Improving Teachers’ STEM Competence: Impact of A Collaborative Professional Development Workshop

Authors

Keywords:

Collaborative Professional Development, Contextual Curriculum, Innovative Learning, STEM, Teacher

Abstract

The Science, Technology, Engineering, and Mathematics (STEM) approach to learning plays an important role in improving teacher competency, learning innovation, and technology use skills. However, the results of an initial survey at Sekolah Indonesia Makkah showed that 44.12% of teachers faced challenges in the form of a lack of training and understanding related to STEM integration. This study involved 34 teachers and aimed to improve their ability to implement STEM-based learning through the Collaborative Professional Development (CPD) approach. The results showed that teachers who participated in CPD activities experienced a significant increase in their understanding and readiness to implement STEM. In addition, teachers began to realize the benefits of STEM learning in developing students' affective, cognitive, and psychomotor aspects, as well as its potential as a means of career guidance. As many as 52.94% of teachers stated that they strongly believed that STEM was important to implement, and 58.82% considered the CPD program to be continued. This study recommends that CPD training be carried out continuously with more applicable and contextual materials. Strengthening collaboration between teachers and the integration of STEM-based curriculum is also needed to support the sustainability and effectiveness of the program in the long term.

Downloads

Download data is not yet available.

References

Ahadi, A., Bower, M., Lai, J., & Singh, A. (2024). Evaluation of teacher professional learning workshops on the use of technology - a systematic review. Professional Development in Education. 50(1): 221–237. https://doi.org/10.1080/19415257.2021.2011773

Andayani, E., Mustikowati, I., Setiyowati, W., & Firdaus. (2022). Case Method: optimizing critical thinking, creativity communication skills and collaboratively of students according to MBKM in the 21st century era. Journal of Social Studies Research and Education (JPPI). 16(1): 52-60. https://doi.org/10.21067/jppi.v16i1.6973

Azennoud, Z. (2022). Technology literacy as a post-COVID-19 survival competence in higher education: A narrative analysis of students’ experiences and prospects. International Journal of Didactical Studies. 3(2): 1-9. https://doi.org/10.33902/IJODS.202212968

Buechel, C., Dougherty, K., Carter, V., & Topalcengiz. (2024). Elementary teachers' self-efficacy and its role in STEM implementation. Turkish Journal of Education. 13(3): 217-238. https://doi.org/10.19128/turje.1267839

Chia, L., & Maat, M. (2023). STEM Integration in Mathematics Learning and Facilitation (pdpc): A Systematic Literature Review. Journal of World Education. 5(3): 161-177. https://doi.org/10.55057/jdpd.2023.5.3.13

Defianty, M., & Wilson, K. (2024). Using collaborative action research to promote criticalthinking pedagogies in ELT in Indonesia. Journal of Teacher Education. 52(5): 607-621. https://doi.org/10.1080/1359866X.2024.2410837

Duisenbayev, A., Shavaliyeva, Z., Khassanova, I., Turebayeva, S., & Medeubayeva, K. (2024). The study of effective methods and strategies for the professional development of educators: mentorship, collaboration, and self-organization skills. International Journal of Education in Mathematics, Science and Technology. 12(2): 450-469. https://doi.org/10.46328/ijemst.4014

Fajria, R., Yerizon., Musdi, E., & Permana, D. (2022). Development of mathematics learning tools using the project based learning model integrated with STEM to improve the creative thinking skills of class VIII junior high school student. JEMS Journal of Mathematics and Science Education. 10(1): 92-102. https://doi.org/10.25273/jems.v10i1.11918

Fauziah, A., & Wijayanti. (2024). Application of e-module assisted stem learning model to problem solving. Journal of Mathematics Education. 8(2): 1453-1462. https://doi.org/10.31004/cendekia.v8i2.3225

Happy, N., Prayito, M., Ariyanto, L., Safitri, D., & Sari, P. (2024). PKM STEM-AR education for mathematics teachers in Batang district. Community Development Journal. 5(6): 10976-10983. https://doi.org/10.31004/cdj.v5i6.37303

Isti’ana, A. (2024). Integration of technology in islamic education learning. Indonesian Research Journal on Education. 4(1): 302–310. https://doi.org/10.31004/irje.v4i1.493

Karmiati, W., Herman., & Mardiana, A. (2021). Building STEAM foundation through play activities at TK Negeri 02. Mekar Sari. Kab, Boalemo Gorontalo. Journal of Thought and Learning Development. 3(4): 127-132. http://www.ejournal-jp3.com/index.php/Pendidikan/article/view/192

Kolesynk, L., & Biseth, H. (2024). Professional development in teacher education through international collaboration: when education reform hits Ukraine. Professional Development in Education.50(2): 347-359. https://doi.org/10.1080/19415257.2023.2193197

Maddukelleng, Jihan, G., & Murcahyanto. (2023). Hybrid learning innovation: challenges for developing teachers skills in indonesia. Journal of Religious and Social Sciences. 17(2): 842-854. http://dx.doi.org/10.35931/aq.v17i2.1959

