The Barriers of School Using Subject Design Curriculum in Implementing STEM Education

Abstract

The purpose of this study is to analyze the barriers of schools that use subject design curriculum in implementing STEM education from the perspectives of science teacher. This qualitative descriptive study is conducted at ten junior high schools in which their science teacher have received STEM education assistance from experts. Research data are gathered by questionnaires, document analysis, and interviews. The results of this study indicate that the time in evaluating learning, the lack of support from student parents, and poor preparation of implementation are the barriers of respondents in implementing STEM education in school using subject design curriculum. Conversely, lack of collaboration, lack of leadership, low support from school leaders, lack of preparation for implementation, limited funding, unsupporting school systems, unsupporting school facilities, and unfamiliarity of project-based learning are not the barriers of respondents. Nevertheless, the respondents could not integrate STEM subject and design learning well. Further research is needed to get deeper explanation about barrier components effecting success of STEM education implementation in school that use subject design curriculum.