Application of pedagogical models in development STEM education in elementary schools

Abstract

STEM (Science, Technology, Engineering, and Mathematics) education has become the main focus in developing critical, innovative, and problem-based thinking skills in elementary schools. In this context, the application of innovative pedagogical models becomes important to facilitate effective STEM learning. This research aims to dig deeper into the application of pedagogical models in STEM education in elementary schools. Through a qualitative approach, data was collected based on the results of interviews with teachers, direct classroom observations, and document analysis. This data was analyzed using a thematic analysis approach, with steps including transcription, coding, development of analytical categories, and data interpretation. The results showed variations in the application of pedagogical models between the two schools. The results of this research include differences between the two schools, where in School A, the dominant approach is project-based learning, while in School B, collaborative learning is more often used. The challenges faced by each school are also different, with School A facing limited resources such as time and equipment, while School B experiences a lack of support and training for teachers. The teacher's role in implementing the pedagogical model also differs between the two schools. These findings provide valuable insight into the dynamics of STEM learning at the elementary level and have important implications for the development of more innovative and effective learning practices in elementary schools.