Pelatihan Pembelajaran STEAM bagi Guru IPA SMP di Kalimantan Timur

Abstract

Tujuan Pelatihan Pembelajaran STEAM bagi Guru IPA SMP di Kalimantan Timur adalah agar guru dapat memiliki keterampilan membuat proyek pembelajaran IPA jenjang SMP dan sederajat dengan mengintegrasikan bidang Science, Technology, Engineering, Art. dan Mathematics. Pelatihan diselenggarakan selama lima hari, mulai tanggal 22 hingga 26 Juni 2021 dan diikuti oleh 10 guru IPA SMP dan sederajat di Kalimantan Timur. Indikator keberhasilan kegiatan dirumuskan: 1) 80% peserta atau sebanyak 8 peserta hadir dalam pelatihan, 2) terlaksananya seluruh kegiatan pelatihan, 3) 70% peserta atau sebanyak 7 peserta mampu membuat proyek STEAM dan menyusun laporan; serta 4) respon positif dari peserta kegiatan. Instrumen yang digunakan antara lain soal pre-test dan post-test pemahaman pembelajaran berbasis STEAM serta angket respon peserta. Adapun tahapan pelaksanaan kegiatan pelatihan meliputi: 1) Tahap persiapan; 2) Tahap pelaksanaan; 3) Tahap monitoring, evaluasi dan pelaporan. Hasil evaluasi menunjukkan kegiatan pelatihan mencapai seluruh indikator keberhasilan kegiatan yaitu: 1) seluruh peserta yang diundang hadir dalam pelatihan yaitu sebanyak 10 orang, 2) seluruh kegiatan pelatihan dapat terlaksana sesuai jadwal, 3) 80% peserta mampu membuat proyek dan menyusun laporan yaitu sebanyak 8 orang, serta 4) diperoleh respon positif dari peserta kegiatan, hasil angket respon berada pada kategori sangat baik dengan persentase sebesar 95%. The purpose of the STEAM Learning Training for Junior High School Science Teachers in East Kalimantan is to have the skills to create science learning projects by integrating the fields of Science, Technology, Engineering, Art. and Mathematics. The training was held for five days, from 22 to 26 June 2021 and was attended by ten junior high school science teachers in East Kalimantan. The indicators for the success of the activities were formulated: 1) 80% of participants or as many as 8 participants attended the training, 2) the implementation of all training activities, 3) 70% of participants or as many as 7 participants were able to do STEAM projects and compile reports, and 4) positive response from activity participants. The instruments used include pre-test and post-test questions on understanding STEAM-based learning and participant response questionnaires. Implementing the training activities includes 1) Preparation stage; 2) Implementation stage; 3) Monitoring, evaluation and reporting stages. The results of the evaluation show that the training activities achieved all indicators of activity success, namely: 1) all participants invited to attend the training were 10 participants, 2) all training activities were carried out according to schedule, 3) 80% of participants were able to do projects and compile reports, which amounted to 8 participants, and 4) a positive response was obtained from the activity participants, the results of the response questionnaire were in the very good category with a percentage of 95%.

Investigating the Impact of STEAM Learning on Higher Order Thinking and Science Achievement

“…The STEAM model can guide students to have several skills, namely problem-solving skills, critical thinking skills, and collaboration skills (Amelia & Marini, 2022). This STEAM approach uses constructivism theory which emphasizes student-centered learning by containing several activities such as practice, projects, problem-based, inquiry, authentic, and contextual learning (Rahma & Isralidin, 2022) Learning with a steam approach is very helpful for teachers in learning science (Efwinda et al, 2021). The implementation of a scientific approach in science learning is also in line with the STEAM approach (Elvianasti et al, 2021).…”

“…Basically, the STEAM approach can facilitate the implementation of active learning, namely learning where students are actively involved. The STEAM approach is an approach that combines science, technology, arts and mathematics subjects as an effort to develop student inquiry, critical thinking and communication during learning (S. Efwinda, 2021). The aim of the research to be conducted is to see students' thinking skills in solving problems after being taught using the STEAM approach so that they can see the results of learning before and after using the STEAM approach.…”

Pendampingan Guru Dalam Merancang Media Anak Usia Dini Melalui Pendekatan STEAM

“…Pembelajaran STEAM harus relevan dengan tantangan dan tuntutan kehidupan nyata, antara lain meningkatkan kemampuan bekerja sama, kemampuan memecahkan masalah, kemampuan menguasai diri sendiri, kemampuan berpikir kritis, menguasai teknologi serta mampu mengolah informasi dan berkomunikasi. efektif (Efwinda et al, 2021).…”

Penguatan Pembelajaran Sosial Emosional Bagi Kepala Sekolah Dan Pengawas Sekolah Penggerak Di Kota Samarinda

“…Di sisi lain kegiatan pengabdian masyarakat perguruan tinggi merupakan medium untuk menjembatani dunia pendidikan dengan lingkungan masyarakat atau stakeholder tenaga pendidik dan kependidikan (Utama et al, 2021). Kegiatan pengabdian kepada masyarakat dilakukan sebagai bagian dari upaya memberikan solusi atas masalah yang dialami mitra kegiatan (Efwinda et al, 2021). Oleh karena itu kegiatan pengabdian ini dilakukan sebagai bagian dari kegiatan-kegiatan adaptasi sekolah menjadi sekolah penggerak (Kemendikbudristek, 2022).…”