Corresponding Author: Loddy Surentu Email: [email protected]
History: Submitted: 11 August 2023 Review: 25 October 2023 Publish: 29 December 2023
Improving Teacher Competence in Developing Science, Technology, Engineering, and Mathematics-Based Learning Tools Through in
House Training Activities
Loddy Surentu
Abstract. Students are free to come up with a brilliant idea and make it a reality. This study aims to improve the competence of SMKN 4 Palu teachers in developing STEM-based learning tools.
Therefore, this research method is school action research. This research was carried out at SMK Negeri 4 Palu. The object ofthis research is to improve teacher competence. in developing STEM- based learning tools through in House Training (iHT) activities. The procedure of this research is action planning, action execution, observation, and reflection. Data validity using data triangulation. While the data analysis techniques used in this study are qualitative and quantitative data analysis. Qualitative data analysis uses data reduction, data presentation, and conclusions, while quantitative data analysis is carried out by calculating the average performance increase based on scores obtained from observation sheets that have been compiled. The results showed that the implementation of House Training activities has been proven to be able to improve teacher competence at SMK Negeri 4 Palu in developing STEM-based learning tools.
Keywords: Teachers, competencies, learning tools, in house traning
1. Introduction
Intense global competition requires preparing the young generation with character, good character, the will to progress and develop, and scientific reasoning (Arhas, Mahardika, et al., 2022; Kartini, 2022a; Nasrullah et al., 2022). It is hoped that people will emerge who have character, have good character, have the will to progress and develop, and have scientific reasoning., (Elytasari, 2017). STEM (Science, Technology, Engineering, and Mathematics) )-based learning can train students to apply their knowledge to create designs as a form of solving problems related to the environment by utilizing technology. STEM is an integration between the four disciplines of science (science), technology, engineering, and mathematics in an interdisciplinary approach and is applied based on real-world contexts and problem-based learning. STEM Education integrates four disciplines through teaching and learning with a cohesive and active approach.
The term STEM refers to an interdisciplinary educational approach. This approach emphasizes integrating science and technology with mathematics and engineering in real-world contexts. The goal of the STEM approach is to improve 21st-century skills, such as critical thinking, creative, collaboration, and problem-solving abilities, (Mu’minah, 2020). Additionally, the STEM approach aims to prepare students for careers in technology, science, and engineering, .
Students are free to come up with a brilliant idea and make it a reality. By using a fun learning model, students are guaranteed to be able to understand the teacher's knowledge, (Arhas, Syazwani, et al., 2022; Asrida, 2022; Darwis et al., 2022).
Meanwhile, parents are also expected to understand that the STEM learning model improves student growth development and abilities because students are always encouraged to think critically, be creative, want to collaborate, and have good communication skills.
The gap that occurs at SMKN 4 Palu is the low competence of teachers in developing STEM-based learning tools. To motivate teachers to be able to develop STEM-based learning tools optimally, school principals need to carry out training activities to increase teacher competence in developing STEM-based learning tools. This
N x = X
situation is of course a special concern for researchers as school principals. The results of observations in the initial conditions showed poor results, where of the 10 teachers there were only 6 teachers in the inadequate criteria, and 4 teachers in the sufficient criteria, with an average assessment score of 46.25 with poor criteria.
To overcome this problem, the researcher who served as the principal at SMKN 4 Palu attempted to increase the readiness of these teachers in developing STEM-based learning tools with In House Training (iHT) activities in the form of school action research with the title "Improving Teacher Competence in Development of STEM-Based Learning Tools through IHT Activities at SMKN 4 Palu Even Semester 2022/2023 Academic Year.
2. Method
This research is school action research (PTS) which aims to increase the competency of SMKN 4 Palu teachers in developing STEM-based learning tools and increase the competency of SMKN 4 Palu teachers in developing STEM-based learning tools through In House Training (iHT) activities in the Even Semester of the Year.
Lessons 2022/2023. According to (Subroto, 2017; Windayana, 2012) that school action research is a research process carried out systematically and planned through actions to improve and increase the professionalism and performance of teachers and other school personnel so that an increase in the quality of education will be obtained. This research was carried out at SMK Negeri 4 Palu which is located at Jalan Totosi No 08 Palu, Tatanga District, Palu City, Central Sulawesi Province with research subjects, namely 10 teachers at SMK Negeri 4 Palu, while the object of the research was increasing teacher competency. in developing STEM-based learning tools through iHT activities.
