Chemistry Teacher's Perception toward STEM Learning

Abstract

Chemistry learning, industrial needs and the existing problems in society can be discussed and integrated into the classroom by implementing the STEM (Science, Technology, Engineering, and Mathematics) approach. The focus of the STEM research conducted previously was on improving the skills possessed by students. Only few paid attentions to the perceptions of teachers in the chemistry class. The purpose of this research was to determine the chemistry teacher's perception of the implementation of the STEM approach in chemistry learning. The purposed-design survey method was used in this research. A total of 37 chemistry teachers were involved as respondents. The sampling technique used was random sampling by giving questionnaires to chemistry teachers from various level of education in around central java, Indonesia. The questionnaire instrument was used to determine teachers' perceptions of STEM learning in chemistry learning. The result of the survey conducted was chemistry teachers had a positive perception of the implementation of chemistry learning using the STEM approach. The main obstacle faced by the teachers to implement the STEM approach is that they are not accustomed to applying the STEM approach and there is limited time available for the learning process with STEM. Meanwhile, according to the teachers, by applying the STEM approach in the chemistry class, it can improve the students' skills needed in the 21st century.