Memberdayakan Guru Melalui Google Sites dan Pendekatan Science, Technology, Engineering, Mathematics-Deep Learning
Article Sidebar
Main Article Content
Abstract
There is a rising interest in the Deep Learning approach, which has been recognized as an effective teaching model, especially when combined with STEM and digital learning for innovation. Discussions with Chemistry Teachers’ Working Group (MGMP) in the Banjar Regency highlighted some difficulties, namely the lack of teachers’ competency in the creation of digital learning materials; the application within the local wetland environment; and the implementation of STEM-Deep Learning. In an effort to overcome the challenges, this community service initiative aimed to upgrade teachers’ competency in a training activity on the creation of digital learning materials employing Google Sites combined with STEM-Deep Learning implementation. A three-day community service involving 26 active teachers recommended by the MGMP program included activities like training/learning, practice, and the presentation of digital learning designs in the form of websites. This program provided a clear indication that the teachers succeeded in adapting the learning website with contextual chemistry content. Moreover, the teachers’ competency in digital literacy, creativity, and the teachers’ concern were upgraded. Teachers responded positively despite some limitations regarding the time constraint and teachers’ digital literacy. This initiative has contributed directly to the improvement of the quality of education.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pemberdayaan Masyarakat is licensed under a Creative Commons Attribution 4.0 International License.
References
Akpen, C.N. et al. (2024) “Impact of online
learning on student’s performance and engagement: a systematic review,” Discover Education, 3(1), p. 205.
Almulla, M.A. (2020) “The Effectiveness of
the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning,” Sage Open, 10(3).
Bartels, S.L., Rupe, K.M. and Lederman, J.S.
(2019) “Shaping Preservice Teachers’ Understandings of STEM: A Collaborative Math and Science Methods Approach,” Journal of Science Teacher Education, 30(6), pp. 666–680.
Chand, S.P. (2024) “Bridging the Gaps in Quality Education,” The Educational
Review, USA, 8(2), pp. 202–210.
Dissanayeke, S.R., Lewis, R. and Swindells,
S. (2024) “Designing an innovative digital group work assignment to foster employability: an adaptable hybrid approach for the COVID-19 pandemic and beyond,” Open Learning: The Journal of Open, Distance and e-Learning, 39(2), pp. 132–149.
Hsu, C.-Y. and Wu, T.-T. (2023)“Applicatio-
ns of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices.”
Huda, M. (2024) “Between accessibility and
adaptability of digital platform: investigating learners’ perspectives on digital learning infrastructure,” Higher Education, Skills and Work-Based Learning, 14(1), pp. 1–21.
Ingram, E. et al. (2024) “Improving Element
ary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration,” Education Sciences, 14(1), p. 65.
Kapici, H.O. and Akcay, H. (2023) “Impro-
ving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform,” Educational Studies, 49(1), pp. 76–98.
Khodizah, A.T. et al. (2025) “Development
of an Interactive STEM-SSI Website on Organic Chemistry to Enhance Critical Thinking Skills and Scientific Literacy,” Jurnal IPA & Pembelajaran IPA, 9(4), pp. 1375–1388.
Kumbo, L., Mero, R.F. and Hayuma, B.J.
(2023) “Navigating The Digital Frontier: Innovative Pedagogies for Effective Technology Integration in Education,” The Journal of Informatics, 3(1), pp. 14–33.
Meng, N. et al. (2023) “Tackle implementa-
tion challenges in project-based learning: a survey study of PBL e-learning platforms,” Educational technology research and development, 71(3), pp. 1179–1207.
Mintii, M.M. (2023) “Exploring the landsc-
ape of STEM education and personnel training: a comprehensive systematic review,” Educational Dimension, 9, pp. 149–172.
Montgomery, A.P. et al. (2015) “Blending
for student engagement: Lessons learned for MOOCs and beyond,” Australasian Journal of Educational Technology, 31(6).
Morais, C., Junior, G.G. and André, C.
(2025) “Exploring a Contextualized STEM Integration in Chemistry Education Laboratory: Insights from Pre-Service Teacher Training,” European Journal of STEM Education, 10(1), p. 18.
Morales, M.P.E. (2015) “Participatory
Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review,” International Journal of Research in Education and Science, 2(1), p. 156.
Nam, C.W. (2017) “The effects of digital
storytelling on student achievement, social presence, and attitude in online collaborative learning environments,” Interactive Learning Environments, 25(3), pp. 412–427.
Nnoli, J.N. and Onwudinjo, F.U. (2023) “The
effect of e-learning-assisted instruction on students’ achievement in chemistry,” Forum for Education Studies, 1(1), p. 308.
Nopriansyah, B. et al. (2024) “Google Sites:
Maharatul Istima Learning Innovation in Madrasah Tsanawiyah Class 7,” EDUKATIF : JURNAL ILMU PENDIDIKAN, 6(3), pp. 1878–1887.
Van Nuland, S.E., Hall, E. and Langley, N.R.
(2020) “STEM crisis teaching: Curriculum design with e‐learning tools,” FASEB BioAdvances, 2(11), pp. 631–637.
Purba, J. et al. (2022) “E-Learning General
Chemistry (Organic) Computer-Based Test,” International Journal of Computer Applications Technology and Research, pp. 383–387.
Rana, D.K. (2024) “Quality Education for
Underrepresented Groups: Bridging the Gap,” International Journal of English Literature and Social Sciences, 9(1), pp. 212–219.
Roman, T.A. et al. (2022) “Addressing
student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs,” Journal of Research on Technology in Education, 54(sup1).
Saputra, M.A.A., Crismono, P.C. and Hudi,
S. (2025) “Personalizing Learning Using Deep Learning: Innovation in Digital Education,” Jurnal Ilmu Pendidikan dan Pembelajaran, 4(1), pp. 83–94.
Singh, M., Sun, D. and Zheng, Z. (2024)
“Enhancing university students’ learning performance in a metaverse‐enabled immersive learning environment for STEM education: A community of inquiry approach,” Future in Educational Research, 2(3), pp. 288–309.
Tercyak, K.P. et al. (2024) “Leveraging
Maker Learning in STEM to Promote Children’s Interest in Cancer Research: A Pilot Program,” Journal of Cancer Education, 39(6), pp. 629–637.
Verawati, N.N.S.P. and Prayogi, S. (2016)
“Reviu Literatur tentang Keterampilan Proses Sains,” Prosiding Seminar Nasional Pusat Kajian Pendidikan Sains dan Matematika, (May), pp. 334–336.
Vodă, A.I. et al. (2022) “Exploring Digital
Literacy Skills in Social Sciences and Humanities Students,” Sustainability, 14(5), p. 2483.
Wang, B. and Li, P. (2022) “Digital creativity
in STEM education: the impact of digital tools and pedagogical learning models on the students’ creative thinking skills development,” Interactive Learning Environments, pp. 1–14.