The procedures for this research, namely action planning, action implementation, observation, and reflection, (Komariah, 2009). The procedure for implementing In-House Training (iHT) activities as an effort to increase teacher competency in developing STEM- based learning tools at SMK Negeri 4 Palu in the Even Semester of the 2022/2023 Academic Year is carried out through 2 cycles. Data collection techniques, namely observation and documentation. Observations use observation sheets to increase teachers' abilities in developing STEM-based learning tools which consist of 20 indicators, while documentation uses searching for data regarding things or variables in the form of notes, transcripts, books, newspapers, magazines, and so on which are related to supporting documents. completeness of the development of STEM-based learning tools.
Data validity uses data triangulation. Meanwhile, the data analysis technique used in this research is qualitative and quantitative data analysis. Qualitative data analysis uses data reduction, data presentation, and concluding, while quantitative data analysis is carried out by calculating the average increase in performance based on scores obtained from observation sheets that have been prepared previously using the formula as follows:
Information:
x = Mean (average)
∑x = Number of values
N = The amounts to be averaged
Overall, after the data has been collected, it is then used to assess the success of the action, with indicators, namely 1) the minimum result of the teacher competency assessment is GOOD or within the value range >=76; and 2) Increasing teacher competency in developing classical STEM-based learning tools, at least 85% of the total number of participants are declared complete.
3. Results and Discussion
Discussion regarding the analysis of the process of implementing In House Training (iHT) activities at SMK Negeri 4 Palu in the even semester of the 2022/2023 academic year as an effort to increase teacher competency in developing STEM-based learning tools as described below:
3.1 Initial Conditions
Teachers are still not used to preparing STEM-based lesson plans. To overcome this problem, the researcher who served as the principal at SMK Negeri 4 Palu attempted to increase the readiness of these teachers in developing STEM-based learning tools.
However, the reality on the ground shows that teacher competence in developing STEM- based learning tools at SMK Negeri 4 Palu is still low. Several indicators are explained to complete the assessment.
The results of pre-cycle activities show that all teachers at SMK Negeri 4 Palu have not been able to develop STEM-based learning tools properly. Meanwhile, the need for learning innovation is a necessity in learning. The results of the implementation of initial research activities are explained in the table 1:
Table 1.
Recapitulation of Teacher Competency Assessment in Developing STEM-Based Learning Tools in Initial Conditions
No Teacher name Mark Assessment criteria
Completeness
Information Completed Not
Completed
1 Surahman, S.Sos 45,00 less - √
2 Dra. Murni 36,25 less - √
3 Drs. Sutiun 51,25 enough - √
4 Dra. Faridah 42,50 less - √
5 Haris, S.Pd. 43,75 less - √
6 I Made Masmuliadi,
S.Pd. 52,50 enough - √
7 Drs. Ilyas 55,00 enough - √
8 Hasmina, S.E. 41,25 less - √
9 Lidriana Oma, S.Pd 53,75 enough - √
10 Olivia Ursula,
S.Pd.,M.Pd. 41,25 less - √
Amount 462,50 - 0 10
Average 46,25 Less - -
Percentage - - 0,00 100,00
Source: research results
The explanation for increasing teacher competency in developing STEM-based learning tools is based on the completeness of each teacher individually as explained in the table 2:
Table 2.
Recapitulation of Increasing Teacher Competency in Developing STEM-Based Learning Tools in Initial Conditions
No Completeness Amount % Amount % Information
1 Completed 0 0
2 Not Completed 10 100
Amount 0 0 10 100
Source: research results
From the explanation in the tables above, the results can be obtained that in the implementation of pre-cycle activities, the results of teacher competency assessment in developing STEM-based learning tools obtained data with an average score of 46.25 and included in the criteria of less and there were no teachers.
3.2 Cycle II
In this cycle, a series of activities for planning, implementing, observing, and reflecting on iHT activities for developing STEM-based learning tools are carried out. The explanation of the stages of the activity is as explained below:
Planning
The planning carried out in the implementation of the first cycle of activities includes: 1) Developing an activity plan for implementing in-house training; 2) Preparing a review of STEM-based learning tool development tools; 3) Preparing iHT activity equipment; 4) Preparing iHT materials; 5) Prepare assessment instruments and assessment guidelines for implementing technical guidance for developing STEM-based learning tools; and 6) Collaborate with teachers to prepare meeting places and equipment by implementing strict health protocols following applicable regulations.
