The efectivity of teacher professional development program on implementing curriculum 2013 integrated with STEM learning framework Santi Setiani Hasanah; Anna Permanasari; Riandi
Universitas Pendidikan Indonesia
Abstract
STEM (Science, Technology, Engineering, and Mathematics) learning has been introduced in Indonesia to face the challenges of the 21st century. Teacher professional development to implement 2013 curriculum with STEM learning framework has been carried out by Science Education and Development Centre (SEDEC) as part of responsibility to increasing the capacity of science teachers. The purpose of this study was to obtain information about the effectiveness of the program through survey methods. Respondents in this study were 120 program alumni. The results showed 93% of respondents thought that the program that had been implemented was effective in increasing their competence, 70% of respondents thought the training pattern was appropriate, and 94.2% of respondents were still implementing this STEM learning in class. According to respondents, after implementing the STEM approach in the classroom, students ability to collaborate, communicate, be critical, and be creative increased.
