JTK: Jurnal Tadris Kimiya 9, 2 (December 2.
: 209-219 Website: http://journal.
id/index.
php/tadris-kimiya/index ISSN 2527-9637 .
ISSN 2527-6816 .
Enhancing 21st Century Skills in Students with Special Needs Through STEM Learning Maya Rahma Sarita1 and Asih Widi Wisudawati2* 1Department of Elementary School Teacher Education.
UIN Sunan Kalijaga.
Yogyakarta.
Indonesia 2Department of Chemistry Education.
UIN Sunan Kalijaga.
Yogyakarta.
Indonesia *E-mail: asih.
wisudawati@uin-suka.
Received: September 2024.
Accepted: December 2024.
Published: December 2024 Abstract STEM learning has been recognized for its potential to improve critical, creative, collaborative, and communicative skillsAikey components of 21st-century competencies.
For students with special needs.
STEMbased approaches can offer tailored opportunities to develop these skills through active and interactive learning methods.
This study aims to identify patterns of STEM learning implementation that contribute to the development of 21st-century skills in students with special needs.
A descriptive qualitative approach was employed, involving data collection from Giwangan State Elementary School in Yogyakarta.
Respondents included a teacher and a special assistant teacher for the 4th grade.
Data collection techniques consisted of field observations, semi-structured interviews with 18-27 questions, and document analysis.
The data were analyzed using qualitative content analysis, including reduction, presentation, and conclusion drawing, while validity was ensured through source triangulation.
The findings reveal that STEM learning is conducted in three stages: introductory, main, and closing phases.
This method engages students with special needs in problemsolving and group projects integrating science, technology, engineering, and mathematics.
The observed activities enhanced students' motivation, interest in learning, and the development of critical thinking, collaboration, and communication skills.
The study highlights the effectiveness of STEM learning in fostering 21st-century skills among students with special needs, offering an inclusive and interactive framework for educators to implement in similar contexts.
Keywords: inclusive education.
STEM learning, student with special needs DOI : https://doi.
org/10.
15575/jtk.
Introduction 21 -century learning emphasizes mastery of knowledge and skills in science and Education must be inclusive and adaptive, providing equal opportunities for all students, including those with special needs (Ainscow et al.
, 2.
The keys to success are advanced technology, innovative teaching The goal is to address individual needs, support diversity, and empower all students to face future challenges (Sjystrym & Talanquer, 2.
In a narrow understanding of inclusion (Gyransson & Nilholm, 2.
, students with special needs have physical, mental, characteristics that are different from those of other children, and thus require special education services (Ulva, 2020.
Ningrum.
Every child with special needs is unique and requires a positive approach to develop their full potential (Lutfiyah et al.
, 2023.
Normasari et al.
, 2.
They deserve an equal The government supports this by creating inclusive schools that bring together students M.
Sarita, & A.
Wisudawati Enhancing 21st Century Skills in Students with Special Needs Through STEM Learning with special needs and other students in the same class (Praptiningrum, 2.
potential and become productive citizens (Adhelacahya et al.
, 2.
Another study also found that STEM-integrated learning can be a powerful tool to empower students with special needs.
With proper adaptation, students can develop important 21st-century skills, such as problem-solving, creativity, and collaboration (Andrean et al.
, 2.
Students being categorized as having special needs can show differences in communication, physical mobility, attention, or cognition challenges (Arianti et al.
, 2022.
Vai & Lorenza.
Traditional education systems often lack the flexibility to adequately support these As for children without special needs, they can raise obstacles to successful education (Stinken-Rysner et al.
, 2.
For students to have 21st-century skills, education needs to be improved to teach the 4C skills:
critical thinking, creativity, communication, and collaboration (Ridha et al.
, 2022.
Triana et , 2.
Based on observations and interviews conducted at the elementary school in Giwangan.
Yogyakarta, it has been noted that students with special needs tend to be less active and not interactive during lessons.
This is largely because teachers still use AuclassicAy learning methods such as teacher-centered This method does not follow projectbased science learning, so students' interest and curiosity in science are low, contrary to the demands of the curriculum which requires student-centered learning.
More innovative and integrated disciplines such as STEM (Science.
Technology.
