Rizka Safitri, Siti Fatonah

Kesiapan Guru IPA dalam Mengimplementasikan Pembelajaran Berbasis STEM di Madrasah Ibtidaiyah

Introduction

Kesiapan guru ipa dalam mengimplementasikan pembelajaran berbasis stem di madrasah ibtidaiyah. Menganalisis kesiapan guru IPA di Madrasah Ibtidaiyah untuk implementasi pembelajaran berbasis STEM. Temukan tantangan & rekomendasi untuk meningkatkan kompetensi guru serta kualitas pendidikan dasar.

Abstract

STEM-based education, integrating Science, Technology, Engineering, and Mathematics, is pivotal in equipping students with essential skills such as critical thinking, creativity, and problem-solving for the 21st century. This study explores the readiness of science teachers at Madrasah Ibtidaiyah to implement STEM-based teaching approaches. A qualitative methodology employing case studies and phenomenological design was applied, with data collected through interviews and questionnaires. Triangulation methods ensured the validity of findings. The research indicated that while science teachers demonstrated strong affective readiness (80%) and satisfactory cognitive preparedness (70%), their practical readiness (60%) and access to external support (50%) remain areas needing attention. Challenges included limited professional training, insufficient facilities, and difficulties in seamlessly integrating STEM elements into daily teaching practices. Recommendations from this study include regular, comprehensive training programs, improved infrastructure and resource support, and a phased implementation approach allowing teachers to develop STEM-based projects aligned with their students' needs and classroom conditions. This study underscores the untapped potential of science teachers to significantly improve STEM-based education at Madrasah Ibtidaiyah, provided there is robust institutional support and collaboration among stakeholders. The insights gained offer a valuable foundation for crafting inclusive policies to enhance teacher competencies and elevate educational quality at the elementary level.

Review

This study, titled "Kesiapan Guru IPA dalam Mengimplementasikan Pembelajaran Berbasis STEM di Madrasah Ibtidaiyah," addresses a critically important topic concerning the readiness of science teachers at the elementary madrasah level to adopt STEM-based education. Given the acknowledged significance of STEM in developing crucial 21st-century skills such as critical thinking and problem-solving, exploring teacher preparedness for its implementation is highly relevant. The authors employed a qualitative methodology, utilizing case studies and a phenomenological design, with data collected through interviews and questionnaires, and strengthened the findings' validity through triangulation. The research effectively highlights differentiated levels of readiness among these teachers. While a strong affective readiness (80%) and satisfactory cognitive preparedness (70%) were observed, indicating a positive disposition and foundational understanding, significant gaps emerged in practical readiness (60%) and, notably, in access to external support (50%). These lower scores point to tangible barriers, further elaborated by the identified challenges: limited professional training, insufficient facilities, and difficulties in seamlessly integrating STEM into daily teaching. The detailed breakdown of readiness components offers valuable granular insights into where support is most urgently needed. The recommendations provided are well-aligned with the identified challenges, advocating for comprehensive training, improved infrastructure, and a strategic, phased implementation approach that considers teachers' practical needs and classroom contexts. This study convincingly underscores the significant, yet currently untapped, potential of science teachers in Madrasah Ibtidaiyah to elevate STEM education. Its insights are invaluable for policymakers and educational stakeholders seeking to craft effective policies, foster robust institutional support, and facilitate collaborative efforts to enhance teacher competencies and ultimately improve the quality of elementary education in the region. The findings serve as a robust foundation for targeted interventions and future research in this vital area.

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