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All Journal Jurnal Pendidikan Biologi Indonesia JURNAL IQRA´ Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika BIOEDUSCIENCE Jurnal Abdi Insani IJECA (International Journal of Education and Curriculum Application) SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) Indonesian Journal of Natural Science Education Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia
Risanti Dhaniaputri, Risanti
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Dissemination of AI Utilization to Elementary School Teachers towards the Realization of STEM Class Murein Miksa Mardhia; Dwi Normawati; Risanti Dhaniaputri; Fiorella Fiorella Adistya Moniaga; Aisyah Dwi Puspita; Yogya Rusydi Arifin; Muhammad Musthofa Masyhur; Haura Nidaulhaq; Dhea Aprilia Ayu
SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/spekta.v7i1.15783

Abstract

Background: The rapid advancement of science and technology requires elementary school students to develop core competencies in Science, Technology, Engineering and Mathematics (STEM), along with early digital literacy. However, STEM implementation in primary education remains limited due to inadequate infrastructure, disparities in teacher competence, and minimal exposure to emerging technologies such as Artificial Intelligence (AI). Contribution: This program introduces an integrated training framework that simultaneously combines STEM learning, computational thinking, and practical AI applications for elementary school teachers. Method: An evaluative approach with a quantitative descriptive design was employed. The program was conducted in three stages: preparation, training, and evaluation. The preparation stage involved needs analysis through classroom observations and interviews. The training stage consisted of two intensive sessions covering computational thinking, basic coding using Scratch, generative AI, AI ethics, and prompt engineering. Results: The results demonstrate a measurable improvement in teachers’ competencies, with the average percentage score increasing from 66% to 84%. The most significant improvements were observed in algorithmic understanding, computational thinking, ethical awareness of AI usage, and the application of digital tools such as Scratch and AI-assisted design platforms. Conclusion: The program effectively enhanced teacher readiness to implement structured STEM learning and demonstrated the potential of integrating AI into teacher professional development at the elementary level.
Designing Inclusive Early Childhood Experiences: Teacher Strategies with STEAM, Loose Parts, and PBL Tanaya Qatrunada Rutriningtyas; Avanti Vera Risti Pramudyani; Dewi Eko Wati; Dwi Hastuti; Risanti Dhaniaputri; Irma Sukarelawan
IJECA (International Journal of Education and Curriculum Application) Vol 9, No 2 (2026): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v9i2.39141

Abstract

The implementation of inclusive education in early childhood education settings requires innovative pedagogical strategies capable of accommodating children’s diverse learning needs while supporting their cognitive, socio-emotional, and metacognitive development. Previous research on STEAM and Problem-Based Learning (PBL) has primarily focused on creativity and cognitive achievement, with limited attention to how inclusivity is implemented through adaptive pedagogical practices in heterogeneous early childhood classrooms. Furthermore, the use of loose parts as flexible learning materials in inclusive STEAM–PBL learning remains underexplored. Therefore, this study aims to examine how inclusive pedagogical principles are implemented through the integration of STEAM, Problem-Based Learning (PBL), and loose parts-based activities in early childhood education. This study employed a qualitative case study approach. Data were collected through classroom observations, interviews, and documentation involving teachers and children during the learning process. The instruments used in this study included interview guidelines, classroom observation sheets, and documentation notes focusing on inclusive STEAM–PBL implementation. Findings indicate that the integration of STEAM–PBL and flexible materials supports inclusive learning through contextual problem-solving activities, interest-based collaboration, responsive scaffolding, dialogic presentations, and reflective practices. Children demonstrated increased participation, communication skills, collaborative engagement, self-confidence, persistence in problem-solving, and emerging metacognitive awareness. The use of flexible materials enabled children with diverse abilities to explore, represent, and communicate ideas according to their individual capacities. This study highlights the uniqueness of inclusive STEAM–PBL implementation through adaptive scaffolding, flexible learning materials, and reflective participation practices that support meaningful and participatory learning experiences in early childhood classrooms.
Peningkatan Kapasitas Guru Dalam Mengembangkan Kelas Steam Inklusif Melalui Loose Part: Program Pengabdian Masyarakat Dalam Pendidikan Anak Usia Dini Avanti Vera Risati Pramudyani; Diah Ayu Praharani; Vera Yuli Erviana; Risanti Dhaniaputri; Panji Hidayat
AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Vol. 5 No. 2 (2026): July 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/aurelia.v5i2.8090

Abstract

PAUD inklusi yang ideal ditandai dengan ketersediaan guru pendamping khusus (GPK) yang membantu guru kelas untuk mengkondisikan ABK selama proses pembelajaran, namun kenyataannya masih banyak sekolah yang tidak memiliki GPK. Oleh karena itu, diperlukan pendekatan STEAM dengan Loose part dan Montessori yang dapat memenuhi tujuan pembelajaran bagi ABK. Disisi lain, mitra didapati belum memiliki kurikulum inklusif dan belum memahami pendekatan STEAM dengan loose part dan aparatus Montessori sebagai aspek dari pengetahuan dan manajemen pendidikan inklusif. Kegiatan pengabdian dilakukan secara luring menggunakan ceramah, diskusi, PBL, dan praktik. Kegiatan pelatihan termin 1 (Jumat-Sabtu, 24-25 Oktober 2025) dan termin 2 (Jumat-Sabtu, 28-29 Oktober 2025). Seluruh kegiatan dilakukan secara offline di TK ABA Karangkajen Yogyakarta, yang diikuti oleh 17 guru. Kegiatan pengabdian dibantu oleh 4 mahasiswa PG PAUD sebagai co-trainer dan pemateri. Hasil pengabdian adalah terjadinya peningkatan pengetahuan dan kesiapan mitra terkait pendekatan STEAM dalam menggunakan media loose part maupun apparatus Montessori.
Co-Authors Aisyah Dwi Puspita Alliesa R. Acuña Angraini, Erni Avanti Vera Risati Pramudyani Avanti Vera Risti Pramudyani Avanti Vera Risti Pramudyani Dewi Eko Wati Dhea Aprilia Ayu Diah Ayu Praharani Dwi Hastuti Dwi Normawati Erviana, Vera Yuli Fiorella Fiorella Adistya Moniaga Hani Irawati Haura Nidaulhaq Hidayat, Panji Irfan Yunianto Mariana Wahyu Listyati Moh. Irma Sukarelawan Muhammad Musthofa Masyhur Murein Miksa Mardhia Nidaulhaq, Haura Novi Febrianti Praharani, Diah Ayu Putri, Azzahra Alya Rachmawati, Dita Deviana Sujarwo Sujarwo Tanaya Qatrunada Rutriningtyas Tanaya Qatrunada Rutriningtyas Tomas Jr Diquito Yogya Rusydi Arifin