Engineering, and Mathematic.
are needed to overcome this STEM-integrated learning can be adapted to meet the needs of students with special needs (Isa, 2.
STEM learning for science subjects involves teachers in stimulating students' curiosity about science.
training students to recognize tools that facilitate daily life .
guiding students to design systems to solve problems .
teaching students to make rational and logical arguments .
(Arsy & Syamsulrizal, 2021.
Wahyuni, 2.
STEM-integrated learning alike has great potential to improve the quality of learning for students with special needs.
With proper adaptation.
STEM-integrated learning can help children with disabilities reach their full Science learning in primary schools refers to the Merdeka Curriculum which allows schools to develop the curriculum according to student needs (Iskandar et al.
, 2.
The main understanding of the fundamentals of natural and social science concepts (Allutfia & Setyaningsih, 2.
, as well as critical thinking, observation, experimentation, and problemsolving skills (Azzahra et al.
, 2.
STEM
learning is effectively considered for social and science learning as it enables holistic and applied understanding.
This model integrates mathematics, holistically.
STEM is integrated learning that focuses on solving problems in everyday life through experiments involving science, technology, engineering, and math (Khoiri, 2.
improves critical thinking skills (Putri et al.
, helps develop creativity (Nurjanah.
Sutiani & Pasaribu, 2.
, encourages communication and collaboration (Mawaddah et al.
, 2.
These skills are very beneficial for the development of students with special Therefore, researchers are interested in examining the potential of STEM-integrated learning toward the 21st-century skills of students with special needs and allow us to answer such as AuHow do we map their critical, creative, collaborative, and communicative skills as a result of STEM learning.
Ay Research Method This research uses a descriptive qualitative The main reason for choosing descriptive qualitative research is that researchers conduct an in-depth exploration of programs, events, and activity processes in one or more people (Sugiyono, 2.
The Jurnal Tadris Kimiya 9, 2 (December 2.
: 209-219 This is an open-access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Sarita, & A.
Wisudawati Enhancing 21st Century Skills in Students with Special Needs Through STEM Learning researchers deeply reveal the implementation of STEM learning for IPAS toward the 21 stcentury skills of students with special needs.
coding frame (Schreier, 2.
The technique used was data observed from the fieldwork was matched with the developed categories.
Moreover, we also applied the triangulation method to ensure the validity of the research.
Researchers compared the results of interviews from one informant with other informants and collaborated with some data related to the research, the aim was to obtain data validity.
As noted, we apply anonymous respondents as shown in Table 1.
This research was conducted at Giwangan State Elementary School.
Yogyakarta City, during the even semester of the 2023/2024 The research data was collected from class teachers and special assistant teachers of the 4th grade.
The data collection technique in this research is observation and interview.
The purpose is to find out the actual situation in the field (Moeleong, 2015.
Prastowo, 2.
Additionally, the researchers also collect data from existing documents.
Documents contain records of events that have occurred in the past and can support and strengthen the results of research (Cresswell, 2.
The sample in this study was categorized into two groups: individuals and materials.
collected data from both samples.
Data were gathered from both sample types.
Specifically, interviews and observations focused on the activities of teachers and students during the science learning process in the classroom.
This included examining how STEM-based learning was applied.
Further exploration was conducted through observations of the science learning process, the application of STEM learning, and the classroom activities of teachers and students.
The researcher conducted semi-structured interviews about lesson plans, learning modules, studentsAo worksheets, students learning outcomes, learning activities in the classroom, and studentsAo behavior in learning.
Therefore, the data analysis technique in this study is data reduction by grouping raw data related to the implementation of STEM learning for science subjects to improve the special needs studentsAo skills through observation data.
Further, the observed data were presented in the qualitative description to explain the phenomena more deeply.
Researchers analyzed and interpreted the data to obtain a deep understanding and conclusions (Sugiyono, 2.
Here, we administered qualitative content analysis through our developed instruments as a Table 1.
Table of Research Respondents No Initial Status Gender 4th Grade Teacher Female Special Assistance Teacher Female Result and Discussion The Pattern of STEM Learning for Science Subject Toward the 21st Century Skills of Students with Special Needs STEM learning in the science subject for students with special needs at State Elementary Giwangan.
