Persepsi Guru Sekolah Dasar Mengenai Implementasi Pendekatan Pembelajaran STEM di Kurikulum Merdeka

Riski Septiadevana; Safniyeti Safniyeti; Siti Nur Mufida

doi:10.37630/jpm.v16i1.4125

Authors

Riski Septiadevana Sekolah Tinggi Pendidikan Holistik Berbasis Karakter
Safniyeti Safniyeti Universitas Bengkulu
Siti Nur Mufida MTs Al-Hamidiyah

DOI:

https://doi.org/10.37630/jpm.v16i1.4125

Keywords:

STEM, Kurikulum Merdeka, Sekolah Dasar

Abstract

Implementasi pendekatan pembelajaran STEM dalam Kurikulum Merdeka menjadi strategi penting untuk mengembangkan keterampilan abad ke-21 peserta didik sekolah dasar. Namun, kesiapan dan persepsi guru terhadap penerapannya masih perlu dikaji. Penelitian ini bertujuan untuk menganalisis pengalaman dan persepsi guru sekolah dasar mengenai implementasi pembelajaran STEM dalam Kurikulum Merdeka di Kota Depok. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei terhadap 50 guru sekolah dasar melalui kuesioner berskala Guttman yang disebarkan secara daring. Data dianalisis menggunakan statistik deskriptif berupa presentase. Hasil penelitian menunjukkan bahwa 78% guru telah mengenal STEM, tetapi hanya 34% yang pernah mengikuti pelatihan dan merancang pembelajaran, serta 44% yang pernah menerapkannya. Meskipun demikian, 96% guru meyakini STEM melatih kemampuan berpikir tingkat tinggi dan 94% menilai pendekatan ini sesuai dengan Kurikulum Merdeka. Hanya 34% yang menganggap implementasinya sulit. Namun, pengalaman mengikuti pelatihan, merancang, dan menerapkan pembelajaran STEM masih terbatas. Penelitian ini menyimpulkan bahwa penerimaan konseptual terhadap STEM sudah baik, tetapi pengalaman implementatif masih terbatas. Kontribusi penelitian ini terletak pada pemetaan kesenjangan antara persepsi positif dan praktik implementasi STEM di tingkat sekolah dasar, yang dapat menjadi dasar pengembangan program pelatihan dan kebijakan pendampingan guru secara lebih terarah.

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