Implementation
A brief explanation of the implementation of activities in the first cycle is as described below: First Meeting, January 9 2023, namely 1) Before implementing iHT, each participant received material for developing STEM-based learning tools via the WhatsApp Group application at SMK Negeri 4 Palu; 2) Checking the attendance of each participant; 3) After everyone is present, the researcher conveys the purpose of carrying out School Action Research; 4) The school principal opens the iHT activity, conveys the objectives of implementing School Action Research; 5) The principal explains the guidelines for developing STEM-based learning tools; 6) Participants are given the task of looking for case study examples as a basis for planning the development of STEM- based learning tools according to the material provided; 7) Participants held a discussion regarding the results of case studies on planning for developing STEM-based learning tools; 8) The principal responds to the results of the discussion and together with the participants/teachers makes conclusions; and 9) The school principal closes the iHT activities.
Second Meeting, January 10, 2023, namely 1) Checking participant attendance; 2) After everyone is present, the school principal opens the iHT activity; 3) One of the par- ticipants was asked to explain the STEM-based learning tools that had been created; 4) Ask other participants to pay close attention to the STEM-based learning device that has been created by one of the participants; 5) The school principal comments and asks par-
ticipants to carry out discussion and question and answer activities; 6) Participants dis- cussed the results of the presentation of STEM-based learning tool development tools;
7) The principal responds to the results of the discussion and together with the partici- pants draws conclusions; 8) Participants are asked to develop STEM-based learning tools and send them 3 days before the implementation of the second cycle; 9) The school principal closes the iHT activities.
Observation
Simultaneously with the implementation of iHT activities, observers carry out observations using prepared observation sheets. Researchers assessed the increase in teacher competency in developing STEM-based learning tools that were sent by each participant. The results of the observations are as follows:
Table 3.
Recapitulation of Teacher Competency Assessment in Developing STEM-Based Learning Tools in the First Cycle
No Teacher name Mark Assessment
criteria
Completeness
Information Completed Not
Completed
1 Surahman, S.Sos 76,25 Good √ -
2 Dra. Murni 60,00 Enough - √
3 Drs. Sutiun 76,25 Good √ -
4 Dra. Faridah 67,50 Enough - √
5 Haris, S.Pd. 68,75 Enough - √
6 I Made Masmuliadi, S.Pd. 72,50 Good √ -
7 Drs. Ilyas 71,25 Good √ -
8 Hasmina, S.E. 66,25 Enough - √
9 Lidriana Oma, S.Pd 80,00 Good √ -
10 Olivia Ursula, S.Pd.,M.Pd. 66,25 Enough - √
Amount 705,00 - 5 5
Average 70,50 C - -
Percentage - - 50,00 50,00
Source: research results
The explanation for increasing teacher competency in developing STEM-based learning tools is based on the completeness of each teacher individually as explained in the table below:
Table 4.
Recapitulation of Increasing Teacher Competency in Developing STEM-Based Learning Tools in the First Cycle
No Completeness Amount % Amount % Information
1 Complete 5 50
2 Not Complete 5 50
Amount 5 50 5 50
Source: research results
From the tables above, the results can be obtained that in the implementation of the first cycle of activities, teacher competence in developing STEM-based learning tools increased from the initial conditions. The results of the first cycle showed an increase in the average score to 70.50 and it was in the sufficient category (C) with explanations from 5 teachers (50%) declared complete and 5 teachers (50%) declared incomplete.
From the explanation above, it can be concluded that the results of the research have not met the success criteria that have been set, namely that at least the results of assessing teachers' abilities in developing STEM-based learning tools are GOOD or
within the range of scores >=71, and classically at least 85% of the total number of participants are declared complete. The research results have not met the success criteria that have been set, namely that the minimum teacher competency results in developing STEM-based learning tools are GOOD or in the range of values >=76, and classically at least 85% of the total number of participants are declared complete so that implementation of research activities continued in the second cycle.
Reflection
Based on the results of observations of the implementation of corrective actions in the first cycle, there are still several things that need to be improved based on the results of observations during iHT activities and on documents collected by the school principal, namely: 1) Still having difficulty completing the STEM-based learning tools that he made considering the many components included inside them; 2) School principals still have difficulty implementing guidance due to limited facilities and infrastructure as well as the rules implemented during the Covid-19 pandemic. If the things mentioned above still exist, further corrective steps are needed. In other words, a second cycle is needed so that the improvements are optimal.
