Tantangan Manajemen Implementasi Kurikulum Berbasis STEAM dalam Pengembangan Kompetensi Abad 21 Siswa SMA
DOI:
https://doi.org/10.52436/1.jpti.1711Kata Kunci:
Keterampilan Abad 21, Manajemen Kurikulum, Pembelajaran STEAMAbstrak
Penelitian ini bertujuan untuk menganalisis problematik manajemen implementasi kurikulum berbasis STEAM di Sekolah Menengah Atas (SMA) Indonesia serta merumuskan strategi-strategi efektif untuk mengoptimalkannya. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan menganalisis 17 artikel terpilih yang diperoleh dari database ScienceDirect, Sage Journal, Taylor & Francis, Garuda dan Springer. Hasil sintesis menyimpulkan bahwa tantangan manajemen implementasi STEAM bersifat sistemik dan saling terkait, mencakup aspek perencanaan (kebijakan top-down dan kurikulum yang rigid), pengorganisasian (kompetensi guru yang terbatas dan kolaborasi yang lemah), pelaksanaan (infrastruktur teknologi dan sumber daya yang tidak memadai serta kesulitan manajemen waktu di kelas), serta pengawasan (kurangnya sistem penilaian autentik dan mekanisme evaluasi berkelanjutan). Penguatan keempat fungsi manajemen ini menjadi prasyarat kunci untuk mendukung pengembangan kompetensi abad 21 siswa melalui implementasi STEAM yang efektif.
Unduhan
Referensi
Beetham,?H., &?Sharpe,?R.?(Eds.). (2013). Rethinking pedagogy for a digital age: Designing for 21st century learning. Routledge.
Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. http://www.battelleforkids.org/networks/p21
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson. https://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf
Fullan, M. (2018). Deep learning: Engage the world change the world. Corwin Press.
Kementerian PPN/Bappenas. (2019). Visi Indonesia 2045: Berdaulat, maju, adil, dan makmur. https://www.bappenas.go.id/files/VISI%20INDONESIA%202045/Lengkap_Visi%20Indonesia%202045_Revisi%20III.pdf
Kolb,?D.?A. (1984). Experiential learning: Experience as the source of learning and development. Prentice?Hall.
Krajcik,?J.?S., &?Blumenfeld,?P.?C. (2006). Project?Based Learning. In R.?K.?Mergendoller & L.?J.?H.?T.?M. (Eds.), Project?Based Learning: An instructional model and its applications. Lawrence Erlbaum Associates.
Yakman, G. (2008). STEAM education: An overview of creating a model of integrative education. In Pupils’ Attitudes Towards Technology (PATT-19) Conference: Research on Technology, Innovation, Design & Engineering Teaching, Salt Lake City, Utah, USA.
Rhode Island School of Design (RISD). (2010). STEM to STEAM: The importance of art and design in the American economy. http://www.risd.edu/STEAM/
Chappell, K., Hetherington, L., Juillard, S., Aguirre, C., & Duca, E. (2025). A framework for effective STEAM education: Pedagogy for responding to wicked problems. International Journal of Educational Development and Research, 40, 100474. https://doi.org/10.1016/j.ijedro.2025.100474
Laksmiwati, P. A., Lavicza, Z., Cahyono, A. N., Alagic, M., & Mumcu, F. (2024). When engineering design meets STEAM education in hybrid learning environment: teachers’ innovation key through design heuristics. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2024.2373226
Nurazmi, N., Bancong, H., Nurfadilah, N., & Yusal, Y. (2025). Mapping the Evolution of STEAM Education: A Bibliometric Analysis of Global Trends from 2016 to 2025. International Journal of Learning, Teaching and Educational Research, 24(9), 940-965. https://doi.org/10.26803/ijlter.24.9.45
Darling?Hammond,?L., &?Hammerness,?K. (2005). The design of teacher education programs. In J.?M.?Spector, M.?D.?Merrill, J.?Elen, & M.?J.?Bishop (Eds.), Handbook of research on educational communications and technology (pp.?81?99). Springer.
? Spector,?J.?M., Merrill,?M.?D., Elen,?J., &?Bishop,?M.?J.?(Eds.). (2014). Handbook of research on educational communications and technology (4th ed.). Springer.
Bettany-Saltikov, J., & McSherry, W. (2024). Systematic reviews in the health sciences: An introduction. Sage.
