Strengthening ASEAN STEAM Collaboration: Empowering  Chemistry Teachers through Training on Developing STEAM-Based Assessment Instruments

Sri Yamtinah; Bakti Mulyani; Mohammad Masykuri; Maria Ulfa; Ari Syahidul Shidiq

doi:10.20527/btjpm.v6i4.11686

Strengthening ASEAN STEAM Collaboration: Empowering Chemistry Teachers through Training on Developing STEAM-Based Assessment Instruments

Sri Yamtinah, Bakti Mulyani, Mohammad Masykuri, Maria Ulfa, Ari Syahidul Shidiq

Abstract

STEAM (Science, Technology, Engineering, Art, and Mathematics) is a learning approach that encourages students to think broadly about real-world problems. However, the limited knowledge of chemistry teachers about the STEAM-based learning and assessment process causes this approach to be rarely implemented. This service aims to train teachers' skills to develop STEAM-based assessment instruments. The workshop method is used with implementation stages including preparation, implementation, evaluation, and reporting. This activity was carried out in a hybrid manner, with presentations by lecturers from Universiti Sains Malaysia and Sebelas Maret University. Participants in this activity were 68 chemistry teachers from various regions of Indonesia. Test instruments totaling 15 questions in the pretest and posttest, as well as questionnaire instruments totaling 18 questions, were used to evaluate the results of this training. As a result, participants' knowledge and skills about STEAM learning increased after the training. In addition, as many as 44% of participants are very interested in implementing STEAM in the chemistry learning process in schools. As evaluation materials, participants gave suggestions to increase the explanation time and provide more examples of STEAM-based instruments.

Keywords

assessment instrument; chemistry; collaboration; steam;workshop

Full Text:

PDF

References

Anas, M., Muchson, M., Sugiono, S., & Rr. Forijati. (2021). Pengembangan kemampuan guru ekonomi di Kediri melalui kegiatan pelatihan asesmen kompetensi minimum (AKM). Rengganis Jurnal Pengabdian Masyarakat, 1(1), 48–57. https://doi.org/10.29303/rengganis.v1i1.28

Anugrahana, A. (2019). Hambatan guru sd dalam penyusunan spp (Subject specific pedagogy) spkurikulum baru di sekolah dasar. Satya Widya, 35(2), 86–97. https://doi.org/10.24246/j.sw.2019.v35.i2.p86-97

El Nagdi, M., Leammukda, F., & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools. International Journal of STEM Education, 5(1), 1–13. https://doi.org/10.1186/s40594-018-0136-1

Fauziah, A., Sobari, E. F. D., & Robandi, B. (2021). Analisis pemahaman guru sekolah menengah pertama (SMP) mengenai asesmen kompetensi minimum (AKM). Edukatif: Jurnal Ilmu Pendidikan, 3(4), 1550–1558. https://www.edukatif.org/index.php/edukatif/article/view/608

Hsu, Y. S., & Yeh, Y. F. (2019). Asia-pacific STEM teaching practices: From theoretical frameworks to practices. In Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices. https://doi.org/10.1007/978-981-15-0768-7

Jufriadi, A., Huda, C., Aji, S. D., Pratiwi, H. Y., & Ayu, H. D. (2022). Analisis keterampilan abad 21 melalui implementasi kurikulum merdeka belajar kampus merdeka. Jurnal Pendidikan Dan Kebudayaan, 7(1), 39–53. https://doi.org/10.24832/jpnk.v7i1.2482

Kartimi, Shidiq, A. S., & Nasrudin, D. (2021). The elementary teacher readiness toward stem-based contextual learning in 21st century era. Elementary Education Online, 20(1), 145–156. https://doi.org/10.17051/ilkonline.2021.01.019

Kemendikbud. (2020). AKM dan Implikasinya pada pembelajaran. Pusat Asesmen Dan Pembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Dan Kebudayaan. 1–37.

Rohim, S. R. I. D. G. D. C. (2021). Konsep asesmen kompetensi minimum meningkatkan kemampuan literasi numerasi sekolah dasar untuk siswa. Jurnal Varidika, 33(1), 54–62. https://doi.org/10.23917/varidika.v33i1.14993

Shidiq, A. S., Permanasari, A., & Hernani. (2020). Chemistry teacher’s perception toward stem learning. ACM International Conference Proceeding Series, 40–43. https://doi.org/10.1145/3392305.3396901

Shidiq, A. S., Permanasari, A., Hernani, H., & Hendayana, S. (2022). Contemporary hybrid laboratory pedagogy : Construction of a simple spectrophotometer with STEM project-based learning to introduce systems thinking skills. Asia Pacific Journal of Educators and Education, 37(2), 107–146.

Shidiq, A. S., & Yamtinah, S. (2019). Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills. Journal of Physics: Conference Series, 1157(4), 042014. https://doi.org/10.1088/1742-6596/1157/4/042014

Smith, O. (2015). There is an art to teaching science in the 21st century. In Emerging Technologies for STEAM Education (pp. 81–92). https://doi.org/10.1007/978-3-319-02573-5

Sopiansyah, D., Masruroh, S., Zaqiah, Q. Y., & Erihadiana, M. (2022). Reslaj : Religion Education Social Laa Roiba Journal Instagram @ wardahbeauty di Surabaya Reslaj : Religion Education Social Laa Roiba Journal. 4(6), 1661–1683.

Srikoom, W., Faikhamta, C., & Hanuscin, D. L. (2018). Dimensions of effective STEM integrated teaching practice. K-12 STEM Education, 4(2), 313–330.

Subramaniam, V., Karpudewan, M., & Roth, W. M. (2023). Unveiling the teachers ’ perceived self-efficacy to practice integrated STrEaM teaching. The Asia-Pacific Education Researcher, 32(3), 327–337. https://doi.org/10.1007/s40299-022-00655-4

Uskoković, V. (2023). Natural sciences and chess: A romantic relationship missing from higher education curricula. Heliyon, 9(4). https://doi.org/10.1016/j.heliyon.2023.e15015

Widyasari, F., Masykuri, M., Mahardiani, L., Saputro, S., & Yamtinah, S. (2022). Measuring the effect of subject-specific pedagogy on TPACK through flipped learning in e-learning classroom. International Journal of Instruction, 15(3), 1007–1030.

https://doi.org/10.29333/iji.2022.15354a

Yamtinah, S., Utami, B., Masykuri, M., Mulyani, B., Ulfa, M., & Shidiq, A. S. (2022). Secondary school science teacher response to minimum competency assessment: Challenges and opportunities. Jurnal Penelitian Pendidikan IPA, 8(1), 124–131. https://doi.org/10.29303/jppipa.v8i1.1075

Yamtinah, S., Utami, B., Mulyani, B., Masykuri, M., & Ulfa, M. (2022). Pendampingan penyusunan instrumen asesmen kompetensi minimum (AKM) sebagai upaya penguatan kemampuan guru. Seminar Nasional Kimia Dan Pendidikan Kimia XIII, 56–65.

DOI: https://doi.org/10.20527/btjpm.v6i4.11686