Robotic-Assisted STEM Worksheets for Renewable Energy: A Multi-Stakeholder Needs Analysis in Junior High School Science
DOI:
https://doi.org/10.23960/jpf.v14i1.20Keywords:
STEM, Block programming, Renewable energy, LKPDAbstract
The development of educational technology requires science learning in junior high schools to shift toward more interactive, contextual, and skill-oriented approaches that support 21st-century competencies. However, observations and needs analysis reveal that renewable energy learning is still dominated by lecture-based instruction and limited media use, resulting in students’ difficulty visualizing concepts and experiencing hands-on experimentation. This study aims to analyze the needs of teachers and students as the foundation for developing Student Worksheets (LKPD) assisted by block programming–based STEM robotics on renewable energy materials. A qualitative descriptive design was employed involving 52 ninth-grade students and 8 science teachers selected through purposive sampling. Data were collected using questionnaires, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings show that 57.7% of students prefer experiment-centered learning, 44.2% have never conducted renewable energy experiments, 73.1% have never used robotic media, and 88.5% are highly interested in learning through block programming–robotic activities. From the teacher perspective, 100% reported that robotic-based LKPD is not yet available in schools, and all teachers expressed strong interest in adopting such media. Additionally, 75% indicated that school facilities do not sufficiently support coding-robotic activities. Overall, these results emphasize the urgent need for STEM-based LKPD assisted by block programming and robotics to concretely visualize renewable energy processes, enhance conceptual understanding, foster scientific inquiry, and support meaningful technology integration in science learning. Furthermore, the development of such learning materials has the potential to improve the effectiveness of science laboratory activities by providing accessible, interactive, and technology-enhanced experimentation experiences, thereby supporting the broader implementation of innovative science education practices in Indonesian schools.
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