Curriculum and instructional designs on SDGs STEM learning

Ence Surahman

doi:10.17509/jik.v21i2.69620

Curriculum and instructional designs on SDGs STEM learning

Ence Surahman

Abstract

Few studies have investigated the latest findings about curriculum design for STEM learning. This study collected the latest evidence related to the curriculum design used in STEM learning. The Systematic Literature Review method with PRISMA Guidelines on empirical SSCI research articles based on the WOS database was employed to guide the review process and avoid bias in data analysis. After quality assessment, 27 articles were selected for analysis using the thematic analysis technique. The results showed three categories of curriculum designs, including mono, inter, and transdisciplinary subjects. Most studies focus on SDGs agenda No. 4, quality of education; apart from that, some explore weather and climate change, energy availability, clean water, sanitation, and peaceful societies. The most reported learning methods are research-based, program-based, problem and project-based, inquiry-based, and using tools and platforms to support the STEM learning process. Moreover, the types of assessments employed in the SDGs STEM learning are questionnaires, surveys, standardized tests, written tests, comprehension tests, and mixed tests. Future research could emphasize the development of empirically based research designs on other related SDGs topic issues, not only in the natural science domain but also in the socio-economic dimension.

Abstrak

Hanya sedikit penelitian yang menyelidiki temuan terbaru tentang desain kurikulum untuk pembelajaran STEM. Penelitian ini fokus pada pengumpulan bukti-bukti terkini terkait desain kurikulum yang digunakan dalam pembelajaran STEM. Metode Tinjauan Pustaka Sistematis dengan Pedoman PRISMA pada artikel penelitian empiris SSCI berbasis database WOS digunakan untuk memandu proses peninjauan dan menghindari bias dalam analisis data. Setelah dilakukan penilaian kualitas, dipilih 27 artikel untuk dianalisis menggunakan teknik analisis tematik. Hasil penelitian menunjukkan bahwa terdapat tiga kategori desain kurikulum yang meliputi mata pelajaran mono, interdisipliner, dan transdisipliner. Sebagian besar penelitian berfokus pada agenda SDGs No. 4, kualitas pendidikan, selain itu ada juga yang mengeksplorasi cuaca dan perubahan iklim, ketersediaan energi, air bersih dan sanitasi, termasuk masyarakat yang damai. Metode pembelajaran yang paling banyak dilaporkan adalah pembelajaran berbasis penelitian, pembelajaran berbasis program, pembelajaran berbasis masalah dan proyek, pembelajaran berbasis inkuiri, serta penggunaan alat dan platform untuk mendukung proses pembelajaran STEM. Selain itu, jenis penilaian yang paling banyak digunakan dalam pembelajaran STEM SDGs adalah angket, survei, tes terstandar, tes tertulis, tes pemahaman, dan tes campuran. Penelitian di masa depan dapat menekankan pengembangan desain penelitian berbasis empiris pada isu-isu topik SDGs terkait lainnya, tidak hanya pada domain ilmu pengetahuan alam, tetapi juga pada dimensi sosial-ekonomi.

Kata Kunci: desain kurikulum; desain pembelajaran; pendidikan berbasis SDGs; pembelajaran STEM

Keywords

curriculum design; instructional design; SDGs based education; STEM learning

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DOI: https://doi.org/10.17509/jik.v21i2.69620