ANALISIS KEBUTUHAN BAHAN AJAR STEAM PADA MATERI KLASIFIKASI TUMBUHAN
DOI:
https://doi.org/10.51878/science.v5i1.4434Keywords:
kebutuhan bahan ajar, STEAM, klasifikasi tumbuhan, pembelajaran abad ke-21Abstract
This study aims to analyze the needs of STEAM-based teaching materials (Science, Technology, Engineering, Arts, and Mathematics) on plant classification material at MTs Negeri 11 Tasikmalaya. This approach is relevant to the demands of 21st century learning which emphasizes the development of critical thinking skills, creativity, collaboration, and problem solving. The research method used is descriptive, with data collection through online questionnaires and interviews. The research sample consisted of 32 VIII grade students and 14 Tasikmalaya IPA MGMP teachers. The results showed that 78.6% of teachers used textbooks as the main learning media, while 8.4% utilized the internet, and 13% used additional teaching materials. As many as 92.3% of teachers stated that the currently available teaching materials were not effective in improving mastery of the material and were less interesting to support students' independent learning. In addition, 95.7% of teachers are interested in using STEAM-based teaching materials because they are considered capable of increasing student learning motivation, creativity, and holistic understanding of concepts. The conclusion of this study is that there is an urgent need to develop STEAM-based teaching materials that can replace or complement conventional learning media. These teaching materials must be designed to support interactive, interesting, and contextual learning, so that they can meet the needs of teachers and students in learning plant classification material.
ABSTRAK
Penelitian ini bertujuan untuk menganalisis kebutuhan bahan ajar berbasis STEAM (Sains, Teknologi, Teknik, Seni, dan Matematika) pada materi klasifikasi tumbuhan di MTs Negeri 11 Tasikmalaya. Pendekatan ini relevan dengan tuntutan pembelajaran abad ke-21 yang menekankan pada pengembangan keterampilan berpikir kritis, kreativitas, kolaborasi, dan pemecahan masalah. Metode penelitian yang digunakan adalah deskriptif, dengan pengumpulan data melalui angket online dan wawancara. Sampel penelitian terdiri dari 32 siswa kelas VIII dan 14 guru MGMP IPA Tasikmalaya. Hasil penelitian menunjukkan bahwa 78,6% guru menggunakan buku paket sebagai media pembelajaran utama, sementara 8,4% memanfaatkan internet, dan 13% menggunakan bahan ajar tambahan. Sebanyak 92,3% guru menyatakan bahan ajar yang tersedia saat ini belum efektif dalam meningkatkan penguasaan materi dan kurang menarik untuk mendukung pembelajaran mandiri siswa. Selain itu, 95,7% guru tertarik untuk menggunakan bahan ajar berbasis STEAM karena dianggap mampu meningkatkan motivasi belajar siswa, kreativitas, serta pemahaman konsep secara holistik. Kesimpulan dari penelitian ini adalah adanya kebutuhan mendesak untuk mengembangkan bahan ajar berbasis STEAM yang dapat menggantikan atau melengkapi media pembelajaran konvensional. Bahan ajar tersebut harus dirancang untuk mendukung pembelajaran yang interaktif, menarik, dan kontekstual, sehingga mampu memenuhi kebutuhan guru dan siswa dalam pembelajaran materi klasifikasi tumbuhan.
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