<![CDATA[This study aims to analyze the variation in the application of Science, Technology, Engineering, and Mathematics (STEM) components in the Lesson Plans prepared by junior high school teachers after participating in STEM training. This study uses a qualitative approach with document analysis methods on 39 lesson plans of science and mathematics teachers in Bangkalan Regency. The data were analyzed by identifying the presence and form of implementation of each STEM component, then grouping the lesson plans based on the number of integrated components, namely two, three, and four STEM components. The results showed that 6 lesson plans (15,4%) integrated two STEM components, namely Science and Mathematics, which generally focused on conceptual understanding and mathematical calculations, while 11 lesson plans (28,2%) integrated three STEM components with variations in combinations of Science-Technology-Mathematics (STM), Science-Engineering-Mathematics (SEM), and Technology-Engineering-Mathematics (TEM). Most of the lesson plans, namely 22 lesson plans (56,4%), have fully integrated the four STEM components into their learning plans. These findings indicate that STEM training has a positive impact on teachers' ability to design integrated learning, although the level of implementation is not yet fully uniform. The variation in the application of STEM components reflects differences in teachers' understanding and readiness in operationalizing STEM learning at the planning stage. This study confirms that analyzing lesson plans is an effective approach for evaluating STEM implementation at the lesson planning level and can serve as a basis for developing future STEM teacher training programs.]]>
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