PROGRAM PENDAMPINGAN STEM PROJECT-BASED LEARNING BERBASIS RECYCLABLE MATERIALS PADA PEMBELAJARAN IPA
DOI:
https://doi.org/10.31764/jmm.v7i3.14603Keywords:
STEM, Project Based-Learning, Recyclable Materials, Pedagogic Competence.Abstract
Abstrak: Pembelajaran IPA erat kaitannya dengan pembelajaran Science, Technology, Engineering, and Mathematic (STEM). Program pendampingan ini bertujuan untuk memberikan pendampingan STEM-Project based Learning (PjBL) berbasis recyclable materials bagi guru IPA, serta meningkatkan kompetensi pedagogik guru dalam mengimplementasikan STEM-PjBL berbasis recyclable materials. Proses pendampingan ini melibatkan kelompok MGMP IPA MTs di Kabupaten Kudus dengan jumlah 40 guru IPA MTs. Kegiatan pendampingan terdiri dari lima tahap, yaitu: (1) FGD dengan Calon Guru IPA; (2) Proses desain dan produksi; (3) FGD dengan Kelompok MGMP IPA MTs (kelompok kecil); (4) Proses pendampingan; serta (5) Diseminasi hasil. Peningkatan kompetensi pedagogik guru dapat dilihat dari keterterapan model design thinking dalam proses pembelajaran di kelas. Respon yang diberikan berkaitan dengan kondisi siswa dalam pembelajaran, proyeksi keberlanjutan pembelajaran STEM dari perspektif siswa, kebermakaan pembelajaran STEM yang dilaksanakan terhadap pemahaman sains, kebermaknaan pembelajaran STEM terhadap pemahaman fenomena yang ada di sekitarnya, serta aktivitas STEM sebagai aktivitas yang membutuhkan kolaborasi. Respon menunjukkan 90% guru memiliki respon positif pada masing-masing aspek pernyataan.
Abstract: Science learning is closely related to STEM learning. This mentoring program aims to provide STEM-PjBL mentoring based on recyclable materials for science teachers, and improve teachers' pedagogical competence in implementing STEM-PjBL based on recyclable materials. This mentoring process involves the 40 MTs science teachers. The mentoring activity consists of five stages, namely: (1) FGD with prospective science teachers, (2) design and production process, (3) FGD with MGMP IPA MTs (small group), (4) mentoring process, and (5) dissemination of results. The improvement of teachers' pedagogical competence can be seen from the applicability of the design thinking model in the learning process in the classroom. The responses given are related to the condition of students in learning, the projected sustainability of STEM learning from the perspective of students, the meaningfulness of STEM learning implemented towards understanding science, the meaningfulness of STEM learning towards understanding the phenomena around them, and STEM activities as activities that require collaboration. The responses show that 90% of teachers have positive responses to each aspect of the statement.
References
Chen, S.-K., Yang, Y.-T. C., Lin, C., & Lin, S. S. J. (2022). Dispositions of 21st-Century Skills in STEM Programs and Their Changes over Time. International Journal of Science and Mathematics Education, 21(4), 0123456789. https://doi.org/10.1007/s10763-022-10288-0
Directorate-General for Research and Innovation (European Commission). (2015). Science education for responsible citizenship: Report to the European Commission of the expert group on science education. Publications Office of the European Union. https://data.europa.eu/doi/10.2777/12626
Hasanah, N., & Zuhaida, A. (2018). Desain Madrasah Sains Integratif: Integrasi Sains dan Agama dalam Perangkat dan Pelaksanaan Pembelajaran. Edukasia : Jurnal Penelitian Pendidikan Islam, 13(1), Article 1. https://doi.org/10.21043/edukasia.v13i1.3517
Iskandar, I., Sastradika, D., Jumadi, Pujianto, & Defrianti, D. (2020). Development of creative thinking skills through STEM-based instruction in senior high school student. Journal of Physics: Conference Series, 1567(4). 1-7. https://doi.org/10.1088/1742-6596/1567/4/042043
Jauhariyyah, F. R., Suwono, H., & Ibrohim. (2017). Science, Technology, Engineering and Mathematics Project Based Learning (STEM-PjBL) pada Pembelajaran Sains. Prosiding Seminar Pendidikan IPA Pascasarjana UM, 2(1), 432–436.
Kemendikbud. (2022). Kemendikbudristek Dorong Berkembangnya Komunitas Sains Berbasis STEM di Satuan Pendidikan. Kemendikbud.
Khasanah, A. N., Santosa, S., Indrowati, M., & Septiyanto, A. (2022). Effect of Picture and Picture Integration with Guided Note Taking accompanied by Optimization of Teaching Aids Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 8(2), 724–730. https://doi.org/10.29303/jppipa.v8i2.1420
Lamanauskas, V. (2013). Natural science education importance in adolescence. Journal of Baltic Science Education, 12(4), 396–398. https://doi.org/10.33225/jbse/13.12.396
Mutasam, U., Ibrohim, I., & Susilo, H. (2021). Penerapan Pembelajaran Sains Berbasis Inquiry Based Learning Terintegrasi Nature of Science Terhadap Literasi Sains. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(10), Article 10. https://doi.org/10.17977/jptpp.v5i10.14131
NSTC. (2013). Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5-Year Strategic Plan. In NSTC.
OECD. (2018). PISA 2018 Results Combined Executive Summaries. In OECD: Vol. I, II, III. https://doi.org/10.1787/g222d18af-en
Permanasari, A. (2016). STEM Education: Inovasi dalam Pembelajaran Sains. Seminar Nasional Pendidikan Sains “Peningkatan Kualitas Pembelajaran Sains Dan Kompetensi Guru Melalui Penelitian & Pengembangan Dalam Menghadapi Tantangan Abad-21†Surakarta, 22 Oktober 2016, 23–34.
Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20–26. https://doi.org/10.11340/skinresearch1959.41.49
White, D. W. (2014). What Is STEM Education and Why Is It Important? Florida Association of Teacher Educators Journal 2014, 1(14), 1–9.
Wieselmann, J. R., Sager, M. T., & Price, B. C. (2022). STEM Project-Based Instruction: An Analysis of Teacher-Developed Integrated STEM PBI Curriculum Units. Education Sciences, 12(9). https://doi.org/10.3390/educsci12090626
Downloads
Published
Issue
Section
License
Authors who publish articles in JMM (Jurnal Masyarakat Mandiri) agree to the following terms:
- Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
