Abstract
This study focuses on assessing the growth of the latest developments of science, technology, engineering, and mathematics (STEM) as part of an effort to maintain the progress of STEM education. Assessment is necessary for every educational activity, including in the field of STEM education. However, there are limited comprehensive reports on the progress and development of STEM education inside individual Asian countries. An attempt to bring up the sustainable development of STEM education is conducted by using an exhaustive assessment. The assessment, within this study, includes three domains, namely attitudes, knowledge, and applications (AKA) regarding STEM education. The comparison of these three domains based on demographic data, teachers’ difficulties perception, and its contribution to the sustainable development of STEM education is, likewise, discussed. This type of research is a mix of both qualitative and quantitative research methodology. The quantitative analysis method was performed to address the level position and the comparative value of the three domains. In comparison, the qualitative analysis method was employed to strengthen the quantitative result analysis, as well as to deal with the teachers’ perception. Results show that science teachers have a very good attitude, a moderate-level category in the application, and a low-level category in knowledge regarding STEM education. Further, there are differences in knowledge and the application of STEM education, based on educational background and teaching experience of the teachers, yet there are no differences regarding teachers’ attitudes. Other components are discussed in detail, such as the teacher’s perception of STEM teaching difficulties. Providing challenges and opportunities for improving the quality of education in the future are discoursed. The results of this study suggest that knowledge and attitudes are fundamental domains for the proper implementation, as well as sustainability, of STEM education (especially in Indonesia).
Highlights
In recent years, STEM has become a trending topic in various scientific educational publications [1,2,3,4]
This study aims to assess the current status of the development of STEM education through the three domains as part of an effort to maintain the progress of STEM education in Indonesia
Descriptive Data The following are the results of the data analysis of the AKA domain
Summary
STEM (science, technology, engineering, and mathematics) has become a trending topic in various scientific educational publications [1,2,3,4]. Education for students in STEM has received increased attention over the past decade, with calls for both a greater emphasis on these fields and improvements in the quality of curricula and instruction [1,2]. A STEM education approach emphasizes a new way of teaching and learning that focuses on hands-on inquiry and open-ended exploration [2]. The initial idea of STEM education was introduced in the 1990s, in the United States [5]. STEM education is flourishing in Asian nations [3,4]. Indonesia is one of the countries that has begun introducing STEM education to spearhead education (namely to teachers, in schools)
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