Challenges in Implementing STEM Education and Role of Teacher Education Programs in Mitigating these Challenges

Kiazai, Abdul Nasir; Siddiqua, Naila; Waheed, Zarina

doi:10.36261/ijdeel.v5i2.1047

Cited by 9 publications

(3 citation statements)

References 13 publications

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“…The data were collected using questionnaire adapted from Kiazai et al [12]. The questionnaire consisted of two parts.…”

Section: Methodsmentioning

confidence: 99%

Investigating Elementary School Teachers’ Challenges and Needs in Implementing STEM Education: The Case of Nusa Tenggara Barat Indonesia

Sukiyani

2023

Proceedings of the 7th International Symposium on Mathematics Education and Innovation (ISMEI 2022)

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Elementary school teachers in Indonesia, especially in Nusa Tenggara Barat have implemented STEM in their classroom. Unfortunately, not all of them succeed. Therefore, this study is to identify elementary school teachers' challenges and needs in implementing STEM education. The study used quantitative research of survey design. The data were analyzed using descriptive statistics using frequencies and percentage through SPSS 20 version. The finding indicates the challenge and needs of elementary school teacher in implementing STEM education. The results of the study found that there was connection between teachers' challenge and needs in implementing STEM education. 'Lack of hands-on training for students' which was 94,4%, 'lack of opportunities for STEM seminars/training/workshop' and 'difficult to find ideas for the STEM challenge' at 90,6%, 'lack of teacher's expertise in using activities of experiments' was 86,8%, and for 'lack of teacher's expertise in integrating all STEM subjects' was 84,9%. All the findings have linked with the result for the STEM education needs of 100% need 'seminars/workshop/training in STEM education', 'guidance or handbook for implementing STEM education', 'guidance or handbook for students in STEM', and 'training programs for students. Furthermore, the other big challenge was 'lack of investment and government interest in STEM was 83%. This challenge has linked with all the needs to implement STEM education, included the need of book or ideas for creating STEM challenge at 99%. The result strongly emphasized for training/workshop and guidance/handbook for teachers and students and can be a consideration for government and further research.

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“…The data were collected using questionnaire adapted from Kiazai et al [12]. The questionnaire consisted of two parts.…”

Section: Methodsmentioning

confidence: 99%

Investigating Elementary School Teachers’ Challenges and Needs in Implementing STEM Education: The Case of Nusa Tenggara Barat Indonesia

Sukiyani

2023

Proceedings of the 7th International Symposium on Mathematics Education and Innovation (ISMEI 2022)

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“…Namun, terdapat sedikit kendala yang dialami oleh guru yaitu informasi yang lebih mendetail dan literatur yang menjadi acuan guru masih kurang. Sehingga guru memerlukan lebih banyak informasi dan referensi sebagai bahan untuk mengembangakan pembelajaran agar lebih bervariasi dan menarik (Jovanka et al, 2021;Kiazai et al, 2020). Konsistensi guru dalam mengimplementasikan pembelajaran dengan media loose part ini juga harus selalu dijaga (Rahma et al, 2023), sehingga akan menjadi terbiasa dan terjadi peningkatan kualitas pembelajaran.…”

