Persepsi Guru IPA Terhadap Pembelajaran STEM
Abstract
Abstrak
Pendekatan STEM merupakan alat untuk menghadapai abad 21 sekaligus alat untuk membenahi mutu pembelajaran sains di Indonesia. Penelitian ini bertujuan untuk menggali persepsi guru IPA terhadap pembelajaran STEM. Subjek penelitian adalah guru MGMP IPA di Surakarta dan Karanganyar. Penelitian ini merupakan penelitian studi kasus. Instrumen yang digunakan adalah angket. Hasil penelitian menunjukkan bahwa persepsi guru IPA yaitu: a) Mayoritas guru IPA masih kurang paham mengenai STEM; b) STEM merupakan sebuah pendekatan pembelajaran yang mengintegrasikan aspek sains, teknologi, matematik dan engineering; c) forum ilmiah seperti seminar, workshop, dan diklat pelatihan merupakan sumber utama promosi STEM bagi guru IPA; d) Mayoritas guru IPA memiliki persepsi bahwa STEM bermanfaat dalam meningkatkan keterampilan abad 21; e) Guru sangat tertarik menerapkan STEM dalam pembelajaran. Hal tersebut dibuktikan dengan 85% responden telah menerapkan pembelajaran STEM dalam rancangan pembelajarannya; f) STEM merupakan suatu pendekatan pembelajaran yang relevan dengan kurikulum 2013 dan abad 21; g) mayoritas guru IPA merasa masih kesulitan dalam menerapkan pembelajaran STEM. Studi mengenai persepsi guru terhadap suatu pembelajaran berperan penting dalam penyusunan gagasan program-program pengembangan profesionalisme guru. Program tersebut harus sesuai dengan kebutuhan guru dalam hal pengetahuan konten dan pedagogis untuk menerapkan pembelajaran STEM di kelas.
Kata Kunci: Persepsi guru IPA, STEM
Abstract
The STEM approach is a tool to face the 21st century as well as a tool to improve the quality of science learning in Indonesia. This study aims to explore the perception of science teachers on STEM learning. The research subjects were MGMP science teachers in Surakarta and Karanganyar. This research is a case study research. The instrument used is a questionnaire. The results showed that the perceptions of science teachers were: a) The majority of science teachers still did not understand STEM; b) STEM is a learning approach that integrates aspects of science, technology, mathematics and engineering; c) scientific forums such as seminars, workshops, and training and education are the main sources of STEM promotion for science teachers; d) The majority of science teachers have the perception that STEM is useful in improving 21st century skills; e) Teachers are very interested in applying STEM in learning. This is evidenced by 85% of respondents have implemented STEM learning in their learning design; f) STEM is a learning approach that is relevant to the 2013 curriculum and 21st century learning; g) the majority of science teachers still find it difficult to implement STEM learning. The study of teachers' perceptions of learning plays an important role in formulating ideas for teacher professional development programs. The program must match the teacher's needs in terms of content and pedagogical knowledge to implement STEM learning in the classroom..
Keywords: Science teacher perceptions, STEM
Keywords
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