Yogyakarta was introduction, core, and closing phases.
Teachers often used media such as laptops, projectors.
LCDs, and speakers, and followed the teaching modules that had been prepared.
The learning process was implemented by utilizing relevant videos, images, and audio to support learning.
Introduction Phase The preliminary activity in STEM-based science learning is that the teacher prepares students psychologically and physically to take part in the learning process.
This is following the classroom teacher's statement AuI open the lesson by saying greetings, inviting students to pray together, checking student attendance, then making apperceptions and conveying learning objectives and benefitsAy (HL, personal communication, 2.
This is supported by ID's statement that AuI prepare students' physical and psychological conditions at the beginning of the lesson by arranging the students' seating, with the children with special needs sitting in groups with other studentsAy (ID, personal communication, 2.
Jurnal Tadris Kimiya 9, 2 (December 2.
: 209-219 This is an open-access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Sarita, & A.
Wisudawati Enhancing 21st Century Skills in Students with Special Needs Through STEM Learning Observations showed that the preliminary activities began with the teacher ensuring students' readiness through class organizing.
Further, the students with special needs are placed together with regular students to encourage cooperation and participation.
This seating placement is important, such as placing slow learners in ideal learning groups and deaf children in front so that they can easily ask the teacher if there is an explanation they do not understand.
These activities may enhance their communication skills.
uncovering problem-solving and creative thinking skills.
At this phase, there are three In the first activity, students are asked to observe videos related to learning This is included in the aspects of science and technology.
As expressed by the class teacher.
AuStudents observe the video The next preliminary activity in STEM learning for science subjects is the teacher asking the trigger questions about previous knowledge linked to the present materials .
Here, the class teacher expressed.
AuI ask about the previous lesson material, then give questions that lead to the next learning material about their daily lifeAy (HL, personal communication, 2.
This is supported by the following ID's statement.
AuI connect the material to daily life so that students can easily get an overview of the material to be learned.
Thus, it can make it easier for students with and without disabilities to understand the previous and upcoming subject matterAy (ID, personal displayed on the LCD projector in class according to the material to be learnedAy (HL, personal communication, 2.
This is supported by ID's statement that AuDeaf students, will easily understand by watching illustrated videos with written captions on the Slow learner students are specially assisted to be able to understand the contents of the videoAy (ID, personal communication.
In the second activity, the teacher asks sparking questions that refer to the problems in the video that students have previously This is included in the science As reflected by the class teacher.
AuTo arouse students' curiosity.
I use sparking questions so that students are encouraged to find out the answersAy (HL, personal communication, 2.
communication, 2.
In the third activity, students analyzed the video shown by the teacher.
The class teacher expressed that AuAfter students are given Observations showed that the introductory activities continued with the teacher providing apperception, linking the new material with concepts that students already understood.
Through this phase, students with special needs can try to think creatively.
collaboration skills can appear from working together with students with and without special needs.
The teacher starts with slow methods.
It is aimed at attracting students with special needs to communicate.
The apperception is often shifted to current materials, slowly.
The teacher also asks questions about the previous material and the one to be learned, linking it to everyday life to make it easier for students to remember and understand the material.
stimulating questions, students are asked to analyze videos related to the topic to get answers to the questions we giveAy (HL, personal communication, 2.
Here.
Main Phase The main phase for STEM-integrated learning for science subjects is that the teacher orients students to the problem.
It is aimed at The next core activity in STEM learning for science subjects is how the teacher organizes students to learn.
Therefore, the class emphasizes science and math aspects.
This activity would potentially encourage students with special needs to discover new experiences about material movement.
First, students are formed into groups and pay attention to the instructions given.
The class teacher considers heterogeneous groups, including students with special needs.
follows the concept of inclusive education (Stinken-Rysner et al.
, 2.
The teacher said.
Jurnal Tadris Kimiya 9, 2 (December 2.
: 209-219 This is an open-access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Sarita, & A.
Wisudawati Enhancing 21st Century Skills in Students with Special Needs Through STEM Learning AuDuring learning, students are formed into several groupsAy (HL, personal communication, accompanied by a special assistant teacher to provide detailed and repeat explanations until they were well understood.
Those activities are proven to increase collaboration and communication skills effectively.