Section: Pembahasanunclassified

Penerapan Merdeka Belajar dengan Media Berbahan Loose Part pada Anak Usia Dini

Rahma,

Kustiono,

Setiawan

2023

J. Obs. J. Pendidik. Anak Usia Dini

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Proses pembelajaran pada anak harus menyenangkan, tidak membosankan dan anak bebas berekspresi untuk meningkatkan kreativitas serta kemampuan dalam penyelesaian masalah. Adapun tujuan penelitian ini untuk menganalisis penerapan merdeka belajar, pemanfaatan media loose part pada anak usia dini. Penelitian ini bersifat kualitatif deskriptif dengan pendekatan studi kasus. Penelitian dilakukan dengan observasi langsung pada anak dan guru, kemudian melakukan wawancara secara terstruktur kepada guru pengajar. Hasil penelitian ini, masing-masing anak didik mampu berkreasi dan menghasilkan karya yang beragam dari bahan-bahan yang telah tersedia di lingkungan mereka, dengan pendampingan dari guru pengajar. selama observasi, anak terlihat bahagia serta aktif bergerak dan bertanya selama pembelajaran berlangsung. Kesimpulan penelitian menyatakan bahwa penerapan merdeka belajar dengan media pembelajaran berbahan loose part dapat membuat anak merasa senang dan tidak bosan, sehingga meningkatkan kreativitas dan membuat anak bebas berekspresi serta dapat memicu untuk menyelesaikan permasalahan. Saran dari peneliti untuk mengoptimalkan kemerdekaan belajar pada anak usia dini yaitu penggunaan bahan-bahan loose part yang bervariasi, partipasi guru dalam membangun komunikasi, kebebasan

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“…This teaching model, which informs the present study, focuses on developing young learners' interest in STEM disciplines. The inquiry-based teaching model encourages both hands-on and minds-on opportunities, as engaging learners in experimentation and practical activities enhances their understanding (Dass, 2015;Kiazai et al, 2020). Research across different cultures overwhelmingly supports the use of inquiry-based experimentation in enhancing conceptual understanding (Constantinou et al, 2018;Dinçol Özgür & Yılmaz, 2017;El Mawas & Muntean, 2018;Koksal & Berberoglu, 2014;Minner et al, 2010;Nicol, 2021;Riga et al, 2017;Van Uum et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Learning Outcomes of the Inquiry-in-Action Model for Chemistry Experimentation

Nicol,

Kellen,

Zayzay

2024

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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There is overwhelming evidence supporting the decline of science education in Liberia. In an effort to contribute to the solution, we conducted a study to examine the impact of inquiry-based experimentation and conventional demonstration on the conceptual understanding of solutions and solubility among grade eleven students. We also investigated the relationship between students' achievement scores in solutions and solubility and their science inquiry process skills. A cluster random sample of eight schools was initially selected from 12 out of 31 high schools that had the necessary space and materials for experimentation. Using a Non-equivalent control group research design, the experimental group received instruction using inquiry-based experimentation, while the control group received instruction using traditional demonstration methods, for a period of six weeks. The results were analyzed using the Mann-Whitney U, and Wilcoxon Signed Rank tests. The findings indicated that inquiry-based experimentation reduced students' anxiety and increased their confidence in chemistry experiments. Although the inquiry-in-action model enhanced learners' conceptual understanding of solutions and solubility, it did not significantly improve their mastery of the mathematical components of the test. However, it did significantly enhance students' science inquiry process skills. It should be noted that while the inquiry-in-action model positively influenced learners' attitudes toward their preferences, behavior, and anxieties in chemistry experiments, it also led to a general demotivation to learn chemistry through experimentation. Additionally, there was a positive correlation between students' attitudes toward teaching and learning chemistry through experiments and their science inquiry process skills. However, this correlation was stronger between students' attitudes towards the demonstration of experiments and their science inquiry process skills compared to the attitudes towards the inquiry-in-action model and science inquiry process skills. This suggests that the traditional demonstration method is not entirely ineffective, and a combination of both demonstration and inquiry-based experimentation approaches may be a viable way to maximize the benefits of science experiments.

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Challenges in Implementing STEM Education and Role of Teacher Education Programs in Mitigating these Challenges

Cited by 9 publications

References 13 publications

Investigating Elementary School Teachers’ Challenges and Needs in Implementing STEM Education: The Case of Nusa Tenggara Barat Indonesia

Investigating Elementary School Teachers’ Challenges and Needs in Implementing STEM Education: The Case of Nusa Tenggara Barat Indonesia

Penerapan Merdeka Belajar dengan Media Berbahan Loose Part pada Anak Usia Dini

Learning Outcomes of the Inquiry-in-Action Model for Chemistry Experimentation

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