Developing 21st Century Skills through STEM-Based Lesson Study and Project-Based Approaches in Chemistry Learning
Saved in:
| Title: | Developing 21st Century Skills through STEM-Based Lesson Study and Project-Based Approaches in Chemistry Learning |
|---|---|
| Language: | English |
| Authors: | Eny Winaryati (ORCID |
| Source: | Educational Process: International Journal. Article e2025534 2025 19. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | 21st Century Skills, STEM Education, Active Learning, Student Projects, Chemistry, Foreign Countries, High School Students, Critical Thinking, Creativity, Communication Skills, High School Teachers |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: Learning chemistry is often considered challenging due to its abstract nature. To address this, the application of Project-Based Learning (PjBL) emphasizes learning through real-world projects to enhance conceptual understanding. The Science, Technology, Engineering, and Mathematics (STEM) approach enriches this process by promoting cross-disciplinary integration and contextual problem-solving, particularly through Lesson Study, with a focus on developing the 4C skills (Critical Thinking, Creativity, Communication, Collaboration). Materials/methods: This research employs a qualitative descriptive approach, involving 5 chemistry teachers, 3 lecturers, 10 prospective teachers, and 30 grade XII students from a high school in Indonesia. The learning process is implemented across three stages of Lesson Study (PlanDo-See), with data collected through observations, interviews, documentation, and student reflections. Specifically, 30 students were observed during the planning stage, 28 during the implementation stage (due to 2 absences), and 30 during the reflection stage. Results: The findings demonstrate that STEM-PjBL integrated with Lesson Study significantly enhances 4C skills, with an overall development rate of 85% across the cohort. Critical Thinking improved by 87%, evident in students' ability to analyze problems and evaluate the effectiveness of their voltaic cell designs, with 25 out of 30 students demonstrating advanced analytical skills. Creativity increased by 83%, showcased through the innovative use of local materials such as dragon fruit, papaya, and chayote as alternative electrolytes, with 24 students proposing unique designs. Communication advanced by 80%, as observed in students' systematic idea presentations during discussions, poster sessions, and Q&A sessions, involving 27 students. Collaboration rose by 88%, reflected in effective task division, conflict resolution, and collective project responsibility, with 26 students actively participating in team dynamics. Conclusion: The integration of STEM-PjBL based on Lesson Study proves effective in developing students' 4C skills in chemistry learning, contributing to a student-centered, 21st-century learning design that fosters global competence. However, limitations include a small sample size and the study's context-specific nature, suggesting caution in generalizing findings to broader populations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488909 |
| Database: | ERIC |
| Abstract: | Background/purpose: Learning chemistry is often considered challenging due to its abstract nature. To address this, the application of Project-Based Learning (PjBL) emphasizes learning through real-world projects to enhance conceptual understanding. The Science, Technology, Engineering, and Mathematics (STEM) approach enriches this process by promoting cross-disciplinary integration and contextual problem-solving, particularly through Lesson Study, with a focus on developing the 4C skills (Critical Thinking, Creativity, Communication, Collaboration). Materials/methods: This research employs a qualitative descriptive approach, involving 5 chemistry teachers, 3 lecturers, 10 prospective teachers, and 30 grade XII students from a high school in Indonesia. The learning process is implemented across three stages of Lesson Study (PlanDo-See), with data collected through observations, interviews, documentation, and student reflections. Specifically, 30 students were observed during the planning stage, 28 during the implementation stage (due to 2 absences), and 30 during the reflection stage. Results: The findings demonstrate that STEM-PjBL integrated with Lesson Study significantly enhances 4C skills, with an overall development rate of 85% across the cohort. Critical Thinking improved by 87%, evident in students' ability to analyze problems and evaluate the effectiveness of their voltaic cell designs, with 25 out of 30 students demonstrating advanced analytical skills. Creativity increased by 83%, showcased through the innovative use of local materials such as dragon fruit, papaya, and chayote as alternative electrolytes, with 24 students proposing unique designs. Communication advanced by 80%, as observed in students' systematic idea presentations during discussions, poster sessions, and Q&A sessions, involving 27 students. Collaboration rose by 88%, reflected in effective task division, conflict resolution, and collective project responsibility, with 26 students actively participating in team dynamics. Conclusion: The integration of STEM-PjBL based on Lesson Study proves effective in developing students' 4C skills in chemistry learning, contributing to a student-centered, 21st-century learning design that fosters global competence. However, limitations include a small sample size and the study's context-specific nature, suggesting caution in generalizing findings to broader populations. |
|---|---|
| ISSN: | 2147-0901 2564-8020 |