Muhammad, N., & Widowati, A. (2024). Improving students' problemsolving skills through STEM PJBL learning of peat propagation material. Pancasakti Science Education Journal. 9(1): 9-19. https://doi.org/10.24905/psej.v9i1.202

Nurhidayat, E., Mujiyanto, J., Yuliasri, I., & Hartono, R. (2024). Technology integration and teachers' competency in developing 21st-century learning in EFL classroom. Journal of Education and Learning (EduLearn). 18(2): 342-349. https://doi.org/10.11591/edulearn.v18i2.21069

Printina, I. (2019). Analysis of the geographical potential of the Middle East into digital comics based on a pedagogical paradigm. Reflektif. Jurnal Agastya. 9(1): 44-56.

Rahmawati, S., & Nadzari, A. (2024). Innovation of islamic religious education teachers in implementing the independent curriculum at Citra Madinatul Ilmi Plus High School, Banjarbaru. ADDABANA: Journal of Islamic Religious Education. 7(1): 27-46. https://doi.org/10.47732/adb.v7i1.308

Robetson, A., Curtis, M., & Dann. (2018). Outcomes of a collaborative contextualised learning approach to teacher professional development in Papua, Indonesia. The International Education Journal: Comparative Perspectives. 17(2): 88-101. https://eric.ed.gov/?id=EJ1184048

Rosita, N., & Khojir. (2024). Strengthening the islamic education system in Saudi Arabia: analysis of literature review and best practices. Borneo Tarbiah and Teacher Training Journal. 5(3): 313-328. https://doi.org/10.21093/jtikborneo.v5i3.8575

Setari, D., Yuliawati, L., & Mardjohan. Implementation of projectbased learning (PJBL) learning model based on STEM approach to improve mathematical creative thinking skills. Mathematics Education Journal April Eleven. 3(1): 82-94.

Sonsupap, K., & Cojorn, K. (2024). Collaborative professional development impacts teachers' ability to foster higher-order thinking. Journal of Education and Learning (EduLearn). 18(2): 561-569. https://doi.org/10.11591/edulearn.v18i2.21182

Winda, H., Paramita, I., Nurjannah., & Ratnaningtiyas. (2024). Application of the stem approach to students' psychomotor abilities in science learning. Journal of Science Education. 1(2): 38-47. https://doi.org/10.29408/hijase.v1i2.2739

Wood, K., Jaidin, H., Jawawi, R., & Salleh, S. (2017). How and what teachers learn from collaborative professional development. International Journal for Lesson and Learning Studies. 6(2): 151-168. https://doi.org/10.1108/IJLLS-09-2016-0028

Yoshida, M., & Selberg, J. (2024). Science teachers’ beliefs on science teaching and learning for implementing in STEM education. Science Education International. 35(3): 192-197. https://doi.org/10.33828/sei.v35.i3.2

Yuliardi, R., Firmasari, S., Kusumah, S., Nurhanag., & Maizora. (2023). Implementation of innovative learning based on STEM and digital learning to improve the quality of learning for elementary school teachers in Cipondok Village, Kuningan Regency. Indonesian Community Service Journal (JAMSI). 3(2): 499-508. https://doi.org/10.54082/jamsi.673

Downloads

Published

2025-05-07

How to Cite

Ekawati, R., Indana, S., Wasis, W., Artiono, R., Novita, D., Trimulyono, G., & Mahdiannur, M. A. (2025). Improving Teachers’ STEM Competence: Impact of A Collaborative Professional Development Workshop . Jurnal Karya Abdi Masyarakat, 9(1), 15–26. Retrieved from https://mail.online-journal.unja.ac.id/JKAM/article/view/42481

Issue

Vol. 9 No. 1 (2025): Jurnal Karya Abdi Masyarakat

Section

Articles

License

Copyright (c) 2025 Rooselyna Ekawati, Sifak Indana, Wasis Wasis, Rudianto Artiono, Dian Novita, Guntur Trimulyono, Muhammad Arif Mahdiannur

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Please find the rights and licenses in Jurnal Jurnal Karya Abdi Masyarakat (JKAM).

  1. License

The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution 4.0 International License. 

  1. Authors Warranties

The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

  1. User Rights

JKAM's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, JKAM permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and JKAM on distributing works in the journal.

  1. Rights of Authors

Authors retain the following rights:

  • Copyright, and other proprietary rights relating to the article, such as patent rights,
  • The right to use the substance of the article in future own works, including lectures and books,
  • The right to reproduce the article for own purposes, provided the copies are not offered for sale,
  • The right to self-archive the article.
  1. Co-Authorship

If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.

  1. Termination

This agreement can be terminated by the author or JKAM upon two months notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of JKAM. 

  1. Royalties

This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by JKAM or its sublicensee.

  1. Miscellaneous

JKAM will publish the article (or have it published) in the journal if the articles editorial process is successfully completed and JKAM or its sublicensee has become obligated to have the article published. JKAM may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.