A Value-Based Participatory STEM Integration Model: Improving Teacher Competence through the Hydroponic Eco Tower Project

Sri Harini, Akyunul Jannah, Imam Tazi, Angga Dwi Mulyanto, Ahmad Fadil Bagus Budi Ananda, M. Rafi Prima Yoga, Zidan Ahmad Assyifa, Nurul Fatin

Abstract


21st-century education demands that teachers have practical competencies in implementing STEM (Science, Technology, Engineering, and Mathematics) learning. However, teachers often face a gap between theoretical understanding and practical application, exacerbated by contextual constraints such as limited land in urban schools. This study aims to improve practical STEM competencies for teachers at Sabilurrosyad Islamic Junior High School in Malang City through a Participatory Action Research (PAR)-based intervention. The PAR method was implemented in four cycles: (1) Participatory planning to identify problems (limited land) and potential (ablution water utilization); (2) Action design in the form of implementing a Hydroponic Eco Tower; (3) Action implementation through a practical assembly workshop; and (4) Simultaneous observation and reflection. The results of the study showed high enthusiasm and active participation of teachers throughout the process, which successfully transformed their roles from passive objects to active subjects. One prototype unit of the Hydroponic Eco Tower was successfully assembled and implemented by the teachers. More importantly, the PAR process identified a crucial technical finding (the need for flannel for water distribution) that triggered authentic thinking and problem-solving. This study concluded that the PAR method anchored in contextual-religious values (the use of ablution water) was effective in transferring competencies. This model resulted in the "Values-Based Participatory STEM Integration Model" as a recommended framework for teacher professional development in similar educational institutions.

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DOI: https://doi.org/10.18860/jrce.v8i1.37353

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