<![CDATA[Penelitian ini bertujuan mendeskripsikan pelaksanaan pembelajaran dengan pendekatan STEM di Sekolah Dasar. Studi menggunakan desain kualitatif deskriptif. Data dikumpulkan melalui wawancara, observasi kelas, dan studi dokumentasi (perangkat pembelajaran, arsip alumni, dan data siswa). Keabsahan data diperiksa dengan triangulasi sumber dan metode. Analisis dilakukan secara deskriptif-naratif: pencatatan lapangan, pembacaan berulang, pencocokan antarsumber, dan penyajian temuan yang berfokus pada praktik pembelajaran berbasis STEM. Hasil menunjukkan bahwa implementasi STEM di kelas VI dilaksanakan pada beberapa topik dengan perencanaan yang mendahului pelaksanaan, meliputi pemilihan masalah kontekstual, penyiapan alat dan bahan, skenario integrasi sains–teknologi–rekayasa–matematika, serta penetapan indikator capaian. Pelaksanaan diawali stimulus (cerita/bacaan terkait konsep), diikuti eksplorasi, perancangan solusi, pengujian sederhana, dan refleksi kelas. Peran guru terlihat pada orkestrasi diskusi, fasilitasi inquiry, dan umpan balik formatif. Kendala utama mencakup keterbatasan waktu, variasi kesiapan siswa, serta ketersediaan sumber/alat. Implikasi menekankan pentingnya perencanaan rinci, kurasi masalah autentik, manajemen sumber belajar, dan penguatan kompetensi guru agar pembelajaran STEM konsisten mendorong keterlibatan dan penalaran ilmiah siswa. Temuan ini memberikan gambaran implementasi yang dapat direplikasi dan ditingkatkan di konteks SD serupa. Planning and enactment of the STEM approach in elementary education: Descriptive findings from classroom practice Abstract: This study describes the implementation of a STEM approach in elementary education. A qualitative descriptive design was employed. Data were collected through interviews, classroom observations, and document analysis (lesson plans, alumni records, and student data). Data credibility was ensured via triangulation of sources and methods. Analysis followed a descriptive–narrative procedure: field note compilation, iterative reading, cross-checking across sources, and thematic reporting focused on STEM-based classroom practice. Findings indicate that Grade-Six implementation occurred across several topics and was preceded by explicit planning, including selection of contextual problems, preparation of materials and tools, scenarios for integrating science–technology–engineering–mathematics, and clear learning indicators. Enactment began with a teacher-provided stimulus (story/text), followed by exploration, solution design, simple testing, and whole-class reflection. Teacher roles centered on orchestrating discussion, facilitating inquiry, and providing formative feedback. Key constraints involved limited time, heterogeneous student readiness, and resource availability. Implications highlight the need for detailed planning, curation of authentic problems, management of learning resources, and targeted teacher capacity building so that STEM lessons consistently foster engagement and scientific reasoning. The study offers a replicable picture of implementation and areas for improvement for similar elementary school contexts.]]>
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