta. Jurnal Ideguru, 5(1), 44–51.
Liu, P., Lü, S., Han, Y., Wang, F., & Tang, L. (2022). Comprehensive evaluation on water resources carrying capacity based on water-economy-ecology concept framework and EFAST-cloud model: A case study of Henan Province, China. Ecological Indicators, 143, 1–16. https://doi.org/10.1016/j.ecolind.2022.109392
Mabsutsah, N., & Yushardi, Y. (2022). Analisis Kebutuhan Guru terhadap E Module Berbasis STEAM dan Kurikulum Merdeka pada Materi Pemanasan Global. Jurnal Pendidikan MIPA, 12(2), 205–213. https://doi.org/10.37630/jpm.v12i2.588
Maulida, U. (2022). Pengembangan Modul Ajar Berbasis Kurikulum Merdeka. Tarbawi, 5(2), 130–138. https://stai-binamadani.e-journal.id/Tarbawi
Najuah, N., Lukitoyo, P. S., & Wirianti, W. (2020). Modul elektronik: prosedur penyusunan dan aplikasinya. Medan: Yayasan Kita Menulis.
Ngaisah, N. C., Munawarah, & Aulia, R. (2023). Perkembangan Pembelajaran Berdiferensiasi dalam Kurikulum Merdeka pada Pendidikan Anak Usia Dini. Jurnal Pendidikan Anak, 1–25.
Nurzulifa, S., & Dwijanto. (2021). Creative thinking mathematical ability of students in Treffinger learning based on cognitive style. Unnes Journal of Mathematics Education, 10(1), 52–61. https://doi.org/10.15294/ujme.v10i1.32402
Nyhout, A., & Ganea, P. A. (2022). Learning science concepts through prompts to consider alternative possible worlds. Journal of Experimental Child Psychology, 222. https://doi.org/10.1016/j.jecp.2022.105466
Octaviyani, I., Kusumah, Y. S., & Hasanah, A. (2020). Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa Melalui Model Project-Based Learning dengan Pendekatan STEM. Journal on Mathematics Education Research, 1(1), 10–14.
Othman, O., Iksan, Z. H., & Yasin, R. M. (2022). Creative Teaching STEM Module: High School Students’ Perception. European Journal of Educational Research, 11(4), 2127–2137. https://doi.org/10.12973/eu-jer.11.4.2127
Porta, T., & Todd, N. (2022). Differentiated instruction within senior secondary curriculum frameworks: A small-scale study of teacher views from an independent South Australian school. Curriculum Journal, 33(4), 570–586. https://doi.org/10.1002/curj.157
Pratama, R., Alamsyah, M., & Noer, S. (2022). Analisis Kebutuhan Guru Terhadap Pengembangan Modul dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik. Biological Science and Education Journal, 2(1), 7–13. https://doi.org/10.30998/edubiologia.v2i1.9769
Purba, M., Purnamasari, N., Rahma, I., Elisabet, S., & Susanti, I. (2021). Prinsip Pengembangan Pembelajaran Berdiferensiasi(Differentiated Instruction). Jakarta: Pusat Kurikulum dan Pembelajaran, Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, Republik Indonesia.
Santoso, B. P., & Wulandari, F. E. (2020). Pengaruh Pembelajaran Berbasis Proyek Dipadu dengan Metode Pemecahan Masalah pada Keterampilan Berpikir Kreatif Siswa. Journal of Banua Science Education, 1(1), 1–6. http://jbse.ulm.ac.id/index.php/JBSE
Sitepu, E. N., Sinaga, B., & Fauzi, M. A. (2023). Development of HOTS-Based Learning Devices Through Realistic Mathematics Learning Geometry Topics to Improve Mathematical Creative Thinking Ability and Independent Learning of Students. IcoSTA. https://doi.org/10.4108/eai.1-11-2022.2326183
Skau, M. M., & Lindstol, F. (2022). Arts-based teaching and learning in teacher education: “Crystallising” student teachers’ learning outcomes through a systematic literature review. Teaching and Teacher Education, 109, 1–12. https://doi.org/10.1016/j.tate.2021.103545
Suherman, S., & Vidakovich, T. (2022). Assessment of mathematical creative thinking: A systematic review. Thinking Skills and Creativity, 44, 1–13. https://doi.org/10.1016/j.tsc.2022.101019
Sutarto, Prihatin, J., Hariyadi, S., & Wicaksono, I. (2021). Development of student worksheets based on STEM approach to improve students’ critical thinking skills. Journal of Physics: Conference Series, 2104(1). https://doi.org/10.1088/1742-6596/2104/1/012009
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2014). Learning Environments That Support Differentiated Instruction. In Differentiated Classroom: Responding to the needs of all learners. Alexandria: ASCD.
Tomlinson, C. A., & Imbeau, M. B. (2011). Managing a differentiated classroom : a practical guide, grades K-8. New York: Scholastic, Inc.
Ulger, B. B., & Cepnı, S. (2020). Evaluating the Effect of Differentiated Inquiry-Based Science Lesson Modules on Gifted Students’ Scientific Process Skills. Pegem Journal of Education and Instruction, 10(4), 1289–1324. https://doi.org/10.14527/pegegog.2020.039
Utomo, A. P., Hasanah, L., Hariyadi, S., Narulita, E., Suratno, & Umamah, N. (2020). The effectiveness of steam-based biotechnology module equipped with flash animation for biology learning in high school. International Journal of Instruction, 13(2), 463–476. https://doi.org/10.29333/iji.2020.13232a
Wahono, B., Hariyadi, S., & Subiantoro, A. W. (2022). The development of an online STEM teacher professional development package with the DECODE model: An innovative teacher’s quality maintenance. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), 1–9. https://doi.org/10.29333/ejmste/12647
Wieselmann, J. R., Sager, M. T., & Price, B. C. (2022). STEM Project-Based Instruction: An Analysis of Teacher-Developed Integrated STEM PBI Curriculum Units. Education Sciences, 12(9), 1–21. https://doi.org/10.3390/educsci12090626
Published
2023-06-25
How to Cite
MABSUTSAH, Nikmatin; HARIYADI, Slamet; PRIHATIN, Jekti.
The Readiness of Science Teachers to Implement Differentiated Learning and Integrated STEM in Ecology Subject of the “Merdeka” Curriculum in Junior High School.
BIOEDUKASI, [S.l.], v. 21, n. 2, p. 99-110, june 2023.
ISSN 2580-0094.
Available at: <https://jurnal.unej.ac.id/index.php/BIOED/article/view/39567>. Date accessed: 03 july 2024.
doi: https://doi.org/10.19184/bioedu.v21i2.39567.
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Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
https://orcid.org/0000-0003-1920-0515
