From Technology Users to Sustainability-Oriented Learning Designers: Developing Science Teachers' STEM–IoT Competencies through Professional Development

Diana Rochintaniawati; Rika Rafikah; Hanna Nurul Husna; Aay Susilawaty; Joey M. Suba

doi:10.61255/jupiter.v4i5.2247

Authors

Diana Rochintaniawati Universitas Pendidikan Indonesia
Rika Rafikah Universitas Pendidikan Indonesia
Hanna Nurul Husna Universitas Pendidikan Indonesia
Aay Susilawaty Universitas Muhammadiyah Sukabumi
Joey M. Suba University of the Assumption

DOI:

https://doi.org/10.61255/jupiter.v4i5.2247

Keywords:

STEM education, Internet of Things, Education for Sustainable Development, Teacher Professional Development, Science Teachers, Sustainability-oriented Learning

Abstract

Purpose: This study examined whether an integrated STEM–Internet of Things (IoT)–Education for Sustainable Development (ESD) professional-development program was associated with differences in junior secondary science teachers’ competencies at the group level.

Methods: A quantitative, pre-experimental repeated cross-sectional pretest–posttest design analyzed 29 valid pretest and 33 valid posttest responses from the MGMP IPA teacher community in Sumedang, Indonesia. A researcher-developed assessment comprised 10 multiple-choice items and five constructed-response items (maximum total score = 100). Descriptive statistics, normalized gain based on group means, Welch’s independent-samples t-test, Mann–Whitney U, and Hedges’ g were reported.

Findings: The mean total score was higher at posttest (83.24, SD = 11.07) than at pretest (59.34, SD = 16.22); the descriptive normalized gain was 0.588. Welch’s t(48.49) = 6.682 (p < .001), and Hedges’ g = 1.72 indicated a large group-level separation. The largest multiple-choice differences concerned the Blynk platform and ESP8266/Wi-Fi modules, whereas constructed responses showed higher scores for sensor-data interpretation and IoT–ESD project design.

Implications: Integrated technical practice, data interpretation, and pedagogical design may provide a useful structure for science-teacher professional development. These cross-sectional comparisons cannot establish within-teacher growth, program causality, or transfer to classroom practice.

Originality: The study examines factual, interpretive, and design-oriented competencies within a combined STEM–IoT–ESD teacher-learning program.

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