<![CDATA[The pre-training survey showed that the MGMP (an association for in-service teachers) Fisika Jakarta participants generally had some familiarity with STEM (Science, Technology, Engineering, Mathematics) education but limited direct classroom experience with educational robotics. This article reports on a professional training program for physics teachers who registered in the MGMP Fisika Jakarta network. The program included an online course with specific STEM modules, hands-on activities with Sphero Indi robots, and discussion of how robotics could be used in physics teaching. Pre-training questionnaire responses were collected from 39 participants, while 36 participants completed the anonymous post-training questionnaire. The responses were analyzed descriptively at the group level, together with open-ended reflections on intended classroom use. Before the training, 29 of 39 teachers (74%) either had only heard about educational robotics without using it or reported no familiarity with it. After the program, responses were concentrated in the moderate to very-high categories for understanding of STEM-based learning and the use of educational robotics in physics teaching, and 31 of 36 respondents (86%) regarded the training as very beneficial. Teachers mainly planned to use robotics through project-based, problem-based, and collaborative learning activities. These teacher-generated classroom-use ideas were an immediate pedagogical output of the program. The findings indicate positive immediate responses to professional development, while further follow-up is needed to examine whether these intentions are translated into classroom practice.]]>
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