| Abstrakt: |
This study aims to develop a hypothetical learning trajectory in Science, Technology, Engineering, and Mathematics (STEM) lessons on earthquake themes for sixth grade (elementary school) students. The research applied a qualitative descriptive method with data collection techniques through peer teaching of pre-service elementary schools' teacher in a teacher professional education program. A total of 35 pre-service student teachers from the Elementary School Teacher Education (ESTE) program were divided into 7 peer-teaching groups with 7 students acting as teachers and 28 students acting as sixth-grade students. Each group consists of 1 teacher and 4 students, and they conduct STEM lessons on earthquake themes. An FGD was conducted after to discuss the hypothetical learning trajectory that developed during the learning process shown by each group. The resulting HLT design consists of objectives, activities, and predictions of student responses and teacher reactions in dealing with each existing student response. Activities consist of the development of scientific concepts, such as the concept of earthquakes, tools regarding the use of artificial technology that assists the disaster mitigation process, engineering ideas concerning earthquake-resistant housing designs, and mathematics concepts such as circles and three-dimensional curved shapes. This HLT is effective in increasing understanding of the materials, and it is applicable to use as a reference for teachers to conduct STEM lessons on earthquake themes. [ABSTRACT FROM AUTHOR] |
