The Impact of Stem Integration in Pancasila Character-Oriented Learning on the Professional Competence of Indonesian Elementary School Teacher Candidates

Abstract

Purpose: This research aims to develop a model of STEM integration in Pancasila character-oriented learning. Method: This type of research is research and development model which consists of ten steps, namely research and information collecting, planning, initial product development, preliminary field test, main product revision, main field test, operational product revision, operational field test, final product revision, and dissemination. Results and conclusion: The model involves six stages of activity with ten phases or steps, known as the ten M's. The validity of the model was rated highly by experts (average 4.29) and potential users (average 4.22). This model has advantages and innovations in the integration between STEM and Pancasila characters, which are the characters and identity of the Indonesian nation. The trial results showed a significant increase in the achievement of professional competence, increasing from 50.24% to 88.57% with an n-gain test of 76.73%. These results confirm that the use of STEM in Pancasila character-oriented learning is effective in improving the competence of elementary school teachers in Indonesia. Implications of the research: The STEM integration model in Pancasila character-oriented learning can form prospective elementary school teachers with character that has its own characteristics and good validity so that it can be used to shape the character of future teachers. Originality/value: This model has advantages and innovations in the integration between STEM and the Pancasila character which is the character and identity of the Indonesian nation.