E. Sujarwanto, Madlazim, M. Ibrahim
Providing STEM (Science Technology Engineering Mathematics) education and apply it in learning is influenced by teacher's knowledge and attitude towards The purpose of this study is to determine the teachers and lecturers' attitudes, knowledge, and application of STEM education. Data were collected from the responds of science lecturers and teacher toward a set of STEM instuments. The results point out that respondents strongly agreed to apply STEM education in learning and are sure that students would get added value when applying STEM education. Regarding aspect of knowledge, more than 50% of the respondents have adequate knowledge of the term STEM although more than 50% of the respondents do not grasp the idea of weaknesses and advantages of implementing integrated STEM. Furthermore, 76.2% of respondents tried to implement integrated STEM when teaching with a percentage between 26%-75%. The application of integrated STEM involving the discipline of engineering has a lower percentage of application than integration with other disciplines. The findings also report that obstacles to the implementation of integrated STEM are the ability to apply the mathematics concepts, technological tools available, the duration of learning time, and the process of connecting between disciplines in STEM. This research implies that there is a need to increase the understanding the interrelationships between aspects of STEM, and need to develop STEM-based learning models to support the application of integrated STEM in Science learning. © Published under licence by IOP Publishing Ltd.
Science Education, Postgraduate of Universitas Negeri Surabaya, Surabaya, Indonesia; Physics Education, Universitas Siliwangi, Tasikmalaya, Indonesia
