Pendampingan Pengembangan Perangkat Pembelajaran Berbasis Ethno-Stem Untuk Mengoptimalkan Hasil Belajar Siswa
DOI:
https://doi.org/10.36312/yb59wz88Keywords:
Ethno-STEM, budaya lokal, perangkat ajar kontekstual, pelatihan dual-phase, pembelajaran matematika, deep learningAbstract
Pengabdian ini bertujuan untuk meningkatkan kapasitas pedagogis guru matematika dalam mengembangkan perangkat ajar berbasis Ethno-STEM yang kontekstual dan berakar pada nilai budaya lokal. Permasalahan utama yang dihadapi mitra adalah rendahnya inovasi pembelajaran dan minimnya integrasi budaya lokal dalam perangkat ajar. Kegiatan ini dilaksanakan melalui model pelatihan dual-phase yang terdiri dari pelatihan in-service dan on-service dengan pendekatan deep learning. Metode ini memungkinkan guru untuk memperoleh pemahaman teoritis sekaligus menerapkannya dalam konteks nyata. Hasil kegiatan menunjukkan adanya peningkatan signifikan dalam kualitas perangkat ajar yang dikembangkan, keterlibatan aktif guru, serta kemampuan mengintegrasikan budaya lokal dalam pembelajaran matematika. Selain itu, pendekatan Ethno-STEM juga terbukti mendorong siswa berpikir kritis, kolaboratif, dan terlibat aktif dalam proses belajar. Dampak jangka panjangnya terlihat dari peningkatan pemahaman konseptual siswa dan keberlanjutan praktik pembelajaran berbasis budaya oleh guru setelah pelatihan. Pengabdian ini memberikan kontribusi nyata dalam pengembangan model pembelajaran kontekstual di tingkat SMP serta mendukung pencapaian Tujuan Pembangunan Berkelanjutan (SDGs), khususnya SDG 4 dan SDG 11.
Assistance in Developing Ethno-STEM-Based Learning Materials to Optimize Student Learning Outcomes
Abstract
This community engagement aimed to enhance mathematics teachers' pedagogical capacity in designing contextual Ethno-STEM-based learning tools rooted in local cultural values. The main issue faced by partner schools was the lack of innovation and cultural integration in lesson plans. The program was implemented through a dual-phase training model consisting of in-service and on-service training with a deep learning approach. This method allowed teachers to gain theoretical understanding while practicing it in real classroom contexts. Results indicated a significant improvement in the quality of instructional tools, active teacher engagement, and their ability to integrate local culture into mathematics learning. Furthermore, the Ethno-STEM approach encouraged students to think critically, collaborate effectively, and participate actively in the learning process. In the long term, the program fostered conceptual understanding among students and empowered teachers to continuously implement culturally responsive teaching practices. This program provides a practical contribution to the development of contextual learning models at the secondary school level and supports the achievement of Sustainable Development Goals (SDGs), particularly SDG 4 and SDG 11.
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