APPLICATION OF STEM-BASED ON FLIPPED LEARNING IN NATURAL SENSITIVITY COURSES

The research aims to describe the application of flipped learning-based STEM in Sensitivity to Nature courses for PGSD students. The method used in this research is descriptive qualitative. The research data is described in the form of a description that describes the application of STEM-based on Flipped Learning in Sensitivity of Nature course. The application of STEM-based flipped learning in Sensitivity of Nature courses is carried out in 4 phases, the independent learning phase through LMS, the phase of completing assignments in the online class, the discussion phase in the online class, and the understanding test phase in the class through the LMS. STEM components are mapped based on the constituent subjects of STEM, science, technology, engineering, and mathematics. The results of mapping become a reference in the preparation of lecture materials and activities. The results of this study imply that the application of STEM-based flipped learning can be applied to courses that have a relationship with STEM subjects.


INTRODUCTION
The Nature Sensitivity course in the Academic Manual of PGSD STKIP Al Subjects combination in STEM makes it easier for students to achieve one of the competencies required in the Nature Sensitivity course, which is the ability of students to solve problems. Students who have abilities based on STEM subjects can develop good strategies in dealing with complex situations to produce a solution (Basham & Marino, 2013). Science is knowledge of nature that contains facts, concepts, procedures from the disciplines of physics, biology, chemistry. Technology is a system that involves the use of scientific products. Engineering is engineering knowledge by utilizing concepts from science. Mathematics is the knowledge that relates various quantities, numbers, and spaces.
The combination of the four STEM fields encourages the knowledge received to be more meaningful when integrated into the lecture process.
During the Covid-19 pandemic which began in early 2020, the lecture process implemented full online learning. Several learning models are applied to provide an interesting lecture process so that students can achieve competence in each subject, including the Nature Sensitivity course. Various models in online learning include blended learning, distance learning, and flipped learning (Hamdan & Knight, 2013). These various learning models aim to provide innovation in responding to the form of lectures that have changed from face-to-face in the classroom to online lectures, both in the form of virtual face-to-face and based on the Learning Management System (LMS). One of the online learning models that have been widely studied is flipped learning. The principle of learning in the flipped learning model is that activities that are usually carried out outside meeting hours are better carried out in class meetings. Furthermore, listening to the lecturer's explanation can be done independently outside of lectures through videos that are loaded on online learning platforms or other online broadcast media. In flipped learning, the presentation of the material is given outside of face-to-face before learning begins, while assignments or discussions are carried out face-to-face on the learning schedule (Bergman & Sams, 2012).
A thorough study of the STEM component has a weakness, that it is needed a longer time in the learning process. This weakness can be overcome by implementing a learning process that systematically combines activities during and outside of learning, namely flipped learning. The application of STEM-based flipped learning has optimal steps in online learning. An attractive presentation in an online platform provides a new alternative in structuring the latest learning. Therefore, the purpose of this study was to describe the application of STEM-based flipped learning in the Nature Sensitivity course at the S1 Elementary School Teacher Education Study Program (PGSD) STKIP Al Hikmah Surabaya.
This study aims to describe the application of flipped learning-based STEM in Nature Sensitivity courses for PGSD students. Flipped learning is implemented in 4 phases, they are Phase 0 in the form of students learning independently, phase 1 students attending class to learn and complete the assigned tasks, phase 2 students applying their abilities in a project assignment or simulation in class, and phase 4 understanding students are tested with tests conducted in class at the end of the subject matter (Bishop, 2013).
Through these four phases, it is hoped that the advantages of flipped learning provide opportunities for students to actively participate in learning. The advantages of flipped learning are increasing discussion time in class, providing flexible learning opportunities, a student-centered learning experience, there is more interaction between students and lecturers, increased learning motivation, and more varied learning resources (Basal, 2015). The research procedure includes the preparation stage, data collection, data processing, and conclusion drawing. Data collection techniques using the method of observation, interviews, and documentation. The research instrument was an observation sheet on the implementation of learning and an interview sheet. Data analysis was carried out by data reduction, data presentation, and concluding (Miles & Hubberman, 2012). Testing the validity of data is done by using the data triangulation technique, namely source triangulation. The research procedure is presented in Figure 1. which is generated from a mathematical equation. In summary, the mapping of STEM components at the initial five meetings is presented in Table 1.

Source: Doc. Writer
Reminders to students the day before the lecture which is equipped with a link to attend the online face-to-face lecture. Based on the interview results and documentation, with the lecture link being distributed the day before the face-to-face lecture, it encourages students to prepare for a better lecture process. Another benefit of having a reminder is to remind students to listen to the reference material presented by the course lecturer. Students can write notes or even compose a mind map of lecture material at this stage.
In phase 0, students learn independently, the time to access reference material in the LMS is not limited. Students can determine independently the best time to listen to lecture material references. Based on observations and documentation, not all students listened to the material that had been presented in the LMS completely. Network constraints are the main cause of this finding. Some students have experienced blackouts, so when the time for lectures arrives, they are not involved in online lecture activities.
At the implementation stage, lecture activities are in the form of project completion and discussions, both discussions between students and students with the course lecturer. At this stage, phase 1 to phase 3 of flipped learning is also carried out.
During the discussion session, questions often arise from students related to technology and mathematics components. Students need repetition to better understand the two difficult STEM components. Phase 1, learning activities are carried out in online classes using the zoom meeting room platform, students are divided into several groups randomly to do tasks related to the material that has been studied at home and are also asked questions at the beginning of learning to measure students' initial understanding when studying independently. Furthermore, in phase 2, the chosen lecture activity is to conduct discussions in groups that are arranged randomly. The lecturer's role is to facilitate discussion. The lecturer also prepares several questions from the material studied in each topic, then what is meant by projects in this learning session are activity sheets that are completed or tried by students to apply their understanding abilities.
Based on the results of observations and documentation, in learning activities, there is an increase in aspects of student attitudes and skills in applying the concepts studied, as well as being more actively involved in problem-solving activities. In the face-to-face phase in flipped learning, students are more confident in classroom activities, ready to accept learning activities with better motivation than the usual learning model. This shows that flipped learning-based learning can increase students' motivation, activeness, and learning skills (Damayanti and Sutama, 2016). in class can improve students' creative attitudes, responsibility, and learning skills (Damayanti & Sutama, 2016).
The understanding test phase in the classroom through the LMS aims to test students' understanding of each topic. In flipped learning, the assessment is not only carried out at the end of competency but is carried out during the learning process in the classroom. Formative and summative assessments should be included in meaningful face-to-face learning activities (Enfield, 2013). A comprehensive assessment is an integral part of flipped learning, this activity includes assessing the understanding process, the application process, and analyzing through presentation activities (Zhou, 2014).

CONCLUSION
The application of flipped learning-based STEM in Nature Sensitivity courses is carried out in 4 phases, namely the independent learning phase through the LMS, the phase of completing assignments in the online class, the discussion phase in the online class, and the understanding test phase in the class through the LMS. STEM components are mapped based on the constituent subjects of STEM, namely science, technology, engineering, and mathematics. The results of the mapping become a reference in the preparation of materials and activities for Nature Sensitivity lectures.
The application of STEM-based flipped learning uses a Schoology platform as an LMS and a zoom meeting room as an online face-to-face platform. The results of this study imply that the application of STEM-based flipped learning can be applied to courses that have a relationship with STEM subjects.