Self-efficacy sebagai Prediktor Keberhasilan Guru PAUD dalam Menerapkan Pendekatan STEAM
DOI:
https://doi.org/10.63577/kum.v3i1.154Keywords:
self-efficacy, ECE teachers, STEAM, early childhood education, literature reviewAbstract
This study aims to critically examine the role of early childhood education (ECE) teachers’ self-efficacy in the successful implementation of STEAM learning through a literature review of 15 scientific articles indexed by SINTA and several recent international references from the past five years. The analysis reveals that ECE teachers’ self-efficacy is a key factor in designing, conducting, and evaluating innovative and effective STEAM-based learning. Teachers with high self-efficacy are better able to integrate science, technology, engineering, arts, and mathematics into learning activities while actively participating in professional training and collaboration. External factors such as ongoing training, school support, and teamwork among teachers further strengthen the positive impact of self-efficacy on the quality of STEAM implementation. The synthesis of this literature supports Bandura’s theory that self-efficacy is a fundamental prerequisite for innovation in early childhood education. It is recommended that professional development programs for ECE teachers systematically include self-efficacy enhancement initiatives to support STEAM-based learning innovation.
Penelitian ini bertujuan untuk mengkaji secara kritis peran self-efficacy guru PAUD dalam keberhasilan implementasi pembelajaran STEAM melalui studi literatur terhadap 15 artikel jurnal ilmiah terindeks SINTA dan beberapa referensi internasional lima tahun terakhir. Studi menunjukkan bahwa self-efficacy guru PAUD menjadi faktor kunci dalam merancang, melaksanakan, dan mengevaluasi pembelajaran STEAM yang inovatif dan efektif. Guru dengan tingkat self-efficacy tinggi lebih mampu mengintegrasikan aspek sains, teknologi, rekayasa, seni, dan matematika dalam kegiatan pembelajaran, serta berpartisipasi aktif dalam pelatihan dan kolaborasi profesional. Faktor eksternal seperti pelatihan berkelanjutan, dukungan sekolah, serta kolaborasi antarguru turut memperkuat dampak self-efficacy pada kualitas implementasi STEAM. Hasil sintesis literatur ini memperkuat temuan-teori Bandura bahwa self-efficacy merupakan prasyarat utama keberhasilan inovasi di pendidikan anak usia dini. Disarankan agar pengembangan profesional guru PAUD secara sistematis memasukkan program peningkatan self-efficacy untuk mendukung inovasi pembelajaran berbasis STEAM.
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