3.3 Cycle II
In this second cycle, a series of planning, implementation, observation and reflection activities are carried out based on the results of the reflection in the implementation of the first cycle:
Planning
The planning carried out in the implementation of the second cycle activities is based on the results of the first cycle reflection with the aim of improving activities that were less successful in the first cycle, including the following activities: 1) Preparing basic reference materials that need to be studied before developing complete STEM-based learning tools and systematic; 2) Develop an activity plan for implementing in-house training from the results of the first cycle of reflection; 3) Prepare a review of STEM-based learning tool development tools based on the results of the first cycle of reflection; 4) Prepare iHT activity equipment; 5) Prepare training modules in the form of modeling and discussion materials according to the revised implementation of the first cycle; 6) Prepare assessment instruments and assessment guidelines for implementing technical guidance for developing STEM-based learning tools; 7) Collaborate with teachers to prepare meeting places and equipment by implementing strict health protocols in accordance with applicable regulations.
Implementation
A brief explanation of the implementation of activities in the second cycle is as described below: First Meeting, January 16 2023, namely 1) Checking the presence of each teacher; 2) After everyone is present, the principal opens the iHT activity; 3) At the beginning of the cycle 2 meeting, the researcher conveyed the objectives of implementing School Action Research; 4) The principal provides input to each participant from the results of the assessment of STEM-based learning tools; 5) The school principal delivered iHT material regarding the development of STEM-based learning tools; 6) Participants held a discussion regarding the results of the case study planning for developing STEM-based learning tools; 7) The principal responds to the results of the discussion and together with the participants makes conclusions; 8) The school principal closes the iHT activities.
Second Meeting, January 17 2023, namely 1) Checking the attendance of each teacher; 2) After all teachers are present, the principal opens the iHT activity; 3) The
school principal delivered iHT material regarding the development of STEM-based learn- ing tools briefly based on the implementation conclusions at the first meeting in the sec- ond cycle; 4) The principal appoints one of the teachers to be asked to display the STEM- based learning tools that have been created; 5) The principal asks the other teachers to pay close attention to the STEM-based learning tools that have been created by one of the teachers and asks the teachers to make conclusions; 6) The principal comments and asks the teachers to carry out discussion and question and answer activities; 7) The teacher holds a discussion regarding the results of preparing STEM-based learning tools;
8) The principal responds to the results of the discussion and together with the teacher makes conclusions; 9) The school principal closes the iHT activities.
Observation
Simultaneously with the implementation of iHT activities, researchers carried out observations using observation sheets that had been prepared regarding increasing teacher competence in developing STEM-based learning tools that had been sent by each participant. The results of the observations are as follows:
Table 5.
Recapitulation of Teacher Competency Assessment in Developing STEM-Based Learning Tools in the Second Cycle
No Nama Guru Mark Assessment
criteria
Completeness
Informations
T BT
1 Surahman, S.Sos 96,25 Very good T -
2 Dra. Murni 83,75 Good T -
3 Drs. Sutiun 92,50 Very good T -
4 Dra. Faridah 88,75 Good T -
5 Haris, S.Pd. 87,50 Good T -
6 I Made Masmuliadi, S.Pd. 91,25 Very good T -
7 Drs. Ilyas 93,75 Very good T -
8 Hasmina, S.E. 86,25 Good T -
9 Lidriana Oma, S.Pd 88,75 Good T -
10 Olivia Ursula, S.Pd.,M.Pd. 91,25 Very good T -
Amount 900,00 - 10 0
Average 90,00 B - -
Percentage - - 100 0,00
Source: research results
The explanation for increasing teacher competency in developing STEM-based learning tools is based on the completeness of each teacher individually as explained in the table below:
Table 6
Recapitulation of Increasing Teacher Competency in Developing STEM-Based Learning Tools in the Second Cycle
No Completeness Amount % Amount % Information
1 Complete 10 100
2 Not Complete 0 0
Amount 10 100 0 0
Source: research results
From the table above, the results can be obtained that the implementation of the second cycle of activities shows that each teacher has shown an increase in their competence in developing STEM-based learning tools. This is proven by an increase in the average score to 90.00 and is included in the Good (B) category and all teachers or 100% were declared complete. In graphic form as explained in the image below:
Reflection
Based on the results of observations of the implementation of corrective actions in the second cycle, the results show the following: 1) All aspects of the assessment of increasing their competency in developing STEM-based learning tools have met the predetermined criteria and indicators of success so that all teachers who take part in iHT activities are declared to have increased their competence in developing tools. good STEM-based learning; and 2) Teachers have been declared capable of completing the STEM-based learning tools they have created following the components included therein.
