Stem-C Learning Model for 21st-Century Skills and Islamic Character Development in Muhammadiyah Elementary Schools
DOI:
https://doi.org/10.47453/eduprof.v8i2.592Keywords:
STEM-C, 21st-Century Skills, Islamic Character, Elementary School, Mixed MethodsAbstract
This study examined a STEM-C (Science, Technology, Engineering, Mathematics, and Character) learning model for developing 21st-century skills and supporting Islamic character development among fifth-grade students in Muhammadiyah elementary schools in West Java. An embedded experimental mixed-methods design was used, with a quasi-experimental quantitative component and qualitative observations and interviews. The quantitative sample comprised 216 students from four schools selected from an eight-school sampling frame. The ANCOVA showed a significant class effect after controlling for pretest scores, F(1, 213) = 28.711, p < .001, with a partial eta squared of .119. The adjusted model explained 20.3% of the variance (adjusted R² = .203). Student responses to the 14-item Likert questionnaire averaged 83.27%; the highest aspect was Islamic character (88.50%) and the lowest was communication (78.00%). Qualitative observations and interviews indicated active collaboration, problem-solving, and the application of values such as honesty and responsibility, while also identifying teacher guidance, time constraints, and technical difficulties as implementation challenges. The study contributes an empirically examined STEM-C implementation in Muhammadiyah elementary schools in which Islamic and Muhammadiyah values are integrated into contextual project activities. The findings support the use of STEM-C as a learning model while indicating that claims about long-term character change require further longitudinal and performance-based assessment.
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