Problem Based Learning Terintegrasi Literasi STEM Berbantuan Media Diorama

Pendidikan literasi STEM terintegrasi dalam pembelajaran IPAS kelas III SD diperlukan untuk mendukung literasi peserta didik terh adap siklus hidup hewan. Masalah utama berupa rendahnya keaktifan dan pemahaman konsep diatasi melalui model PBL berbantuan diorama siklus hidup hewan. Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk menganalisis implementasi literasi STEM pada 5 peserta didik kelas III SDN Sidotopo IV Surabaya. Teknik pengumpulan data meliputi observasi partisipan, wawancara semi-terstruktur, dan dokumentasi, yang dianalisis melalui model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa PBL berbantuan diorama berhasil mendukung aktivitas peserta didik melalui lima sintaks utama, dengan pencapaian optimal pada aspek literasi sains dan matematika, sementara literasi teknologi masih perlu pendampingan. Faktor pendukung meliputi kolaborasi dan media visual konkret, sedangkan faktor penghambat adalah adanya siswa slow learner dan kurangnya dukungan orang tua di rumah.

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Integrated STEM literacy education in third-grade elementary school science and mathematics learning is necessary to support students’ literacy regarding the life cycle of animals. The main problems, namely low activity and understanding of concepts, were overcome through a PBL model assisted by dioramas of the animal life cycle. This study used a descriptive qualitative approach to analyze the implementation of STEM literacy in 5 third-grade students at SDN Sidotopo IV Surabaya. Data collection techniques included participant observation, semi- structured interviews, and documentation, which were analyzed using the Miles and Huberman interactive model. The results showed that PBL assisted by dioramas successfully supported student activities through five main syntaxes, with optimal achievement in science and mathematics literacy, while technology literacy still needed assistance. Supporting factors included collaboration and concrete visual media, while inhibiting factors were the presence of slow learners and a lack of parental support at home.