Discussion
The Covid-19 pandemic, which continues to spread to this day, requires all parties, one of which is the education sector, to carry out smart and innovative strategies so that various learning activities can be carried out well. The concept of continuous learning in all situations must encourage teachers to be creative to help educate students as the nation's golden generation in the future.
The development of information technology today is so rapid that it affects all aspects of life, including the field of education. In the field of education, a teacher must master technology. Technology can be used in creating media for learning. Two very important elements in the teaching and learning process are teaching methods and teaching media. These two aspects are interrelated. Choosing a particular teaching method will influence the type of teaching media that is appropriate, although there are still various other aspects that must be considered in choosing media, including teaching objectives, types of tasks, and responses that students are expected to master after teaching takes place, and the learning context including student characteristics.
The root of the problem is that not many teachers can carry out professional development activities. Low teacher motivation and competence in developing learning tools, in this case, learning tools, can result in low student learning motivation. That learning devices can also make learning more interesting and fun (Etta, 2022; Kartini, 2022b; Mahyuddin, 2022).
To overcome the problems above, appropriate and fast efforts are needed, one of which is the implementation of iHT for teachers at SMK Negeri 4 Palu to help teachers develop STEM-based learning tools. iHT is a training program held in-house, as an effort to improve teacher competence in carrying out their work by optimizing existing potential.
iHT activities can be carried out in schools with the consideration that these activities can be used to improve abilities and competencies with other teachers who have competencies following their duties as teachers. With this strategy, it is hoped that we can save more time and costs and utilize the potential that exists in schools. iHT is a training program held in-house, as an effort to improve teacher competency in carrying out their work by optimizing existing potential, (Jihad, 2013). iHT is training carried out internally by teacher working groups, schools or other places designated as providing training which is carried out based on the idea that some abilities in improving teachers' competence and careers do not have to be done externally, but can be done internally by teachers as trainers. who have competencies that other teachers do not yet have.
Meanwhile, the requirements for participants in iHT are a minimum of 4 people and a maximum of 15 people, (Sudarwan & Khairil, 2012).
The important thing for teachers to do is prepare learning tools so that students get interesting material to study (Bandrang, 2022; Hamidah, 2022; Jamaluddin et al., 2021).
Based on the results of observations, the following problems emerged: 1) Teacher competence in developing STEM-based learning tools is very low. 2) Teacher awareness is still low regarding digital literacy. 3) Lack of teacher motivation to upgrade themselves
to become more sophisticated and professional. So problems arise, one of which is that teachers still carry out conventional learning which results in the learning motivation of generations of students also decreasing. So training is needed at the school level to increase teacher competency in developing STEM-based learning tools through iHT.
The explanation above shows that increasing teacher competence in developing STEM-based learning tools through iHT activities which emphasize collaborative consultative methods will provide sharing opportunities between one principal and teachers and teachers with other teachers. In this way, teachers' understanding, abilities, and competencies in developing STEM-based learning tools can be improved both in theory and in implementation.
Conclusion
Based on the research results, it can be concluded that: 1) Implementation of in- house training activities has proven to be able to increase the competency of teachers at SMK Negeri 4 Palu in developing STEM-based learning tools; 2) Increasing the competency of teachers at SMK Negeri 4 Palu in developing STEM-based learning tools is proven by the increase in the competency assessment results of teachers at SMK Negeri 4 Palu in developing STEM-based learning tools. where in the initial condition the average score was 46.25 and was in the less category, it increased in the first cycle with an average score of 70.50 and was in the enough category and in the second cycle with an average score of 90 .00 and is in the good category. As for increasing the ability of teachers at SMK Negeri 4 Palu to develop individual STEM-based learning tools, in the initial condition, there were no teachers who were declared complete, in the first cycle 5 teachers or 50% were declared complete and in the second cycle 10 teachers or 100%
were declared complete.
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