Habituating STEM Integration Through Learning Communities: a Development Study in Banjarmasin, Indonesia

This study aims to describe the readiness of science/chemistry teachers for the application of STEM learning (Science, Technology, Engineering, Mathematics) and to describe the supporting and inhibiting factors of science/chemistry teacher readiness for the application of STEM learning. This research is a descriptive research with a quantitative approach. The population of this study is the number of science/chemistry teachers who teach at SMA/SMK/MA Country in Mataram city. The sampling technique in this study used purposive sampling. The number of samples was 12 science/chemistry teachers in SMA/SMK/MA Country in Mataram City. Data collection techniques using interview guidelines and questionnaire techniques which have been declared valid and reliable. The results of the research on attitude readiness, emotional readiness, cognitive readiness and behavioral readiness in public SMA/SMK/MA Country in District showed an average gain of 74.04%. This means that the readiness of science/chemistry teachers towards the application of STEM learning is more likely to be ready. Based on this, it can be interpreted that some teachers have implemented STEM learning and have never implemented STEM learning, only to the extent that they are ready to do STEM learning. This readiness is also influenced by supporting factors such as: responsibility, enthusiasm, willingness to adapt, critical thinking, thinking contextually, aware of one's own worth and will, being able to integrate various scientific disciplines, carrying out partnership functions and being good at managing time. While the inhibiting factors are independence and awareness of strengths and weaknesses, this is because some teachers have never participated in STEM learning training and teachers have never tried to apply STEM education in science/chemistry learning. Furthermore, teachers find it difficult to improve their quality in preparation for implementing STEM learning and teachers are not yet proficient in preparing lesson plans that are appropriate to STEM learning.

This sequential explanatory design aims at exploring science teachers’ survey and perceptions of technology integration regarding to technological pedagogical content knowledge (TPACK) which focused on quantitative findings supported by qualitative findings. It involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, T-test and Anova were used in quantitative data analysis while for qualitative data analysis, thematic process was conducted. Findings show that the science teachers’ perception on their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was established for betterment of ICT integration in instruction especially for developing countries.

This study examined the impact of the Indonesian pre-service teacher professional education program (PPG) on pre-service science teachers' technological pedagogical content knowledge (TPACK) competencies. As a government-directed initiative, the PPG program's curriculum is aligned with TPACK principles. We conducted a comparative analysis involving 311 teachers divided into four groups: pre-service PPG science teachers, pre-service science teachers not enrolled in PPG, in-service science teachers with less than two years of experience, and those with more than two years of experience. ANOVA results revealed a significant positive effect of the PPG program on TPACK scores, except when comparing non-PPG pre-service teachers to in-service teachers with less than two years of experience. Pre-service PPG teachers demonstrated greater confidence in technology-related TPACK components. In contrast, in-service teachers with over two years of experience exhibited higher overall TPACK scores, particularly in pedagogical knowledge, content knowledge, and pedagogical content knowledge. These findings highlight the effectiveness of government-sponsored teacher training in enhancing TPACK while recognizing the valuable expertise that experienced teachers bring to their practice. The study suggests a need for resource allocation and training strategies that incorporate the strengths of both pre-service and experienced educators to foster a more comprehensive approach to teacher development.

This study was designed to explore the effects of problem-based learning (PBL) strategies on the attitudes of female senior high school students toward integrated knowledge learning in science, technology, engineering, and mathematics (STEM). Content analysis and focus group methods were adopted as the research processes. Data and information about the STEM internet platform, an attitude scale and the contents of interviews were also collected for analysis. The subjects were 10th grade students at a girls’ senior high school who volunteered to organize teams for a Solar Electric Trolley Contest. A total of 40 students were grouped into 18 teams. The results of the study indicate: (1) that PBL strategies can be helpful in enhancing students’ attitudes toward STEM learning and the exploration of future career choices; (2) that the PBL teaching strategy helped to lead students step by step toward completing the contest’s mission and to experience the meaning of integrated STEM knowledge; (3) that not only that students can actively apply engineering and science knowledge, but also that students tend to gain more solid science and mathematics knowledge through STEM learning in PBL; and (4) that PBL can enhance students’ abilities and provide them experiences related to knowledge integration and application. Therefore, it is recommended that the curriculum at the girls’ senior high school include more content related to specialty subjects to enhance their technological capabilities. In addition, a learning mechanism should be offered to aid advisers or teachers in strengthening students’ integrated and systematic knowledge about STEM.

