ARE WE USING EDUCATION TECHNOLOGY IN OUR TEACHING?

Abstract

Digital transformation is increasingly evident in Indonesia’s education sector, particularly in the teaching and learning processes at the school level. This study examines several Indonesian schools navigating digital transformation despite facing infrastructure challenges. This study aims to assess the impact of teaching STEM using educational technology through project-based learning without adequate infrastructure support and to document both challenges and success factors.

The experiment took place in Naringgul, Cianjur, involving four state junior high schools: SMPN 3, SMPN 6, SMPN 8, and SMPN 9. These schools were randomly selected based on their technological limitations and low socioeconomic status. Each school received educational technology devices and teacher training on integrating this technology into their STEM curriculum using a project-based learning strategy. The study comprised: 1) a situational analysis of the four schools, involving 44 STEM teachers and 633 students; 2) a professional development workshop to introduce STEM PBL lesson plans and digital media development; 3) a second workshop focusing on lesson study, ICT-based learning, and microteaching; and 4) pilot teaching sessions following the workshops for observation.

The findings revealed that, despite infrastructure deficiencies, technology use in STEM teaching can be implemented creatively, enriching the learning environment and fostering student engagement and interaction. Once teachers mastered digital competencies, project-based learning methods, and STEM content, they confidently utilized technology in their teaching. Teachers reported that integrating technology into project-based STEM teaching enhanced students’ teamwork, problem-solving, creativity, and digital skills, maintaining engagement throughout the learning process. However, some teachers faced challenges in aligning technology use with learning objectives, creating engaging activities for diverse learning styles, and ensuring technology enhanced rather than detracted from the learning experience.

To sustain these positive practices, ongoing professional development for teachers is recommended to keep them updated on teaching strategies and new technologies. Additionally, support from the government and stakeholders is crucial to provide the necessary infrastructure, learning resources, and incentives for exemplary teaching practices.