STEM Education in Indonesia: Science Teachers’ and Students’ Perspectives

Permanasari, Anna; Rubini, Bibin; Nugroho, Oktian Fajar

doi:10.46843/jiecr.v2i1.24

Cited by 16 publications

(7 citation statements)

References 20 publications

(15 reference statements)

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“…As a new approach to learning, the implementation of STEM education urges teachers' readiness for it. While science teachers, in general, tend to have a strong understanding of STEM (Nugroho, Permanasari & Firman, 2019), and the terminology of STEM education is understandable (Permanasari, Rubini & Nugroho, 2021), the specifics of teachers' readiness to implement STEM have remained unclear. As professional occupation, the readiness to STEM education could be explore through a concept of Alignment, Capability, and Engagement (ACE) framework (Schiemann, 2012).…”

Section: Introductionmentioning

confidence: 99%

Teacher readiness in STEM education: Voices of Indonesian Physics teachers

Sulaeman

Efwinda

Putra

2022

J. Technol. Sci. Educ.

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STEM (science, technology, engineering, mathematics) education is widespread around the globe, with various theoretical frameworks and challenges from practical perspectives. In classroom practice, teacher readiness to conduct STEM learning is essential for its successful implementation. This study explores physics teachers’ readiness for STEM education using the Alignment, Capabilities, Engagement, or ACE, framework. Data collection is based on 101 teachers’ responses to six open-ended questions. Interestingly, all the teachers showed strong alignment with STEM education and how to implement it. Most of them have known STEM education as integrating technology, engineering, and mathematics to science (physics), but only about half of them have experience conducting STEM lessons. They have basic capabilities of identifying the possibilities of implementation in various physics curricula, such as motion, electricity, and fluids. However, in the online learning made necessary by the COVID-19 pandemic, the possibility of implementation is weakened. The teachers showed their engagement to explore more detail in designing and implementing STEM in their classrooms. Also reflected in the study was a significant challenge in terms of pedagogical and time management. Therefore, professional development in STEM education is essential to support teachers’ alignment, capabilities, and engagement to develop their readiness. As specific examples, STEM learning materials in motion, electricity, and fluids could help teachers understand the design and implementation of STEM education.

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Section: Introductionmentioning

confidence: 99%

Teacher readiness in STEM education: Voices of Indonesian Physics teachers

Sulaeman

Efwinda

Putra

2022

J. Technol. Sci. Educ.

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“…The scientific testing process is not limited by space because it can take advantage of local wisdom in the environment in certain or abnormal situations. The scientific process is in line with authentic scientific practicums that can be carried out both indoors and outdoors (Crippen et al, 2013;Han, 2019;Muris, 2020;Permanasari et al, 2021). Practicum on learning for adults emphasizes independent learning.…”

Section: Introductionmentioning

confidence: 78%

Science Student Teachers’ Independence as New Adaptation of Distance in Basic Biology Practicums

Parmin

Savitri

Rahayu

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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The education process for science student teachers in Indonesia must continue, even in a pandemic situation with an unclear end. The research aims to find the most appropriate science practicum method during the Covid-19 pandemic for science student teachers. The method used in this research is mix-methods. The research design chosen by the researcher is the Pre-Experimental One-Group Pretest-Posttest Design. Participants in this study were 140 science student teachers who did distance practicum on basic biology practicum courses. Basic biology practicum is a practicum course that practices biological science, including respiration, photosynthesis, nutrient content of food, and pollutant testing. Based on gender, the participants were 62 male students and 78 female students. The value of N-Gain d > 0.58 (moderate effect) means that practicum activities can be continued as a practicum solution during the pandemic. Student activities during a practicum at home apply new adaptations different from a practicum in the laboratory. Independence in preparing materials and tools, preparing worksheets, simplifying materials, and modifying tools is a new way for students. The study concludes that a new practicum method that utilizes the environment potential is a solution in the implementation of science practicums as a result of the Covid-19 pandemic in Indonesia. The environment can be explored to find resources that can be used as practicum materials and the manufacture of basic biology practicum tools.

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“…Science, Technology, Engineering, and Mathematics subjects are referred to in education by the acronym STEM (Hacioglu & Gulhan, 2021;Permanasari et al, 2021). STEM has no definitive definition (Dare et al, 2019;Gao et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…STEM has no definitive definition (Dare et al, 2019;Gao et al, 2020). In fact, in some places, it substitutes the terms of mathematics and science (Breiner et al, 2012); however, in other places, it denotes a farther integrated approach to teaching and learning that imposes explicit affiliations among disciplinary content and practices (Delahunty et al, 2021;Kelley & Knowles, 2016;Permanasari et al, 2021), where students are expected to "work in the context of complex phenomena or situations on tasks that require them to use knowledge and skills from multiple disciplines" (Honey et al, 2014, p. 52).…”

Section: Introductionmentioning

confidence: 99%

Investigating Teachers’ Perceptions of STEM Education in Private Elementary Schools in Abu Dhabi

Chaya¹

2023

JEL

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One of the furthermost essential reforms in education is STEM (Science, Technology, Engineering, and Math) education. To implement STEM education effectively at the elementary level, the teachers must be well equipped to face the complicated web that enshrouds the STEM education field. Identifying teachers’ perceptions of STEM education is considered one of the ultimate significant processes that need to be considered by the STEM education stakeholders as the teachers’ STEM practices are highly influenced by their perceptions of STEM. The purpose of this study was to investigate the teachers’ perceptions of STEM education in Abu Dhabi private elementary schools. The researcher conducted an empirical study with a mixed methods design to meet the purpose of the study. 75 STEM elementary teachers from different private schools in Abu Dhabi participated in this study via an online survey method. The instrument of this study was a teacher questionnaire which was adopted from the valid and reliable cross-sectional Vietnamese survey of Thi To Khuyen et al. (2020) based on their official permission. The quantitative findings related to the teacher questionnaire revealed that 75% of the elementary teachers in STEM private schools in Abu Dhabi strongly understand what STEM education is and they strongly agreed that STEM competencies are extremely important. Yet, 50% of the teachers agreed that they find difficulties in implementing STEM education. Qualitative data related to the teacher questionnaire revealed that these difficulties were related specifically to the lack of STEM resources, the constraint of time, and the need for professional development. This study is unique in the UAE as no studies up to the best of the researcher’s knowledge were conducted to investigate the teachers’ perceptions of STEM education in private elementary schools in Abu Dhabi. Hereafter, this study is significant by contributing to the STEM literature in the UAE. More, the results of the study are valuable in terms of stipulating implications for STEM elementary education program developers as teachers’ perceptions affect and shape their decisions in STEM field.

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STEM Education in Indonesia: Science Teachers’ and Students’ Perspectives

Cited by 16 publications

References 20 publications

Teacher readiness in STEM education: Voices of Indonesian Physics teachers

Teacher readiness in STEM education: Voices of Indonesian Physics teachers

Science Student Teachers’ Independence as New Adaptation of Distance in Basic Biology Practicums

Investigating Teachers’ Perceptions of STEM Education in Private Elementary Schools in Abu Dhabi

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