This study aims to describe Indonesian science teachers’ views on STEM attitude, STEM knowledge, and STEM application. The survey method was used in this study. Ninety-three Indonesian science teachers at junior high schools in Indonesia from four of 11 provinces with the largest number teachers such as Lampung, Banten, Jawa Tengah, and Jawa Timur were surveyed. The instrument in this study consisted of 30 items. The quantitative analysis was performed to address the level of three domains such as STEM attitude, STEM knowledge, and STEM application. The results showed that Indonesian science teachers’ views are very good on STEM attitude (=4.68), moderate-level category on STEM application (=3.99), and low-level category on STEM knowledge (=3.72). It can be concluded that Indonesian science teachers believe that they have very good STEM attitude, moderate-level category on STEM application, and low-level category on STEM knowledge. These findings recommended to science teachers or science educators in Indonesia to promote STEM Education in the national curriculum especially in science subject to improve STEM attitude, STEM knowledge, and STEM application of Indonesian science teachers.

Prospective teacher education is faced with the issue of integrating technological pedagogical and content knowledge (TPACK). Prospective teachers are expected to become teachers who are skilled at teaching effectively, mastering content, and are able to utilize technology in the learning process. The ability of TPACK for prospective science teacher can be seen from the preparation of a lesson plan, because there are elements of pedagogy, content, and technology in it, and it is seen from the suitability of the lesson plans with the implementation of learning by teachers in the classroom. Moreover, in implementing science learning, students must apply a scientific attitude to support learning so that students not only understand the theory but also master real concepts. The purpose of this study was to analyze the skills of prospective science teachers to apply TPACK in preparing lesson plans so that the weaknesses and strengths could be identified. The research method used is library research, by examining several sources related to the skills of prospective science teachers in implementing TPACK through the preparation of the lesson plan. The results of the research showed that some prospective science teachers still lacked skills in using integrated technology in the preparation of lesson plans, and the implementation of learning was not optimal so that it became a big challenge that science teachers had to face in the industrial revolution 4.0. Implementing TPACK in the preparation of the lesson plan can improve the quality of learning. The advantages produced can be seen from the effectiveness of the learning process provided through the use of technology in learning.

ABSTRACTInformal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the construct of ‘science capital’ to understand and support science engagement among young people, particularly those historically marginalised from science. Drawing on survey data from nearly 6000 children ages 11–16 in England, we investigate who participates in particular areas of informal STEM learning outside of the science classroom. Survey findings are illustrated by interview data from the same project. Analyses suggest that overall participation in different types of informal science learning experiences (‘informal’ learning experiences, ‘everyday’ learning experiences, and school-led enrichment) varies. Generally, students from more privileged social backgrounds participate more, but with further ethnic and gender patterns between different ISL activity types. These differential patterns of participation highlight how some areas of the ecosystem (e.g. ‘everyday’ learning experiences) are more accessible, while others (e.g. in designed spaces and school-led enrichment) could do more to address inequities in participation.

Based on observations that researchers have conducted teachers at MAN 1 Pasaman Barat, it was found that the ability of teachers in preparing lesson plans is still low. The purpose of this study is to describe and obtain information about the preparation of lesson plans by the teacher. This research is a madrasa action research. Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 4 MAN 1 Pasaman Barat teachers. Research data were collected using observation sheets. Data were analyzed using percentages. The results showed that monitoring and evaluation could improve the preparation of teacher's lesson plans in MAN 1 Pasaman Barat. This is evidenced by the evaluation and monitoring can improve the quality of the preparation of teacher RPP in MAN 1 Pasaman Barat from cycle I to cycle II. The average teacher's ability to improve the making of lesson plans in the first cycle is 51.39 with less categories, in the second cycle is 85.46 Good.

