The analysis of product outcome of STEM (Science, Technology, Engineering, and Mathematics) learning for prospective teachers of biology education in the industry 4.0

Abstract

Particular specifications related to the present study are very important to be implemented out given the development of the Industry 4.0 which demands innovations in learning. The STEM project in learning-by combining science, technology, engineering and mathematics-becomes collaborative in order to overcome problems that often arise in the world of education, especially at the college level that produces teachers generally in schools. Prospective teacher students often experience difficulties in making papers that include STEM components in them. The purpose of this study is to analyze STEM learning that enables students to make better products than other students who obtain regular learning. This study was designed as a quasi-experimental study. The research design was a static group comparison involving at least two groups. The product of STEM results were taken from the students of Biology Education of 2019-2020 Class A consisting of 21 students and Class B consisting of 21 students. Prospective teacher students often experience difficulties in making papers that include STEM components in them The data analysis used was the product data analysis. Each of the descriptive statistics was analyzed, then inferential statistics were analyzed to see the significance of each class. The conclusion obtained is the ability of students who get STEM learning in writing papers is better than students who get regular learning.