This is supported by the following IDAos statement AuStudents with special needs join the heterogeny groups.
In a group, there must be one student with special needs, which aims to enable them to interact and build selfconfidence so that they are not inferior to other studentsAy (ID, personal communication.
In the second activity, students are given the As revealed by the class teacher as follows AuStudents are given worksheets whose contents are tasks that students must do, containing instructions, steps, and how to complete tasks related to the materialAy (HL, personal communication, 2.
Observations showed that teachers provide worksheets to help students complete the tasks given.
Students pay attention to the worksheets given by the teacher.
The special assistant teacher assisted the students with special needs in understanding the tasks given in the Concerning the science experiment, students observe a picture of a moving spiral paper, displayed by the teacher.
Students are asked to observe this picture, which encourages their curiosity about how the spiral paper can move on its own.
The observation results prove that this picture attracts students' attention and raises many questions about the mechanism of the spiral paper movement.
Here, students discuss the moving spiral paper image and seek information on the design of a product that can move.
That is relevant to the teacherAos statement.
AuAfter students observe the picture displayed, students discuss how to design spiral paper so that it can move.
This activity cooperation, both from students with disabilities and students without disabilitiesAy (HL, personal communication, 2.
Observations showed that students were actively discussing how to design the spiral paper so that it could move as previously Deaf students were accompanied by a special assistant teacher to communicate information, while slow learners were The next core activity in STEM learning for science subjects is that the teacher guides individual and group investigations, including STEM components that integrate technology, math, and engineering, embedded.
There are four activities: students read the steps to make moving spiral paper, prepare tools and materials, design and make spiral paper in groups, and test the spiral paper they have The teacher said.
AuStudents are guided from the beginning to prepare tools and materials, understand the steps of designing, making, and testing the moving spiral paper madeAy (HL, communication, 2.
This is supported by ID's statement that AuBy guiding investigations effectively, teachers can help students develop a variety of important skills and knowledgeAy (ID, personal communication, 2.
Observations showed that students in the group began to practice the experiment by making a spiral pattern using a pencil on cardboard, cutting it following the pattern, punching holes in the ends with a needle, inserting and tying the thread, and hooking the ends of the thread on the skewer Students then lit the candle and positioned the paper about 5 cm above the flame .
ithout touching the flam.
and observed the spiral paper moving on its own.
Partnership for 21st-Century Learning defines the pattern of 21st-century skills as critical thinking to solve problems, communication, collaboration, and creativity (Battelle for Kids.
STEM learning also has the potential to enhance communication skills, as conveyed by HL.
AuHere, the teacher guided students in presenting their work both individually and in groups is very important to doAy (HL, personal communication, 2.
This is supported by ID's statement that AuWe guide students in the presentation and provide feedback or appreciation to students about their workAy (ID, personal communication, 2.
Jurnal Tadris Kimiya 9, 2 (December 2.
: 209-219 This is an open-access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Sarita, & A.
Wisudawati Enhancing 21st Century Skills in Students with Special Needs Through STEM Learning Observations proved that students in groups discussed the type and transformation of energy that made the spiral paper move in their experiment.
They wrote down the results of the discussion on the worksheet provided.
Group representatives then presented the results of their experiments, which were responded to by other groups.
The teacher also gave feedback and observed the attitude and skills of each student in the group.
learning styles and abilities of students with special needs.
Closing Phase The closing phase in STEM learning for science subjects is that the teacher allows students to ask about any material they may not have understood, provides feedback, and gives assignments as a follow-up to the learning.
The class teacher noted.
AuBefore the learning The Impact of STEM-Integrated Science Subjects in Improving the Learning Outcomes of Students with Special Needs Integration of STEM learning for science subjects has enhanced in improving the 21st century skills as learning outcomes of students with special needs at State Elementary School Giwangan.
Further, the interview results show that a positive impact also appears from their participation in class.
Research reports that learning outcomes for students with special needs are adaptive skills through their participation (DellAoAnna et al.
, 2.
It is proven that AuSlow learner students are very communication, 2.
This is supported by ID's statement that Auespecially for children communication, 2.
This is supported by the following statement.
activities are closed, students are given time to ask questions if there is still material they have yetAy (HL, with special needs, the teacher approaches them one by one to check if they have any questions related to the materialAy (ID, personal communication, 2.