Based on observations that researchers have conducted teachers at MIN 1 Pasaman Barat, it was found that the ability of teachers in preparing lesson plans is still low. The purpose of this study is to describe and obtain information about the preparation of lesson plans by the teacher. This research is a madrasa action research. Research procedures in this study include planning, action, observation and reflection. This research consisted of two cycles with four meetings. The research subjects consisted of 10 MIN 1 West Pasaman teachers. Research data were collected using observation sheets. Data were analyzed using percentages. The results showed that monitoring and evaluation could improve the preparation of teacher's lesson plans in MIN 1 Pasaman Barat. This is evidenced by the evaluation and monitoring can improve the quality of the preparation of teacher RPP in MIN 1 Pasaman Barat from cycle I to cycle II. The average teacher's ability to improve the making of lesson plans in the first cycle is 51.39 with less categories, in the second cycle is 85.46 Good.

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic in almost the entire teaching and learning sessions. In terms of using technology in teaching and learning process, all respondents were more likely to use PowerPoint presentation as well as assisted by the use of a scientific calculator. The use of PowerPoint was limited in explaining the title and its content and the calculators were used during practice sessions. The four trainee teachers were still at the recognizing and acceptance levels of TPCK integration during their teaching practice. This study indicates that UPSI trainee teachers should be given exposure in the use of information and communication technology and trained to provide alternative teaching strategies in more creative ways if there are obstacles when integrating technology in teaching and learning process.

As one of the efforts to produce Sumber Human Resources (HR) who have century competence 21st, a learning design is needed which integrates skills or 21st century skills. By including students are involved in remembering, understanding, apply, analyze, evaluate as well create both in scientific theory and at the time their daily life. A review is conducted on the state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guideline. We review literature from several publications and analyze STEM approach is a very appropriate approach to use in 21st century learning. After applying STEM approach, students are expected to be able mastering scientific and technological literacy. In learning there is a process of interaction between educators and students and learning resources in a learning environment to achieve learning goals. Learning is done using learning strategies in facilitating the teaching and learning process. So that the process can be carried out properly and conveyed correctly, STEM learning is carried out which can integrate knowledge, skills and values of science, technology, engineering, and mathematics to be able to solve a problem related to learning in the context of everyday life.

The application of STEM in Indonesian education has grown. The TPACK framework could enhance teachers' beliefs and efficacy in STEM education. However, there need to be more details evidence of the teacher's beliefs and efficacy when facing or dealing with STEM-based learning. Therefore, exploring the teachers' views and perspectives on implementing TPACK in conducting STEM learning is crucial. This study aimed to reveal teachers' beliefs and efficacy on their TPACK in designing STEM learning. The case study method was used with 9 participants enrolled in a STEM learning program for science teachers. Teachers' self-assessment questionnaires and online interviews collected teachers' TPACK beliefs and efficacy. We analyzed quantitative data from self-assessment questionnaires using interval class analysis. We used a descriptive approach to analyze data from interviews. The results show that teachers regard themselves as highly competent in implementing their TPACK on STEM learning. Out of the three TPACK domains, teachers showed better efficacy in the integrative STEM domain. Of the three TPACK domains, teachers showed better efficacy in the integrative STEM domain than in technology-related knowledge. They are, nevertheless, generally enthusiastic about improving their technological skills. These findings reflect the urgent need to provide professional teachers programs to support this positive belief and efficacy on teachers' TPACK for STEM learning.

