AI-Integrated STEM-PBL Training: Penguatan TPACK Guru SMP di Kabupaten Majalengka

Authors

  • Ella Fitriani Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Fera Kurniadewi Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Hanhan Dianhar Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Ariyatun Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Alifah Deslia Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia
  • Patrisia Maghfira Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur 13220, Indonesia

DOI:

https://doi.org/10.21009/sarwahita.231.03

Keywords:

Artificial Intelligence, STEM Education, TPACK, Teacher Training, Problem-Based Learning

Abstract

The rapid development of Artificial Intelligence (AI) offers significant opportunities for innovation in STEM (Science, Technology, Engineering, and Mathematics) education through Problem-Based Learning (PBL). However, teachers continue to face challenges in integrating this technology into classroom practice, particularly in areas relatively distant from urban centers, despite the availability of educational facilities. One of the primary barriers is teachers’ limited understanding and skills within the Technological Pedagogical Content Knowledge (TPACK) framework. To address this need, this training program was designed to strengthen teachers’ TPACK in implementing AI-integrated STEM-PBL, with the aim of improving instructional quality while supporting the achievement of Sustainable Development Goal (SDG) 4 on quality education. The program was conducted through interactive workshops, hands-on activities, and mentoring sessions involving university students as collaborative partners between higher education institutions and schools. Findings from a questionnaire using a 5-point Likert scale indicate that the majority of participants (80%) perceived the training as beneficial in enhancing their TPACK skills for designing AI-based STEM-PBL instruction (mean = 4.20; SD = 0.77), and 80% of participants also reported increased confidence in implementing the outcomes of the training (mean = 4.13; SD = 0.74). These findings highlight the importance of systematic and contextually relevant training in equipping teachers with competencies in AI-integrated STEM-PBL and in promoting technology-enhanced educational transformation in secondary schools to improve the quality of education.

 

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Published

2026-04-30

Issue

Vol. 23 No. 01 (2026): Sarwahita : Jurnal Pengabdian Kepada Masyarakat

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Articles

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Copyright (c) 2026 Ella Fitriani, Fera Kurniadewi, Hanhan Dianhar, Ariyatun, Alifah Deslia, Patrisia Maghfira

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