In-Service Chemistry Teachers’ Prior Knowledge Regarding STEM Integration in High School Chemistry Learning

Abstract

A good knowledge about Science, Technology, Engineering, and Mathematics (STEM) integration is essential for chemistry teachers before they are implementing a successful chemistry learning using STEM approach. This paper reported in-service chemistry teachers' prior knowledge in integrating STEM in high school chemistry learning. A descriptive study was adopted in this research. A number of 82 in-service chemistry teachers who teach in senior high schools in Yogyakarta were established as the research sample. Research sample was drawn from Sleman and Bantul Regency, Yogyakarta, Indonesia through saturated sampling. The initial knowledge about STEM of in-service chemistry teachers were captured using STEM Knowledge Questionnaire (STEM-KQ) consisting of 7 open-ended questions. The in-service chemistry teachers' response toward this STEM-KQ were analysed following qualitative descriptive method using content analysis with interpretative coding. The findings of this study revealed that in-service chemistry teachers have understand the basic concept of STEM, still it needs to be enhanced. Most of in-service chemistry teachers have known the definition and position of STEM. However, they still have a lack knowledge about the example of STEM implementation in the chemistry lesson. Therefore, the in-service chemistry teachers need to follow workshop that provide guidance on how to implement STEM approach in chemistry learning. Thus, through this activity, the in-service chemistry teachers develop their skills in preparing STEM learning that implied on their readiness in integrating STEM in the chemistry learning activities.

The Comprehension of Chemistry Teacher Toward Stem Integration in Chemistry Learning

“…Most of the participants assumed that STEM approach can't be applied in all of the chemistry material in automotive engineering vocational school. This fi nding is in-line with Fitriyana et al (2020) that describing not all of the chemistry topics can be taught using STEM. Another participant response that application of STEM in chemistry learning in automotive engineering vocational school takes a time.…”

The importance of integrated STEM learning in chemistry lesson: Perspectives from high school and vocational school chemistry teachers

“…They claimed that creating a chemistry lecture on a specific chemical topic is challenging. Chemistry teachers look at a number of criteria, such as material that emphasizes context, practice, answers, issues, and product creation, to identify chemical principles that may be used with STEM (Fitriyana, Wiyarsi, Pratomo, Marfuatun, Krisdiyanti & Adilaregina, 2021).…”

Pengembangan Bahan Ajar Ipa Model P3e Berorientasi Metode Eksperimen Untuk Melatih Keterampilan Proses Sains Dan Critical Thinking Skills Siswa Sekolah Dasar

“…Lebih lanjut, menurut (Naila & Khasna, 2021) IPA merupakan topik yang memerlukan penyelidikan untuk mendapat data dan informasi tentang alam semesta menggunakan metode pengamatan dan hipotesis yang telah teruji (Khasna & Nuriyah, 2023;Laksana, 2014). Pada dasarnya IPA dipandang dari segi produk, proses dan dari segi pengembangan sikap (Fitriyana et al, 2021). Artinya dalam belajar ilmu pengetahuan alam memiliki dimensi proses, dimensi hasil (produk) dan dimensi pengembangan sikap ilmiah (F. Khasna T. et al, 2022).…”