Implementation of STEM education in Indonesia: teachers’ perception of STEM integration into curriculum

Abstract

Recently in America, Europe and Asia, STEM education has been viewed as an educational reform that answers 21st-century demands in an era of productive technology and information that trigger economic, political and demographic changes around the world. As a developing country, Indonesia is called upon to deal with these demands by developing qualified human resources through educational reform. STEM education is one of the strategies for achieving this goal. Finding possibilities for the integration of STEM in the science and math curriculum through teacher training programs is the first step in this implementation, whether or not STEM education can actually be included. This study took place in a school that uses two curricula (KTSP and the 2013 national curriculum). Results of an investigation of teachers’ perceptions showed that the 2013 national curriculum was more appropriate for the inclusion of STEM education than the KTSP curriculum. The impact of training on teachers’ perceptions was shown by significant differences before and after training.

The role of STEM Education in improving the quality of education: a bibliometric study

“…Early childhood education was raised by four more documents in the current data set (Gold & Elicker, 2020;Littell & Hartman, 2017;Simoncini & Lasen, 2018;Tippett & Milford, 2017). There were other documents discussing research hotspots such as educational technology (Chedid, 2005), computing education (Schnabel et al, 2010), gender disparities/educational equity (Nelson et al, 2020;Simon et al, 2017;Subía et al, 2020;Tam et al, 2020), project-based learning (Chen & Lin, 2019;Mustafa et al, 2016), educational environment (Dolgopolovas et al, 2020;ElZomor & Youssef, 2019;Ikarashi et al, 2019;Oreshkina & Gurov, 2020;Shapovalov et al, 2019), college and career readiness (Bragg & Taylor, 2014), evidence-based teaching (Hanauer & Bauerle, 2015), curriculum (Fan & Yu, 2016;Gale et al, 2020;Hsu et al, 2019;MacDonald & Huser, 2020;Sujarwanto et al, 2021;Suwarma & Kumano, 2019), and artifacts (Ryu et al, 2019;Teo & Osborne, 2014).…”

Teacher readiness in STEM education: Voices of Indonesian Physics teachers

“…Research about STEM education in Indonesia focusing on teachers has been based on STEM conceptualization (Putra & Kumano, 2018), the suitability of STEM education within the Indonesian curriculum context (Rahmasuwarma & Kumano, 2019), developing STEM learning materials (Hartini, Mariani, Misbah & Sulaeman, 2020). As a new approach to learning, the implementation of STEM education urges teachers' readiness for it.…”

“…interactive learning, network learning, active-seeking learning, individual and group learning patterns, multidisciplinary learning patterns, and strengthening critical learning patterns. Therefore, the intended to strengthen multidisciplinary learning such as STEM education could be traced in the curriculum(Rahmasuwarma & Kumano, 2019). Even though, the STEM subject cannot find in the junior or senior high school, general intended of integrated subject is clearly stated.At the junior high school level, the one-week learning load for Grades VII, VIII, and XI is a minimum of 38 lesson hours.…”

Trends of science technology engineering mathematics (STEM)-based learning at elementary school in Indonesia

“…Indeed, it indicates the development of STEM education practices all over the world. Thus, as a developing country, Indonesia is also required to meet the demand for emerging STEM education (Suwarma & Kumano, 2014).…”