Pendampingan Guru IPA dalam Penyusunan Modul Proyek Penguatan Profil Pelajar Pancasila (P5) berbasis STEAM Terintegrasi Etnosains

Science Teacher Assistance in Preparing The Pancasila Student Profile Strengthening Project Module (P5) based on STEAM Integrated with Ethnoscience

Abstract

Kompetensi abad ke-21 menekankan penguasaan keterampilan 4C, yakni berpikir kritis, kreatif, komunikasi, dan kolaborasi. Kurikulum Merdeka mengintegrasikan kebutuhan tersebut melalui Projek Penguatan Profil Pelajar Pancasila (P5), yang relevan dengan isu lingkungan dan dapat diimplementasikan melalui dengan pembelajaran berbasis STEAM (Sains, Teknologi, Teknik, dan Matematika). Oleh karena itu, penting untuk mengintegrasikan pembelajaran STEAM yang berjalan beriringan seiring dengan penerapan P5 di sekolah. Tujuan kegiatan pengabdian kepada masyarakat ini adalah meningkatkan pengetahuan dan keterampilan guru tentang penyusunan modul P5 berbasis STEAM terintegrasi etnosains dan memotivasi guru sebagai pendidik agar terampil dalam menyusun modul P5 yang sesuai. Metode penelitian dilaksanakan dalam bentuk workshop/pelatihan, dan pendampingan dalam membuat modul (P5) berbasis STEAM terintegrasi etnosains. Hasil pelaksanaan pengabdian kepada masyarakat dilakukan melalui tiga tahapan, yaitu tahap persiapan, pelaksanaan kegiatan pengabdian, dan evaluasi. Data pendukung penelitian, yaitu pengisian pretest-posttest menunjukkan adanya peningkatan pengetahuan peserta dengan nilai N-Gain sebesar 0,57 yang termasuk dalam kategori sedang dan sebagai bahan evaluasi pelaksanaan kegiatan, peneliti memberikan angket respon. Kegiatan pendampingan penyusunan modul P5 berbasis STEAM yang terintegrasi etnosains memberikan manfaat yang signifikan bagi peserta, terutama dalam meningkatkan pemahaman Guru IPA tentang konsep pembelajaran yang inovatif dan relevan dengan konteks budaya lokal. 21st-century competencies emphasize the mastery of four key skills: critical thinking, creativity, communication, and collaboration. The Independent Curriculum addresses these needs through the Pancasila Student Profile Strengthening Project (P5), which is particularly relevant to environmental issues and can be effectively implemented through STEAM-based learning (Science, Technology, Engineering, Arts, and Mathematics). Therefore, it is essential to integrate STEAM learning, which complements the implementation of P5 in schools. The purpose of this community service activity is to enhance teachers' knowledge and skills in developing STEAM-based P5 modules that integrate ethnoscience and to motivate teachers as educators to develop appropriate P5 modules. The research method is implemented through workshops/training and mentoring in creating STEAM-based modules (P5) integrated with ethnoscience. The results of the community service implementation are carried out through three stages: preparation, implementation of community service activities, and evaluation. The supporting data from the research, specifically the pretest-posttest filling, showed an increase in participants' knowledge, with an N-Gain value of 0.57, which falls within the moderate category. As an evaluation material for the implementation of the activity, the researcher provided a response questionnaire. The mentoring activity for preparing the STEAM-based P5 module, integrated with ethnoscience, offered significant benefits for participants, especially in enhancing the understanding of Science Teachers about innovative and relevant learning concepts in the local cultural context.