STEM Village

Promoting and Spreading Awarenessabout STEM to Families and Society

Dr. Wahyudi

Rationale

STEM has been themajor trend in theworld of Indonesian
education. Various
STEM-related agenda(training, workshops,etc) have been
conducted for the last
few years.

The effort made bygovernment andrelated institutions so
far are confined toschool settings.

Solution: out-of-school-time STEM activities

Out-of-school-time (OST) STEM program

Are describedas personal,
contextualized,and timeconsuming

STEM learning
activities thatoccur outside offormal schoolsettingOut-of-school-time (OST) STEM program

STRUCTURED

UNSTRUCTURED

museum visits,
afterschool club,mathematics
competition, and thelike.

happen solely becauseof the students’ personal
interest e.g. tinkeringwith objects, doing
experiment on theirown, or researching
things online

For definition purpose, this presentation will only
consider structured OST STEM program.

Out-of-school-time (OST) STEM program… is versatile.

Can beoutdoor orindoor

Can be ofcontinuous
attendance or
flexibleparticipation

Can be offeredby schools or
institutions
outside ofschoolsOut-of-school-time (OST) STEM program
The difference with
School STEM program:tend to be less verbal
and abstract, moretactile and built on
sensory experiences.

provide more groundfor group or
collaborative
investigation, rather
than individual
learning activities

less confined withinmandated curricular
guidelines; hence
more flexibility to
explorelow-stakes (nonevaluative), they put
less pressure for thestudent, especiallylow-achievement
students.

Criteria of successful OST STEM
programs
According to National ResearchCouncil (2015):

Family involvement in OST STEM program

One factorfound to bepivotal in thedevelopment of
the students’attitudes toward
STEM subjects
is parental
involvement.

STEM learning ecosystem model (National Research Council, 2015)

OST STEM program by SEAQiM: STEM Village… also known as Kampung STEM Joho• started in November
2018• Held once a week
• Voluntary
participation of
mothers andchildren fromneighborhood near
our office.
• Still in initial phase

Consideration in designing the programs

Parentalinvolvement.
Aside fromchildren,mothers are
alsoparticipating.

The contexts
used in every
activity aresocioeconomic
ally andculturallyrelevant

practical,tactile, andhands-onexperience, as
well ascollaborative.

“entrepreneurship”

partnershipwith local
community.

Example of activities: tenun ikat (tye-dye)
Traditional fabriccoloring method by tying
the fabric to prevent
color to seep in, thus
creating pattern.

Example of activities: ecoprint
Fabric coloring methodby using pigment colorof plants body part, suchas leaves and flowers.

A visit by a school committeExample of activities: wigglebots
Activity to introduce the principle of robotic to thestudents, using everyday objects.Reflection

STEM village so far has shown potential to be aplatform for families to not only explore STEM
subjects and its relevance in solving problems in reallife, but also to encourage STEM career choice forthe children and to provide entrepreneurial activities
for the mothers. This project brings potential topromote STEM not only in school setting, but also toother contexts that are close to children’s life, forexample home, families, and neighborhood.

Future concern
As STEM Village project is still in a very initialstage, there are several concerns that we needto address.
Curriculum
We need to establish
sequence of topics
that are suitable forthe context yet
support thestudents’ knowlegd
development

Evaluation
We need to find away to assess andevaluate theeffectiveness of theprogram

Scalability
We need a reliable
method to scale it fordifferent setting or
number ofparticipants, for
STEM village to reachbroader audience.

Q&A

Ask away! J