Pendampingan Guru dalam Integrasi STEMCology (STEM in Ecological Issues) dan Koding: Projek Kontekstual Selaras Program Tatanen di Bale Atikan Purwakarta
DOI:
https://doi.org/10.53299/ba-jpm.v6i4.5442Keywords:
Ecological Issues, pendampingan guru, Scratch, STEMCologyAbstract
Kesenjangan antara ketersediaan infrastruktur digital dan kapasitas pedagogis guru sekolah dasar dalam mengintegrasikan teknologi ke pembelajaran masih menjadi tantangan, khususnya di SDN 1 Munjuljaya, Kabupaten Purwakarta. Kegiatan pengabdian ini bertujuan mendampingi guru dalam mengintegrasikan pendekatan STEMCology (STEM in Ecological Issues) dan koding ke dalam pembelajaran kontekstual yang selaras dengan program Tatanen di Bale Atikan (TdBA). Kegiatan dilaksanakan melalui pelatihan dan pendampingan bagi 22 guru kelas 1–6 SDN 1 Munjuljaya, meliputi pengenalan konsep STEMCology, praktik koding berbasis block-based programming dan unplugged coding, serta perancangan projek kontekstual berbasis isu ekologi sekolah selaras TdBA. Evaluasi kegiatan menggunakan kuesioner tertutup skala Likert 1–5 yang mengukur tiga aspek: persepsi, kendala, dan kepuasan guru terhadap pelatihan. Hasil menunjukkan persepsi guru terhadap relevansi dan manfaat pelatihan berada pada kategori sangat tinggi (M = 4,47), tingkat kendala pelaksanaan berada pada kategori sedang (M = 2,70), dan kepuasan guru terhadap keseluruhan pelaksanaan kegiatan berada pada kategori sangat tinggi (M = 4,63). Temuan ini mengindikasikan bahwa pendampingan kontekstual yang menghubungkan koding, STEM, dan isu ekologi efektif menurunkan tingkat kecemasan dan ketidakpercayaan diri guru dalam mempelajari koding, ditandai dengan peningkatan skor sebanyak 66,7% untuk tingkat ketidakcemasannya dan sebanyak 45% menurun pada tingkat ketidakpercayaan dirinya. Meskipun kendala teknis terkait waktu dan fasilitas masih perlu diperhatikan pada program pendampingan lanjutan.
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