Implementasi Deep Learning Berbasis Steam Untuk Meningkatkan Keterlibatan Dan Hasil Belajar IPS di SMP Negeri 8 Salatiga
DOI:
https://doi.org/10.67686/didaktika.v10i3.2415Abstract
This study aims to analyze the improvement of student engagement and learning outcomes through the implementation of STEAM approaches, which are oriented toward deep learning in Social Studies. The research background highlights low levels of engagement and the development of higher-order thinking skills among students, particularly in Social Studies with a focus on history. This study employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted over two cycles with 30 eighth-grade students at SMP Negeri 8 Salatiga. Each cycle encompassed the stages of planning, action, observation, and reflection. Data were collected through observations of student engagement, HOTS-based learning outcome tests, and semi-structured interviews, followed by descriptive, comparative, and thematic analysis. The results demonstrate a significant increase in student engagement across three dimensions: behavioral (from 59% to 88%), emotional (from 61% to 90%), and cognitive (from 58% to 86%). Classical mastery of learning outcomes also rose from 63.3% to 90%, with an average score increase of 14.9 points. The implementation of STEAM on timeline installation art proved capable of creating mindful, meaningful, and joyful learning, thereby fostering active engagement while strengthening students' higher-order thinking skills. This study concludes that the integration of STEAM with deep learning is effective in enhancing engagement and Social Studies learning outcomes, while transforming history learning to be more contextual and meaningful.
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