Santi Setiani Hasanah, Riandi, Anna Permanasari, Ida Kaniawati
This study aimed to see how STEM training affected teachers' knowledge of STEM learning, how they applied chemical ideas in manufacturing bioplastic goods, and how they developed STEM lesson plans with an environmental focus. A one-shot case study was performed as the research method. This study involved 30 instructors from diverse parts of Indonesia who were given online training. The p-value is less than 0.05, according to the Wilcoxon test. The study showed that STEM training can help teachers improve learning. Teachers, on the other hand, are unfamiliar with how to use scientific or mathematical concepts as a framework for project problem-solving. The general teacher is already familiar with incorporating EDP activities into lesson planning. According to the statistics, 93% of teachers are concerned about how to build a successful project but have yet to address how students will learn science subjects through the project. This gap can be used to improve future STEM training for programmers. Professional development should incorporate content and pedagogy in a collaborative and supportive environment with opportunities for application, reflection, and correction. © 2022. Moroccan Journal of Chemistry. All Rights Reserved.
Science Education Study Program, Universitas Pendidikan Indonesia, Bandung, Indonesia; PPPPTK IPA, Bandung, Indonesia; Science Education Study Program, Universitas Pakuan, Bogor, Indonesia
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