Pre-service teacher in STEM education: An integrative review and mapping of the Indonesian research literature

Abstract

STEM education has become increasingly popular, including for pre-service teachers (PSTs). Preparing PSTs in STEM-based practices is essential to generate STEM-ready teachers. This study reviews STEM education literature for PSTs and provides recommendations for future research and practices. We investigate the Indonesian context–the fourth largest populated country in the world and the largest economy in Southeast Asia. The bibliometric analysis of 31 research papers revealed that STEM education for Indonesian PSTs was first reported in 2017, rapidly increasing to involve 110 researchers. 15 disciplinary backgrounds from 31 higher education institutions across Indonesia have participated in STEM education research, indicating a collaboration, and inclusive implementation of STEM education. However, the integrative review revealed diverse perceptions of STEM implementation. We recommend a framework (STEM-DiMRECS) as guidance to conduct integrated STEM learning: <b>D</b>iscipline <b>I</b>ntegration, <b>M</b>ultiple representations, <b>R</b>ealistic and relevant problems, employing the <b>E</b>ngineering design process, <b>C</b>ollaboration, and <b>S</b>tudent-centered learning.

Transdisciplinary STEM education based on Among’s philosophy implementation against engineering problem-solving and motivation: The case monochromatic light, simple laser project

“…Strong interest in the application and development of STEM subjects has been seen in previous studies (Ha et al, 2020). Referring to the studies of Farwati et al (2021) and Nugraha et al (2023), most of these studies have been focused on populated islands such as Java and Sumatra. Remote regions such as Irian, Kalimantan, and Sulawesi have yet to be explored in integrating interdisciplinary STEM education as the distribution of STEM research is less than 1% (Farwati et al, 2021).…”

“…This causes students' understanding of STEM learning to be weak (Permanasari et al, 2021). STEM integration is generally more focused on one discipline, especially science, which is taught separately and not in an integrated manner with other disciplines, such as Technology and Engineering (Nugraha et al, 2023). STEM teachers face the obstacle of limited knowledge and understanding, which results in ineffective learning (Bell et al, 2018).…”

“…In addition, by integrating culture and local wisdom in transdisciplinary STEM learning, this cultural approach will be more meaningful and relevant for preservice teachers, provide richer and more contextualized learning experiences, help improve STEM education in these areas, and make a positive contribution to the overall development of STEM education in Indonesia (Nugraha et al, 2023). Based on this, the research questions in this study can be formulated:…”

Investigating Strategies and Best Practices in Teaching Heat and Temperature: a Systematic Review in Science and Physics Education

“…While there have been various studies conducted on heat and temperature education, there may be a lack of comprehensive and cohesive analysis that systematically evaluates the effectiveness of different teaching strategies. By conducting a systematic review, researchers can identify areas where the current literature falls short and where further investigation is needed (Nugraha et al, 2023). This allows for a more comprehensive understanding of the strengths and limitations of existing approaches and provides valuable insights for future research and instructional practices.…”