1299 Words6 Pages

Mathematics Learning Based STEM Education
One of the characteristics of STEM education is to integrate science, teknonogi, engineering, and mathematics to solve real problems. However, there are various methods used in practice to integrate the STEM disciplines, pattern and degree of its integration depends on many factors (Roberts, 2012). If the subjects of science, technology, engineering, and mathematics are taught as subjects are separate from each other and are not integrated (referred to as "silos"), this situation is more aptly described as an S-T-E-M than STEM (Dugger, n.d). The second way is to teach each STEM disciplines that are more focused on one or two of the STEM disciplines. The third way is to integrate one into three STEM*…show more content…*

Integrating deeper into subjects form transdisciplinary curriculum requires a thorough restructuring, so that a relative may be difficult in the context of the structure of a conventional curriculum in Indonesia. One integration patterns that may be implemented without restructuring the curriculum of elementary and middle education in Indonesia is to incorporate the content of science, engineering, and technology in mathematics learning, as illustrated in Figure*…show more content…*

In mathematics learning with STEM approach that means insert elements of Science(S) - Technology(T) - Engineering(E) - into Mathematics(M), the application of students trained to think science (Science) then use technology such as computer, calculator, Internet, etc. (Technology) and using the skills of design in completing a project (Engineering). One example of the STEM application as a mathematical learning approach is on the material of trigonometric ratio. In the learning, students are given a project to measure a building. The teacher provides a worksheet that contains steps of workmanship. With the guidance of teachers, students will use information technology to find a tool that can be used to measure the height of the building is a clinometer. Then the students create a simple clinometer with tools and materials that have been prepared by the teacher. Then with engineering skills, students create a clinometer then use it to see how big the angle will be used for comparison. Then the students calculate it with the trigonometric ratio to find the height of the

Integrating deeper into subjects form transdisciplinary curriculum requires a thorough restructuring, so that a relative may be difficult in the context of the structure of a conventional curriculum in Indonesia. One integration patterns that may be implemented without restructuring the curriculum of elementary and middle education in Indonesia is to incorporate the content of science, engineering, and technology in mathematics learning, as illustrated in Figure

In mathematics learning with STEM approach that means insert elements of Science(S) - Technology(T) - Engineering(E) - into Mathematics(M), the application of students trained to think science (Science) then use technology such as computer, calculator, Internet, etc. (Technology) and using the skills of design in completing a project (Engineering). One example of the STEM application as a mathematical learning approach is on the material of trigonometric ratio. In the learning, students are given a project to measure a building. The teacher provides a worksheet that contains steps of workmanship. With the guidance of teachers, students will use information technology to find a tool that can be used to measure the height of the building is a clinometer. Then the students create a simple clinometer with tools and materials that have been prepared by the teacher. Then with engineering skills, students create a clinometer then use it to see how big the angle will be used for comparison. Then the students calculate it with the trigonometric ratio to find the height of the

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