Exploring Teacher Professional Development in STEM-Integrated Learning

Abstract

The urgency of this research is based on the need for the development of STEM (Science, Technology, Engineering, and Mathematics) learning to support the implementation of a flexible and innovative Independent Curriculum. STEM learning integrates a range of relevant disciplines to support 21st century skills, particularly high-level thinking skills, learning and innovation competencies, technology literacy, and life skills. The development of STEM learning is also expected to increase the professionalism of teachers in designing and implementing learning in accordance with the times. This research aims to improve teachers' knowledge and skills about STEM learning, develop STEM teaching tools and materials, and analyze teachers' responses to the application of STEM learning. This research involved 24 participants with the background of elementary, junior high and high school teachers. Data collection and analysis were carried out using a mixed methods approach through observation, data collection of teachers who have or have not implemented STEM, needs analysis, and development of teaching materials and STEM materials. The findings of this study show that teachers' professionalism at the learning preparation stage shows that the overall preparation of teachers is in the very good category with a percentage of 86.54%, while the part of the implementation of STEM learning is included in the very good category, at 82.19%, while the evaluation Being included in the category of quite good is at a percentage of 73.91%, This study reveals teachers’ weaknesses in evaluating STEM learning. Results of implementation 4C; Creativity by (91.3%), teachers are able to apply constructivist STEM-based learning in training students to analyze authentic problems and be able to think HOTs by (100%), Teachers have been quite successful, but still need to strengthen student communication assessment instruments, such as presentation rubrics and portfolios in the communication aspect by (87%), and teachers apply interdisciplinary teamwork despite limited facilities and time by (87%). The results of teachers' responses were very positive to STEM learning. The findings of this study contribute to the literature on teachers in implementing STEM learning in the classroom, helping teachers understand the importance of STEM's role in supporting the Independent curriculum and learning that can train students' STEM skills in problem-solving. In addition, it can also support the SDGS, especially SDG 4 Quality Education through improving the quality of learning, especially in schools.