Van Dinter, H., Hou, K., & Choi, M. (2021). Systematic literature review on management of STEAM education in secondary schools. Educational Research Review, 15(2), 99-112. https://doi.org/10.1016/j.edurev.2021.100159
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: Explanation and elaboration. PLOS Med, 6(7), e1000100. https://doi.org/10.1371/journal.pmed.1000100
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2015). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLOS Med, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Page, M.J., McKenzie, J.E., Bossuyt, P.M., Boutron, I., Hoffmann, T.C., Mulrow, C.D., Shamseer, L., Tetzlaff, J.M., Akl, E.A., Brennan, S.E., Chou, R., Glanville, J., Grimshaw, J.M., Hróbjartsson, A., Lalu, M.M., Li, T., Loder, E.W., Mayo-Wilson, E., McDonald, S., McGuinness, L.A., Stewart, L.A., Thomas, J., Tricco, A.C., Welch, V.A., Whiting, P. and Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Barbosa, A. L., & Galembeck, M. (2022). Exploring thematic synthesis in educational research: A systematic approach. Springer.
Nuragnia, B., Nadiroh, & Usman, H. (2021). Pembelajaran STEAM di Sekolah Dasar: Implementasi dan Tantangan. Jurnal Pendidikan dan Kebudayaan, 6(2), 138-146. https://doi.org/10.24832/jpnk.v6i2.2388
Dos Santos, J. M., Silveira, A. R. P., Breda, A. M., & Saimon, M. (2025). Empowering Mozambican educators: Overcoming technological challenges to implement STEAM education. International Journal of Educational Research and Practice, 40, 100481. https://doi.org/10.1016/j.ijedro.2025.100481
Mehddi, F., Kazi, A. S., & Butt, A. I. (2025). From theory to practice: How STEAM professional development shapes teacher beliefs and perceptions about design thinking activities, 15(3), 1-15. SAGE Open. https://doi.org/10.1177/21582440251355779
Lee, Y. (2021). Examining the impact of steam education reform on teachers’ perceptions about STEAM in Uzbekistan. Asia-Pacific Science Education, 37, 34-63. https://doi.org/10.1163/23641177-bja10025
Viseu, F., Gonçalves, S., & Martins, P. M. (2025). The interconnection of STEAM areas in the study of functions. International Journal of Educational Research Open, 100537. https://doi.org/10.1016/j.ijedro.2025.100537
Romero-Ariza, M., Quesada, A., Abril, A.-M., & Cobo, C. (2021). Changing teachers’ self-efficacy, beliefs and practices through STEAM teacher professional development. Journal for the Study of Education and Development, 44(4), 942-969. https://doi.org/10.1080/02103702.2021.1926164
Laksmiwati, P. A., Lavicza, Z., Cahyono, A. N., Yunianto, W., & Houghton, T. (2023). Unveiling the implementation of STE(A)M education: An exploratory case study of Indonesia from experts’ and policymakers’ perspectives. Cogent Education. https://doi.org/10.1080/2331186X.2023.2267959
Park, Y. S., & Park, J. H. (2020). Exploring the Explicit Teaching Strategies in STEAM Program of Climate Change. Asia-Pacific Science Education, 6, 116-151. https://doi.org/10.1163/23641177-BJA00002
Arango-Caro, S., Langewisch, T., Ying, K., Haberberger, M. A., Ly, N., Branton, C., & Callis-Duehl, K. (2025). 3D plants: the impact of integrating science, design, and technology on high school student learning and interests in STEAM subjects and careers. Disciplinary and Interdisciplinary Science Education Research, 7, 1-18. https://doi.org/10.1186/s43031-025-00120-4
Kim, Y.-H., & Na, S.-I. (2022). Using structural equation modelling for understanding relationships influencing the middle school technology teacher’s attitudes toward STEAM education in Korea. International Journal of Technology and Design Education, 32, 2495-2526. https://doi.org/10.1007/s10798-021-09708-z
Diego-Mantecon, J.-M., Prodromou, T., Lavicza, Z., Blanco, T. F., & Ortiz-Laso, Z. (2021). An attempt to evaluate STEAM project-based instruction from a school mathematics perspective. ZDM – Mathematics Education, 53, 1137-1148. https://doi.org/10.1007/s11858-021-01303-9
Stevenson, E., van Driel, J., & Millar, V. (2024). How to support teacher learning of integrated STEAM curriculum design. Journal for STEM Education Research. https://doi.org/10.1007/s41979-024-00133-0
Conradty, C., & Bogner, F. X. (2020). STEAM teaching professional development works: effects on students’ creativity and motivation. Smart Learning Environments, 7, 1-20. https://doi.org/10.1186/s40561-020-00132-9
Silvestri, L., Bagossi, S., Pocalana, G., & Robutti, O. (2025). Towards a transdisciplinary approach in a mathematics teacher’s design of a STEAM activity. International Journal of Educational Research Open, 100490. https://doi.org/10.1016/j.ijedro.2025.100490
Matsuura, T., & Nakamura, D. (2021). Trends in STEM/STEAM education and students’ perceptions in Japan. Asia-Pacific Science Education, 7, 7-33. https://doi.org/10.1163/23641177-bja10022
