STEM LEARNING
AND INDUSTRY 4.0
AS A MEDIA FOR
CLIMATE CHANGE
IMPACT MITIGATIONSEAMEO QITEP in Science

FLAGSHIP SEAQIS
ComputationalThinking

STEM Learning

0201

03

Regional Office ofClimate Education(R-OCE)SEAQIS Project on
Making STEM
Socially Relevant• Collaboration training with Academy of Technological Sciences
Engineering (ATSE) Australia• Conducted from 2015 – present• This training focused on IBSE and STEM learning• The main material presented on this training:• Energy• Water and sustainability• Global warming and oceans• Sustainable Housing• Water for 21st Century• Carbon Dioxide: Friend or Foe• Planning unit and lesson through IBSE

Training on
STELR - STEM Education

STEM Program DevelopmentTimeline
2018 - 2020

STEM Implementation at
School by Teachers

Workshop STEM & EESD
Roadmap 2019-2020

2018

MarAprMay

Jun

STEM Batch 1:
Training for West Java Teachers (1 school, 4teachers)
Collaboration with: SEAMEO Centre, PPPPTK
IPA, LPMP, and Schools Model

Program preparation andSTEM School Selection

JulAugSep

Dec

Next Program preparation:
Integration of CT into STEM
Learning

Presentation:
Readiness of STEM Schools

STEM Training
Batch 4, 5, 6Nov
STEM Program
Evaluation

STEM Batch 2:
Presentation by teachers about
product of STEM Batch 1.
Collaboration with PPPPTK IPA

2019

Oct2020

Training on Integrationof CT into STEM
Learning

Regional Workshop and Training onEnvironmental Education for Sustainable Development
in collaboration with Office for Climate Education (French)
Rationale

Education is an essential component and acatalyst to respond global environmental issues
and climate change phenomenon.

Objectives

To acquaint master teachers to global and local issues of climate changeusing Inquiry-based Science Education (IBSE) as an approach to teachingclimate change.
To provide the master teachers with a solid framework for producing
locally-relevant educational programs on climate-change issues

ParticipantsParticipants are about 35 science teachers,
teacher trainers and educational authorities fromSEAMEO member countries

An international initiative for climatechange education

02

Professional development andsupport for teachers

Supporting education
policy-making

03

High-quality scientific andeducation resources

04
01

The Office for Climate Education (OCE) Main Purposes

Programme Structure
No.
1
2
3
4
5
6
7
8
9

Course Subject
Greenhouse effect and climate system
Conceptual scenario
Ocean
Poster session
Field Study on Biodiversity
Agriculture and Biodiversity
Production of pedagogical projects
Presentation of the pedagogical projects
Report and assessment of the workshop

Hours
Theory222244Practice34333264

STEM-based Local Potential Learning
Participants: 26 teachers from seven cities Kab. Bandung, Kota
Bandung, Kab, Indramayu, Kab. Demak, Kota Solok, Kota Bontang
dan Kab. Dompu
Courses strategy Model In service 1 – On Job Learning – Inservide 2 (IN 1 – ON – IN 2)
Expected results:
1. Improvement on teachers’ understanding on STEM learning
based local potential
2. Lesson plan of STEM learning based local potential
3. Dissemination in teachers working groupResults
1. Improvement on teachers’ understanding on STEM learningwith N-gain 0,3 (medium).

2. 13 lesson plans of STEM learning based local potential.
a. Mangrove Ecosystem (2)b. Urban Agriculture (5)c. food production (5)d. IoT (1)Implementation of STEM Learning based Local Potential:
Mangrove Ecosystem, Demak Districk, West java

Initial Observation

Testing

Planning solution

ProducingCommunicate results

Product Launching by Regent ofDemakSTEM Learning Based Digital Technology
Development of E-Duta module based STEM

§ Project title: Development of E-Duta module based STEM
§ Subject/School: Chemistry/Senior High School (SMA)§ Utilizing electronic module through Adobe PDF Pro to create E-Duta Module
based STEM

LearningImplementation
Pictures

STEM Learning Implementation: Applying Simple Arduino toCreate Blind stick

Technology: Arduino Uno
Subject/School: Physics/SeniorHigh School

Creating a prototype of Smart Home: IoT-based Electric Circuit• Grade 10 Students ofVocational High School are
expected to create a
prototype of smart homewhere the electric circuit canbe controlled by using
internet remotely.

•STEM LEARNING AND INDUSTRY 4.0
AS A MEDIA FOR CLIMATE CHANGE IMPACTMITIGATIONINTRODUCTION
Industry 4.0 vs Climate Crisis(World Economic Forum, 2018)

INTRODUCTION
Climate Change Vulnerability Index 2017

Picture: Verisk Maplecroft, 2017

OBJECTIVE• To find out whether STEM learning along with digitaltransformation can enhance the innovations created by student tomitigate climate change impact

METHOD
Literature Review
The review applies a two-tier approach:Objective: Analysis of connection between publications and journals

Methodology: comparative literature review

Review of institution
publications

Review of jurnal articles

Discussion and Conclusion

Figure 1. Overview of the research approach• First, analyze relevant international government
institution publications to identify trends and current issues
in global community regarding potentials and threats on
future development and their policies and strategies in facingthat matters.
• In the second part of analysis, conduct a review of peerreviewed journal articles on STEM learning to improveclimate literacy and 4C skills in connection with digitaltransformation in industry 4.0 and climate change
mitigation.
• Finally, compare findings to identify meaningfulconclusions to further inform policymaking as well as
research in the field of STEM learning and climate change
mitigation.

DISCUSSION
Digital Transformation in Industry 4.0

Picture: IFAC, 2017

DISCUSSION
Sustainable Development• UN identified 17 goals of SUSTAINABLE
DEVELOPMENT as SDGs
• These goals make up a blueprint for thefuture well-being of people, planet,prosperity, peace, and partnership• SDGs assign technology an importantrole in achieving climate change
mitigation and sustainable development• Education is a crucial part of the SDGs

DISCUSSIONDigital Transformation for Sustainable Development
Digital Transformation willcontribute to theimprovement of the humancondition, especially inhealth, safety, mobility andeducation.
(Porter and Heppelmann, 2014)

DISCUSSION

Digital Transformation for Climate Change Mitigation

DISCUSSIONSTEM as form of Quality Education

DISCUSSIONSTEM Project Related Climate Change Mitigation

Additional:
inquiry-based Climate change education

CONCLUSION• Education is vital for climate change adaptation. The role of education is criticalin enabling informed decision-making based on projections of potential
impacts• Digital technology, plays an important role in STEM learning, students can learn
about innovation, develop technological literacy, acquire digital skills, and learn
about the effects of technology on the environment and sustainability• Knowledge, skills and understanding of STEM phenomena are vital to help
students understand climate change in a meaningful and knowledge-based way• Climate Change impact mitigation are excellent projects for STEM learning inclassroom because students are familiar with climate change through theutilization of their gadget as application of digital transformation in Industry 4.0

Thank You