STEM-EDELCY learning model: a conceptual and pedagogical framework to facilitate students to develop 21st-century skills

ABSTRACT

This research aims to describe the characteristics of the STEM-EDELCY learning model and analyze the improvement in students’ twenty-first-century skills after learning with the STEM-EDELCY model. This research involved 32 junior high school students (aged 12–13) from Indonesia. This research uses a one-group pretest-posttest design. Essay test questions and observation sheets are used to collect data on twenty-first-century skills. Data analysis of the characteristics of the STEM-EDELCY model is descriptive qualitative, while data analysis of twenty-first-century skills is a paired sample t-test. The characteristics of the STEM-EDELCY learning model can be seen in the model components, namely theory, syntax, social system, reaction principle, support system, and instructional and nurturant effects. The syntax of the STEM-EDELCY model consists of engage, defining the problem, plan and design, create, test and improve, explain, elaborate, and evaluate. Students’ twenty-first-century skills have increased significantly after participating in learning using the STEM-EDELCY model.

KEYWORDS:

• 21st-century skills
• 4C skills
• engineering design learning cycle
• STEM-EDELCY model
• STEM education

Disclosure statement

No potential conflict of interest was reported by the author(s).