Conceptual Frameworks on How to Teach STEM Concepts in Bahasa Indonesia Subject as Integrated Learning in Grades 1–3 at Elementary School in the Curriculum 2013 to Contribute to Sustainability Education (original) (raw)
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Science teachers’ difficulties on the implementation of integrated STEM education in Indonesia
Research interest in STEM education is steadily increasing in Indonesia due to its recognized importance for preparing students for the demands of the modern world (Khotimah et al., 2021; Permanasari et al., 2021). Several studies have been carried out by Indonesian researchers to investigate the potential benefits of STEM education, including its role in improving students' scientific literacy (Astra et al., 2023; Prima et al., 2018), creative thinking (Hanif et al., 2019), critical thinking (Siregar et al., 2019), problem-solving skills (Parno et al., 2019), character (Wulandari et al., 2023; Yulianti et al., 2019), and 21 century skills (Abdurrahman et al., 2019; Utami & Wilujeng, 2020). According to Khotimah et al. (2021), 78.26% of STEM education research in Indonesia focused on secondary schools, 18.18% on elementary schools, and 4.55% on universities. This underscores the significance of STEM education in Indonesia, especially at the secondary school level. The growing interest in STEM education research in Indonesia may also be driven by its potential to support the new national curriculum framework, the Merdeka Curriculum. As stated in the Strategic Plan of the Ministry of Education and Culture for 2020-2024, this curriculum is designed to develop six essential character traits in students, known as the Pancasila Student Profiles, through an emphasis on projectbased learning (Kemdikbud, 2020). According to this document, the six essential characters of the Pancasila Student Profiles are religiosity, global diversity, collaboration, creativity, critical thinking, and independence. As mentioned above, some studies highlight the potential of STEM education in fostering these traits. More specifically, Wulandari et al. (2023) found that STEM-based learning effectively cultivates Pancasila Student Profiles, especially critical thinking, collaboration, and independence. STEM education principles are also closely aligned with project-based learning, as highlighted by Khotimah et al. (2021) that the majority of STEM education research in Indonesia is conducted through project-based learning. This highlights the close alignment of STEM education with Indonesian national curriculum, indicating that STEM could play a significant role in its implementation. However, despite the growing interest of research demonstrating the benefits of STEM education and its potential integration into the Indonesian curriculum, its classroom implementation in Indonesia remains limited (Permanasari et al., 2021; Wahono & Chang, 2019). According to Sulaeman et al. (2022), 54.5% of Indonesian science teachers have never employed STEM pedagogy in their classrooms. This raises the question of what difficulties prevent science teachers in Indonesia from implementing integrated STEM education. Therefore, by referring to integrated STEM education as “an effort to combine some or all of the four disciplines of science, technology, engineering, and mathematics into one class, unit, or lesson that is based on connections between the subjects and real-world problems” (Moore & Smith, 2014, p. 5), this essay will critically investigate potential challenges that impede science teachers in Indonesia from implementing this approach. This essay will argue that the difficulties that hinder Indonesian science teachers in implementing integrated STEM education are related to aspects of teachers, students, as well as curriculum and support. The discussion will begin with a critical evaluation of potential difficulties in each of these areas and conclude with recommendations for practice.
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