Experienced Teachers’ Perceptions: Math-Focused Steam Learning

Abstract

Science, technology, engineering, arts, and mathematics (STEAM) have been applied in various countries because they have been able to answer the challenges of the globalization era. The implementation of STEAM at school has demanded that teachers have a role in making a relationship between disciplines in science contained in STEAM. The purpose of this research was to describe the perceptions of experienced teachers about math-focused STEAM learning. The research was a descriptive study on 14 vocational high school mathematics teachers in Malang, Indonesia. They had 20-30 years of teaching experience. Data were collected using essay questionnaires. The result showed that their perceptions of STEAM learning were positive. However, they also said that there were several obstacles to math-focused STEAM learning. The first obstacle was the unavailability of supporting literature. The second obstacle was that there were teachers who have no received training. The third obstacle was only a limited number of mathematics material that can be applied in STEAM learning. Additionally, the teacher stated that mathematics was more suitable as supporting contain in STEAM learning than as the primary focus.

Mastery of STEM-Based Research Approach of Science Teachers In Jakarta

“…STEM will train students to apply their knowledge to design solutions to problems related to the environment by utilizing technology. The urgency of STEM-based learning includes (1) increasing students' mathematical correlation skills (Ni et al, 2018, (2) improving students' critical thinking skills (Hafni et al, 2020); (Rosikhoh et al, 2019), (3) increasing students' creative thinking skills (Puspandari & Supraman, 2018), (4) improve logical and systematic thinking skills (Anggraini & Huzaifah, 2017) and ( 5) improve students' problem solving abilities (Dewi et al, 2018).…”

Integrasi Matematika, Nilai-Nilai Keislaman, dan Teknologi: Fenomena di Madrasah Tsanawiyah

“…Namun, saat ini terdapat dikotomi antara ilmu umum dengan nilai-nilai keislaman (Kurniyat, 2018;Tamami, 2019). Selain itu, pelibatan digitalisasi/teknologi dalam proses pembelajaran juga menjadi tantangan bagi madrasah atau sekolah (Amelia, Rofiki, Tortop, & Abah, 2020;Rosikhoh, Mardhiyatirrahmah, Abdussakir, Abtokhi, & Rofiki, 2019;Taufiqurrochman et al, 2020). Hal ini sebagai langkah untuk memanfaatkan teknologi dengan cara yang positif (Susilo, 2019) dan siswa tidak terbawa arus globalisasi yang memiliki dampak negatif (Ningsih, 2019).…”

“…Penggunaan media berbasis teknologi dapat membantu siswa untuk belajar mandiri dan memahami materi secara akurat (Suryani, Anwar, Hajidin, & Rofiki, 2020). Persepsi guru terhadap integrasi teknologi dan matematika bahkan dengan sains, teknik, dan seni adalah positif (Rosikhoh et al, 2019). Faktor terpenting bagi guru matematika untuk memutuskan penggunaan teknologi adalah seberapa baik teknologi itu selaras dengan tujuan pembelajaran (McCulloch, Hollebrands, Lee, Harrison, & Mutlu, 2018).…”

Investigation of Metacognition Level of Secondary School Students in Solving Islamic-based Numerical Literacy

“…The integration can be in the form of integration of mathematics with diverse fields [1][2][3][4], integration of mathematics with the culture [5][6][7][8][9], and integration of mathematics with religion [10][11][12]. Thus, students need to have the ability to solve these integrated problems to face the challenges of the globalization era, which demands complex problem-solving skills [13]. One of the factors that influence success in solving mathematical problems is metacognition [14,15].…”