Pembelajaran STEM Berbasis Robotika Sederhana Bagi Guru Sekolah Dasar di Karimunjawa

Arifudin, Riza; Setiawan, Abas; Abidin, Zaenal; Efrilianda, Devi Ajeng; Jumanto, Jumanto

doi:10.33633/ja.v5i3.825

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…Soal-soal pertanyaan yang digunakan untuk mengukur pengetahuan tentang konsep dasar CT disajikan pada Tabel 1. Sedangkan ketrampilan CT peserta diukur berdasarkan permainan "Bee-bot" dan "My Robotic Friends Activity" [3], [8], [9], [10]yang mengandung 4 (empat) aspek CT yaitu dekomposisi, abstraksi, pengenalan pola dan algoritma. Soal-soal untuk mengukur ketrampilan CT dibuat berdasarkan permainan "Bee-bot" dan "My Robotic Friends Activity", karena kedua permainan ini yang dipilih berdasarkan kesepakatan antara Tim UDINUS dan pihak sekolah.…”

Section: Gambar 1 Diagram Alur Pengabdianunclassified

Implementasi Computational Thinking Pada Kurikulum Merdeka Menggunakan Metode Unplugged Programming Activity (Upa)

Sutojo,

Rustad,

Akrom

et al. 2024

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The application of Computational Thinking (CT) in the “Kurikulum Merdeka” is one way to strengthen fundamental competencies and holistic understanding in education. CT skills can be taught through Unplugged Programming Activities (UPA), which is an approach to teaching CT skills without using computer tools. This approach is appropriate for schools that do not have adequate technological infrastructure and for the “little ones”, namely students under 9 years of age. This service aims to provide UPA method training for teachers at Gaussian Kamil School (GKS) so that it can be applied to the Merdeka Curriculum at GKS. The UPA activity materials used were the games "Bee-bot" and "My Robotic Friends Activity". It is hoped that this material can provide knowledge and skills regarding CT to training participants at GKS. The results of the pre-test and post-test evaluation showed an increase in scores before and after the training process for the participants. So it can be said that the results of this service show that the UPA method is suitable for use to teach CT skills in schools that do not have adequate technological infrastructure.

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Section: Gambar 1 Diagram Alur Pengabdianunclassified

Implementasi Computational Thinking Pada Kurikulum Merdeka Menggunakan Metode Unplugged Programming Activity (Upa)

Sutojo,

Rustad,

Akrom

et al. 2024

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“…Specifically, in the Indonesian context, community service or mentoring activities to strengthen teacher skills in implementing STEM learning have been carried out. Community service or elementary school teacher assistance has been carried out in developing STEM learning in Bandung-West Java (Sukmana & Nurhayati, 2019) and Karimunjawa-Central Java (Arifudin et al, 2022). Especially for middle school teachers, assistance in the development of STEM learning has also been carried out (Nugraheni et al, 2022;Setiawan et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teacher assistance to strengthen STEM learning based on lesson study at MTs Muhammadiyah 1 Malang

Nurwidodo¹,

Wang²,

Hindun³

2023

jcse

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STEM learning aims to prepare students to prepare themselves for a career based on the skills needed in the 21st century, but this is still not a concern for teachers so assistance is needed for science and mathematics teachers. This assistance is intended to strengthen teachers' understanding, skills, and attitudes towards STEM. The steps taken in this mentoring activity include (1) initiation of contacts and reports of initiation results, (2) discussions, (3) program planning and implementation, and (4) program evaluation. The results of the implementation of the mentoring steps, namely (1) an agreement was obtained that a comprehensive understanding of STEM concepts was needed, skills were needed to develop learning tools and implement STEM learning and a strong appreciation in STEM learning was needed; (2) agreed on the need for assistance in the form of strengthening STEM understanding, training in preparing lesson plans and STEM learning practices and strengthening attitudes towards STEM as a choice of learning approach that is in line with the demands of the 21st century; (3) The results of discussions related to program plans and implementation are the formulation of STEM training plans and their implementation involving teachers in the fields of Science and Mathematics; and (4) The results of discussions related to evaluation stated that the results of mentoring were evaluated in a process through observing STEM learning practices using the open-class and reflection method, while product evaluation was through learning plan portfolios and learning videos. The conclusion of this mentoring activity is the implementation of the stages of STEM learning assistance which includes initiation, discussion, plans and implementation of actions and evaluation. The mentoring process has strengthened the understanding, skills, and appreciation of science and mathematics teachers for STEM learning.

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“…Meanwhile, Sulisworo [14] examines the use of information and communication technology in STEM-based education as an alternative for adapting students' competencies to work and society, emphasizing the importance of critical thinking skills. Arifuddin [18] has integrated STEM in learning to encourage students to think critically, comprehensively, and innovatively in finding solutions to problems, using Educational Robots as an effective learning tool. In addition, Rahayu [16] developed an E-Student Worksheet integrated with STEAM on acid-base material in digital flip form, which can increase interactivity in learning.…”

Section: Introductionmentioning

confidence: 99%

Integration of independent learning and physics innovation in STEAM-based renewable energy education to improve critical thinking skills in the era of Society 5.0 for Sustainable Development Goals (SDGs) 2030

Indahwati,

Rachmadiarti,

Hariyono

et al. 2023

E3S Web Conf.

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This study aims to integrate Free Learning and Physics Innovation in STEAM-based Renewable Energy Education to improve critical thinking skills in Era Society 5.0 in order to achieve the 2030 Sustainable Development Goals (SDG). This research uses a literature review method that collects and analyzes related articles. The results showed that integrating Free Learning and Physics Innovation in STEAM-based Renewable Energy Education is an effective approach to improving students’ critical thinking skills. Renewable energy education is a relevant and important topic in SDG 2030, and the STEAM approach helps students understand and overcome this challenge. Era Society 5.0 emphasizes technology integration, so the educational approach must constantly be updated and adapted to the times. The results of this literature review can assist educators, policymakers, and researchers in developing educational strategies that align with the times’ needs.

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Pembelajaran STEM Berbasis Robotika Sederhana Bagi Guru Sekolah Dasar di Karimunjawa

Cited by 4 publications

References 1 publication

Implementasi Computational Thinking Pada Kurikulum Merdeka Menggunakan Metode Unplugged Programming Activity (Upa)

Implementasi Computational Thinking Pada Kurikulum Merdeka Menggunakan Metode Unplugged Programming Activity (Upa)

Teacher assistance to strengthen STEM learning based on lesson study at MTs Muhammadiyah 1 Malang

Integration of independent learning and physics innovation in STEAM-based renewable energy education to improve critical thinking skills in the era of Society 5.0 for Sustainable Development Goals (SDGs) 2030

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