Inovasi Pembelajaran Sains Berbasis STEM Bagi Guru SD, SMP dan SMA Sekolah Indonesia Kuala Lumpur
Abstract
Abstrak. Salah satu bentuk reformasi pendidikan yang dapat membantu guru dalam mengatasi permasalahan di abad 21 adalah menggunakan pendekatan science, technology, engineering, dan mathematics (STEM). STEM menjadi suatu pendekatan dalam pembelajaran sains dengan menuntun pola pikir siswa seperti ilmuwan. Tujuan kegiatan pengabdian ini adalah agar guru di Sekolah Indonesia Kuala Lumpur SIKL memiliki keterampilan untuk berinovasi dalam pembelajaran sains berbasis STEM dan pengetahuan memnafaatkan sumber belajar untuk pembelajaran Sains berbasis STEM. Pengabdian ini menerapkan metode pelatihan dan pendampingan dengan model Action Learning, pada kelompok mitra sehingga terampil merancang dan mengimplementasikan pembelajaran sains berbasis STEM. Rancangan kegitan pengabdian terdiri atas tahapan persiapan, pelaksanaan dan evaluasi. Hasil pengabdian menunjukkan bahwa terjalinnya kerjasama antara FMIPA UNNES dengan SIKL, terlaksananya kegiatan pengabdian kepada Masyarakat bagi guru Sains di SIKL, peserta pelatihan telah memiliki keterampilan merancang pembelajaran inovatif berbasis STEM, dan meningkatnya pengetahuan tentang pemanfaatan sumber belajar berbasis STEM di antaranya adalah penerapan projek drop egg challenge dan straw bridge. Kegiatan pelatihan inovasi pembelajaran dengan model action learning berbasis fasilitasi dapat membekali guru untuk berinovasi dalam pembelajaran sains berpendekatan STEM.
Abstract. One form of educational reform that can help teachers overcome problems in the 21st century is using a science, technology, engineering and mathematics (STEM) approach. STEM is an approach to learning science by guiding students' thinking patterns like scientists. The aim of this service activity is so that teachers at Sekolah Indonesia Kuala Lumpur (SIKL) have the knowledge and skills to innovate in STEM-based science learning. This service applies training and mentoring methods with Action Learning model to partner groups so they are skilled at designing and implementing STEM-based science learning. The design of service activities consists of preparation, implementation and evaluation stages. The results of the service show that the training participants have knowledge about STEM-based science learning innovations, including the implementation of the drop egg challenge and straw bridge projects.
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