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All Journal Mitra Teras: Jurnal Terapan Pengabdian Masyarakat
Nandia Primasari
Department of Mathematics, Universitas Brawijaya, Jl. Veteran, Kota Malang, Jawa Timur, 65145, Indonesia
Humanities

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STEM-Based Robotics Professional Development for Physics Teachers: A Group-Level Training Evaluation in MGMP Fisika Jakarta Agus Setyo Budi; Handjoko Permana; Wulandari Fitriani; Wulan Yudho Piranti; Alifa Dwi Marpuri; Nur Siffa; Mutoharoh Mutoharoh; Nandia Primasari; Dewi Muliyati
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 5 No. 1 (2026): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 5 Issue 1, June 2026
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0501.10

Abstract

The pre-training survey showed that the MGMP (an association for in-service teachers) Fisika Jakarta participants generally had some familiarity with STEM (Science, Technology, Engineering, Mathematics) education but limited direct classroom experience with educational robotics. This article reports on a professional training program for physics teachers who registered in the MGMP Fisika Jakarta network. The program included an online course with specific STEM modules, hands-on activities with Sphero Indi robots, and discussion of how robotics could be used in physics teaching. Pre-training questionnaire responses were collected from 39 participants, while 36 participants completed the anonymous post-training questionnaire. The responses were analyzed descriptively at the group level, together with open-ended reflections on intended classroom use. Before the training, 29 of 39 teachers (74%) either had only heard about educational robotics without using it or reported no familiarity with it. After the program, responses were concentrated in the moderate to very-high categories for understanding of STEM-based learning and the use of educational robotics in physics teaching, and 31 of 36 respondents (86%) regarded the training as very beneficial. Teachers mainly planned to use robotics through project-based, problem-based, and collaborative learning activities. These teacher-generated classroom-use ideas were an immediate pedagogical output of the program. The findings indicate positive immediate responses to professional development, while further follow-up is needed to examine whether these intentions are translated into classroom practice.
Co-Authors A. Handjoko Permana Agus Setyo Budi Alifa Dwi Marpuri Dewi Muliyati Mutoharoh Mutoharoh Nur Siffa Wulan Yudho Piranti Wulandari Fitriani