Observations proved that in the closing phases, the teacher provided opportunities for students to ask questions related to material that had not been understood.
The special assistant teacher visited the children with special needs one by one to ensure whether there was material that the students had not Similar findings also show that the implementation of STEM learning significantly problem-solving communication skills in students with special needs (Astutik, 2.
Students in the experimental group were able to design creative solutions to the given problem and convey their ideas more clearly compared to the control group (Hamidaturrohmah et al.
STEM learning is considered a promising approach because it integrates various disciplines, encourages problemsolving, and develops critical thinking skills (Rahmawati & Basith, 2.
This indicates that the STEM approach can accommodate various active when there are learning practices, they are very enthusiastic in experimental activities or projects in science learningAy (ID, personal AuStudents with special needs are happier and more interested when they participate in learning which is carried out by technology through images or short videos related to the This is also very helpful for students with deaf classification who feel less clear if only explained by the teacher in front of the classAy (HL, personal communication, 2.
In addition, the observed learning outcomes also can be depicted with their critical thinking skills, as expressed by the class teacher as follows AuFor students with slow learner classification, it is very important to be trained to be able to think critically, by expressing their opinions, fostering curiosity to question information related to the material, and making students think critically to find answersAy (HL, personal communication, 2.
Second, collaboration skills, as expressed by the class teacher as follows AuSTEM-based for science subject makes students with special needs accustomed to collaborating with other Students can work together in small groups to complete tasks or projects related to matterAy (HL, communication, 2.
Jurnal Tadris Kimiya 9, 2 (December 2.
: 209-219 This is an open-access article under CC-BY-SA license .
ttps://creativecommons.
org/licenses/by-sa/4.
Sarita, & A.
Wisudawati Enhancing 21st Century Skills in Students with Special Needs Through STEM Learning Third, communication skills, as expressed by the class teacher as follows AuSTEM projects the teaching module that has been prepared STEM learning for science subjects uses active and interactive learning, where students with special needs are directly involved in problem-solving and making science projects with other students in groups, by containing components of science, technology, engineering, and mathematics in one subject matter.
often require students to present their work in front of the class.
This helps them to develop their ability to speak or communicate in publicAy (HL, personal communication, 2.
This is supported by IDAos statement that Austudents with special needs often feel less confident to communicate with their friends.
Therefore, with STEM, students are required to be able to hone their speaking skills both with group friends and during presentations in classAy (ID, communication, 2.
Similar findings also show that the application of STEM-based learning for students with special needs in elementary schools has great potential to improve students' skills and understanding (Sukmana, 2.
The results of the data analysis showed a significant increase in science process skills, problem-solving, and creativity of experimental group students who participated in STEM learning compared to the control group (Huang & Pei, 2.
Previous research shows the effectiveness of STEM learning in improving various student skills (Mayerhofer et al.
, 2.
The observed science process skills in the experimental group can be explained through experiment activities that require students to observe, measure, and analyze data (Jatmika et al.
, 2.
Meanwhile, the improvement in problem-solving skills and creativity can be attributed to STEM projects that encourage students to design, build, and evaluate solutions to given problems (Nuraeni et al.
, 2.
Conclusion The STEM learning for science subjects could, qualitatively, enhance the 21st-century skills of students with special needs at State Elementary School Giwangan.
Those are categorized into three, communication, collaboration, and critical thinking to solve the problem through three learning stages:
introductory, main, and closing phases.
According to STEM learning implementation, teachers have used existing digital media to support students with special needs.
The learning process is implemented according to The application of STEM-integrated science subjects in improving the skills of students with special needs at the State Elementary School Giwangan has a positive impact on increasing the student participation and interest in learning of students with special needs, developing various skills of students with special needs such as critical thinking, collaboration, and communication.
Yet, inclusion education should be implemented for science disciplines at the high level like chemistry with a properly designed learning Acknowledgment This article has been completed by Prof.
Dr.
Andreas Nehring from the Institute of Sciences Education from the Leibniz Universityt Hannover Germany.
He supervised the manuscript to be publishable and added some references related to inclusive Moreover.
He also reviewed the interpretation of data.
References