STEM Learning: How Science Teachers Understand and Implementing Learning Science with STEM Approach Santi Setiani Hasanah (a*)- Anna Permanasari (b*)- Riandi(c*)
Postgraduate School Science Education Study Program
Universitas Pendidikan Indonesia, Bandung
Abstract
Current Science Teacher Professional Development can be carried out in an online mode. This mode can be an excellent alternative to improve teacher competence in addition to face-to-face training. This research was conducted to obtain an overview of the understanding and ability of science teachers to develop STEM-based learning. The method used in this research is the embedded mix method research design, by prioritizing qualitative data, and using quantitative data as secondary data to support primary data. The research was conducted by conducting interviews with training alumni, and surveys of students and school principals regarding changes in learning carried out by teachers after training. The results showed that the teacher had done EDP in class (ask, plan, create, and redesign), and had developed students^ communication skills through product presentation. The evaluations carried out have not fully measured students^ STEM literacy. After the teacher implements STEM learning in the classroom, students feel the learning atmosphere is more interesting, more enjoyable, and the application of the concept is easier to understand.
Keywords: online teacher professional development, STEM learning
