Analysis of Teacher Needs Towards the Development of STEM-PjBL Based Alternative Energy Learning to Improve Creative Problem Solving
DOI:
https://doi.org/10.33394/j-ps.v14i2.19051Keywords:
Needs analysis, Alternative Energy, STEM-PjBL, Creative Problem SolvingAbstract
Alternative energy learning in high school is still dominated by theoretical and teacher-centered approaches, thus not providing enough space for students to develop higher-order thinking skills, especially Creative Problem Solving (CPS). The integration of the STEM approach through Project-Based Learning (PjBL) has the potential to support more contextual and problem-oriented learning. However, learning development needs to be based on a systematic needs analysis. This study aims to describe the needs of teachers towards the development of STEM-PjBL-based learning in improving students' creative problem solving on the topic of alternative energy. This study involved 27 Physics teachers in Lampung Province. The method used in this study was a quantitative method. Data were collected using a questionnaire. Data were analyzed using descriptive analysis. The results of the needs analysis showed that 33% of teachers used the STEM-PjBL learning model, around 48.1% of teachers used STEM-PjBL integrated student worksheets (LKPD), and 63% of teachers still used printed books as learning resources. The teaching materials used have not been able to improve students' creative problem-solving, where 96.3% of teachers needed student worksheets that could improve these abilities. Based on the results of the needs analysis that has been carried out, most teachers showed a positive perception towards the development of STEM-PjBL-based learning to improve students' creative problem-solving on the topic of alternative energy.
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