<![CDATA[Abstrak Pemanfaatan laboratorium biologi dan pengembangan literasi matematis di SMA Negeri 1 Indrapuri belum berjalan optimal. Keterbatasan mikroskop menyebabkan kegiatan praktikum biologi tidak pernah dilaksanakan berdampak terbatasnya aspek kognitif, afektif, dan psikomotorik. Sementara kemampuan literasi matematis siswa juga masih rendah karena metode belajar tidak kontekstual. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi siswa dan literasi matematis melalui pelatihan pembuatan mikroskop smartphone berbasis STEM (MS-STEM). Kegiatan dilaksanakan di SMA Negeri 1 Indrapuri, Aceh Besar, pada Juni–Agustus 2025 dengan melibatkan 30 siswa kelas XII IPA. Metode yang digunakan adalah pendampingan partisipatif berbasis pelatihan melalui tahapan sosialisasi, identifikasi permasalahan, pelatihan dan pendampingan, evaluasi, serta refleksi dan tindak lanjut. Data dikumpulkan menggunakan tes (pretest–posttest), lembar observasi, dan rubrik penilaian produk, kemudian dianalisis secara deskriptif kuantitatif menggunakan N-gain dan persentase. Hasil kegiatan menunjukkan bahwa terjadi peningkatan kemampuan kognitif siswa dengan nilai N-gain 0,73 (kategori tinggi) dan literasi matematis dengan nilai N-gain 0,72 (kategori tinggi). Sikap ilmiah siswa didominasi kategori tinggi hingga sangat tinggi (73%), keterampilan psikomotorik berada pada kategori tinggi hingga sangat tinggi (93%), dan kualitas produk mikroskop smartphone yang dihasilkan berada pada kategori baik hingga sangat baik (83%). Mikroskop yang dihasilkan layak digunakan sebagai media praktikum alternatif. Dengan demikian, pelatihan pembuatan MS-STEM efektif meningkatkan kompetensi siswa dan literasi matematis sekaligus menghasilkan solusi praktis terhadap keterbatasan sarana laboratorium. Kata kunci: mikroskop smartphone; STEM; kompetensi; literasi matematika; praktikum. AbstractThe utilization of the biology laboratory and the development of students’ mathematical literacy at SMA Negeri 1 Indrapuri have not been optimal. The limited availability of functional microscopes has prevented biology practical activities from being conducted, resulting in suboptimal development of students’ cognitive, affective, and psychomotor competencies. In addition, students’ mathematical literacy remains low because learning has not been implemented in a contextual manner. This community service program aimed to improve students’ competencies and mathematical literacy through training in the construction of STEM-based smartphone microscopes (MS-STEM). The program was conducted at SMA Negeri 1 Indrapuri, Aceh Besar, from June to August 2025 and involved 30 twelfth-grade science students. The method employed was participatory training and mentoring, consisting of the stages of socialization, problem identification, training and assistance, evaluation, reflection, and follow-up. Data were collected using pretest–posttest assessments, observation sheets, and product evaluation rubrics, and were analyzed descriptively using N-gain and percentage analysis. The results showed that students’ cognitive achievement improved with an N-gain score of 0.73 (high category), while mathematical literacy improved with an N-gain score of 0.72 (high category). Students’ scientific attitudes were predominantly in the high to very high categories (73%), psychomotor skills were in the high to very high categories (93%), and the quality of the smartphone microscope products was categorized as good to very good (83%). The microscopes produced were feasible to use as alternative practicum media. In conclusion, MS-STEM training was effective in enhancing students’ competencies and mathematical literacy while providing a practical solution to limited laboratory facilities. Keywords: smartphone microscope; STEM; competence; mathematical literacy; practical learning.]]>
