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All Journal Mitra Teras: Jurnal Terapan Pengabdian Masyarakat
Vina Dwi Cahyani
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Humanities

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STEM-Robotics Training for Science Teachers: Designing Interactive Learning Muliyati, Dewi; Wini Sholina; Vina Dwi Cahyani; Nisrina Tsabitah Zain; Putri Marsha Sabrina; Fauzi Bakri; Handjoko Permana; Dwi Handarini; Rahmah Purwahida; Muhammad Suryauno Mahmudah
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 3 No. 1 (2024): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume 3 Nomor 1, Juni 2024
Publisher : PT. Mitra Jurnal Indonesia

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

Abstract

STEM education is critical in current teaching because it combines science, technology, engineering, and mathematics into a unified learning experience. STEM education focuses on educating students for the changing profession by developing critical thinking and problem-solving abilities while also addressing gender inequalities in STEM disciplines. Robotics, an important component of STEM education, provides hands-on learning experiences that pique students' curiosity and practical application of STEM principles. To overcome the scarcity of talented individuals in STEM industries, educators must get STEM and robotics training. This publication describes a STEM-Robotics training program meant to help science instructors incorporate robotics into their teaching techniques. The program seeks to improve instructors' robotics education skills, create new teaching techniques, bridge theory and practice, and improve student engagement and learning results. By combining hands-on robotics activities into the curriculum, the program hopes to foster dynamic learning settings that encourage creativity, critical thinking, and collaborative problem-solving abilities. This book describes the STEM-Robotics training program's rationale, organization, aims, and expected impact, emphasizing its importance in educating students for future employment in technology, engineering, and other STEM-related disciplines.
Deep Learning Training: Improving Teacher Competence in Implementing “the 2024 Merdeka Curriculum” Bakri, Fauzi; Wulandari Fitriani; Handjoko Permana; Anjani, Anisya Dirgahayu; Vina Dwi Cahyani
Mitra Teras: Jurnal Terapan Pengabdian Masyarakat Vol. 4 No. 2 (2025): Vol. 4 No. 2 (2025): Mitra Teras: Jurnal Terapan Pengabdian Masyarakat, Volume
Publisher : MJI Publisher by PT Mitra Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/teras.0402.06

Abstract

The transition to a competency-based curriculum requires a paradigm shift for teachers, from mere implementers of material to innovative curriculum developers. However, teacher training is often theoretical and fails to address substantive classroom practice. This study aims to document and analyze the effectiveness of Deep Learning strategy-based training in improving the competency of high school teachers in DKI Jakarta to authentically implement the 2024 Independent Curriculum. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design framework, this activity involved 224 teachers in the online phase and 33 selected teachers per class in the offline phase. Data were collected through needs surveys, observations of the results of the Learning Objective Flow (ATP) development, and pre- and post-tests related to pedagogical strategies. The results showed an increase in participants' knowledge outcomes from an average pretest of 68.5 to an average posttest of 83.7 with an N-gain of 0.78. The Deep Learning approach significantly improves teachers' pedagogical literacy, as evidenced by their ability to deconstruct Learning Outcomes (LO) into contextual instructional designs based on deep conceptual understanding. The transformation in mindset is evident in the shift from conventional teaching methods to reflective and inclusive learning strategies. This study concludes that training that emphasizes independent knowledge construction and collaboration is the main key in bridging the gap between macro curriculum policies and micropedagogical practices in the classroom. 
Co-Authors A. Handjoko Permana Anjani, Anisya Dirgahayu Dewi Muliyati Dwi Handarini Fauzi Bakri Muhammad Suryauno Mahmudah Nisrina Tsabitah Zain Putri Marsha Sabrina Rahmah Purwahida Wini Sholina Wulandari Fitriani