As virtual reality (VR) and augmented reality (AR) continue to become popular, there remains a noticeable gap in understanding their potential for enriching science, technology, engineering, and mathematics (STEM) learning among K-12 students. To address this knowledge gap, this study systematically reviewed 117 articles published from 2010 to 2022 on the basis of the technology-based learning model. Following the PRISMA systematic review method, research methods, research participants, learning devices, learning strategies, advantages and challenges of each article were coded and analyzed. In the last six years (i.e., 2017–2022), the overall number of studies experienced rapid growth. The largest number of articles focused on VR/AR-supported K-12 science learning, followed by mathematics and integrated STEM learning. Smartphone/tablet-based AR was the most widely used technology, while very few studies used dedicated immersive AR devices. Most studies focused on the elementary school stage, while VR/AR-supported STEM learning at senior high schools was underexplored. Studies tended to measure the effectiveness of VR/AR by quantitative methods. Situated learning, task-based learning, and game-based learning were the most widely used learning strategies in VR/AR-supported K-12 STEM learning. The advantages of VR/AR in K-12 STEM learning include a positive impact on individual learners and on learning and teaching processes. In contrast, VR/AR also poses a series of challenges to learners, teachers, and schools. The challenges learners face include distractions, decreased efficiency and effectiveness, diminished inquiry and imagination, operational issues, and discomfort. Teachers encounter difficulties maintaining classroom control, designing activities, acquiring technical competence, and adapting to the new role of facilitating student-centered learning. Schools grapple with high costs, inadequate infrastructure, a lack of private virtual spaces, and privacy concerns. Based on our findings, we propose six research agendas to enrich studies on VR/AR-supported K-12 STEM learning, along with a series of significant implications for practitioners to effectively address the intricate challenges of VR/AR implementation and fully harness its potential.

This survey explored Indonesian science teachers’ experience and perceptions toward science teaching that is based on socio-scientific issues (SSIs). The participants were asked whether or not they already used corresponding practices in their own teaching and whether they experienced any challenges in implementing SSI-based pedagogies. Further focal points were the teachers’ views on student competencies that can be fostered through SSI-based education, the connection of SSI-based pedagogies with students’ character formation, potential topics for implementing SSIs in science education, and the teachers’ interest in such implementation. Data were collected with the help of a questionnaire that was administered to 99 science teachers. This was then followed up by interviews with 20 intentionally selected teachers taken from the overall sample. The study revealed that teachers’ familiarity with SSI-based pedagogies varies greatly. Regardless of their familiarity with the term, some of the teachers had already implemented corresponding practices at varying levels of intensity. Although almost all of the participants saw potential in SSI-based pedagogies for increasing student competency development and character formation, most of the respondents did not implement SSI-based teaching very often in their lessons. They mentioned several challenges that hindered them in implementing SSI in their teaching practices. Reasons included the lack of necessary students’ competencies, a lack of teacher expertise, the content in the official curriculum, inadequate facilities, and a lack of time for lesson preparation and implementation. When asked for ideas in implementing SSI-based education, teachers basically suggested topics related to the environment or technology as suitable for SSI-based education. In spite of the many challenges, most of the teachers were still interested in implementing SSIs in their classes.

STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning has proven to be effective for 21st century education. However, there is a lack of knowledge regarding how teachers understand and implement STEAM in schools, particularly in science education. This study aims to explore science teachers’ perspectives on STEAM learning. This case study focused on four dimensions: teachers' understanding, experience, state of mind, and expectations. The study involved 448 Indonesian science teachers from 24 provinces. Data were collected through an online questionnaire using Google Forms. The analysis employed inductive content analysis, extracting themes, sub-themes, categories, and codes from participants’ responses. Indonesian science teachers acknowledged their limited understanding of STEAM. They found the existing STEAM frameworks and seminars insufficient in providing clear guidance. They expressed a need for a more explicit STEAM framework that is easy to implement. Additionally, they requested comprehensive examples of lesson plans that demonstrate the application of STEAM in their classrooms. Thus, this study highlights the need for improved understanding and implementation of STEAM learning among science teachers. Clear guidance, comprehensive frameworks, and practical examples are necessary to support educators in effectively integrating STEAM into various educational contexts.