Effects of Hybrid STEM Learning on 21st-Century Skills and Character Development in Prospective Elementary Teachers: A Mixed-Methods Study from Indonesia

Setyo Eko Atmojo; Beny  Dwi Lukitoaji; Rina  Dyah Rahmawati; Mitha  Dwi Anggriani; Agista  Putri Anindya

doi:10.48161/qaj.v5n2a1716

Authors

Setyo Eko Atmojo Department of Elementary School Teacher Education, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Yogyakarta 55182, Indonesia;
Beny Dwi Lukitoaji Department of Elementary School Teacher Education, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Yogyakarta 55182, Indonesia;
Rina Dyah Rahmawati Department of Elementary School Teacher Education, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Yogyakarta 55182, Indonesia;
Mitha Dwi Anggriani Department of Elementary School Teacher Education, Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru, 28293, Indonesia.
Agista Putri Anindya Department of Elementary School Teacher Education, Faculty of Teacher Training and Education, Universitas PGRI Yogyakarta, Yogyakarta 55182, Indonesia;

DOI:

https://doi.org/10.48161/qaj.v5n2a1716

Keywords:

teacher education, Indonesian education, mixed methods, critical thinking, collaboration skills, creativity, communication, character.

Abstract

Traditional teaching methods have become obsolete in modern society, especially in preparing prospective elementary school teachers to face the challenges of the 21st century. Therefore, a new educational approach is needed that is able to develop globally relevant knowledge, skills, and character values. This study aims to analyze the effect of science, technology, engineering, and mathematics (STEM)-based hybrid learning on the 21st-century skills and character values of prospective elementary school teachers. This study uses a mixed-methods method with an explanatory sequential design, where quantitative data is collected first and then continued with qualitative data to deepen the findings. The sample consisted of 156 students from four universities in Indonesia: Universitas PGRI Yogyakarta, STKIP Majenang, Universitas Islam Sultan Agung, and Universitas PGRI Semarang. The validity of the instrument was tested through expert judgment, while reliability was tested using Cronbach's alpha. The research instruments included an essay test to measure critical thinking skills and creativity, as well as a Likert scale questionnaire (1–5) to assess communication, collaboration, and character. Data were analyzed using Multivariate Analysis of Variance (MANOVA), with results showing significant F values for all indicators (Pillai’s Trace = 7.709; Wilks’ Lambda = 8.115; Hotelling’s Trace = 8.344; Roy’s Largest Root = 14.295; p < 0.001), indicating that the hybrid-STEM model has a significant effect on improving 4C skills (critical thinking, creativity, collaboration, and communication) and students’ character values. Surveys and observations also showed a positive response to this model, which was proven to improve conceptual understanding, problem-solving skills, and active involvement in learning. This study recommends strengthening STEM-based learning in higher education as a strategy to produce prospective teachers who excel academically and in character. The limitations of the study lie in the scope of the institution and the number of samples, which are still limited, so it is recommended to conduct further studies with a broader context to strengthen the generalization of the findings.

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