Jou nal o Technology and Science Educa ion
JOTSE, 2022 – 12(1): 132-146 – Online ISSN: 2013-6374 – P in ISSN: 2014-5349
h ps://doi.o g/10.3926/jo se.1297
MEASURING LECTURER’S PERCEPTION IN STEM APPROACH BASED
CONTEXTUAL LEARNING IMPLEMENTATION
Hae ul Pa honi , Rayand a Ashya , Maison , Nizlel Huda
Uni e si as Jambi (Indonesia)
[email p o ec ed], ayand[email p o ec ed], [email p o ec ed], [email protected]
Recei ed Ap il 2021
Accep ed No embe 2021
Abs ac
Educa ion in he 21s cen u y was assigned by apidly inc easing ad ances in in o ma ion and
communica ion echnologies. In eg a ed lea ning in science, echnology, enginee ing, and ma hema ics
(STEM) was one o he lea ning ends o he 21s cen u y. A no- es ool has been de eloped ha is used
o measu e lec u e s’ pe cep ion o he STEM app oach. Based on he esul s o he analysis and da a
p ocessing, he non- es ins umen s we e eliable and alid. The esul s o he C onbach alpha es s we e
0.750 o he ma e ial, 0.896 o he cons uc , and 0.778 o he language. This C onbach alpha numbe
was included in he high- eliabili y ca ego y wi h a C onbach alpha numbe > 0.05. The a e age alidi y
alue o he expe app o al o he ins umen , on he o he hand, ose om 81.5% (good ca ego y) o
93% ( e y good ca ego y). Mo eo e , Cohen’s kappa coe icien s we e 0.038, 0.033, and -0.019. Somehow,
his means ha he e was li le ag eemen be ween he compa ed expe s. The esul s showed ha he
lec u e s’ pe cep ion o he STEM lea ning app oach was p edominan ly e y good. Howe e , he
willingness o he lec u e s s ongly in luences he implemen a ion o STEM in hei lea ning.
Keywo ds –
STEM, Ins umen non es , Lec u e ’s pe cep ion.
To ci e his a icle:
Pa honi, H., Ashya , R., Maison, Huda, N. (2022). Measu ing lec u e ’s pe cep ion in STEM app oach
based con ex ual lea ning implemen a ion. Jou nal o Technology and Science Educa ion, 12(1), 132-146.
h ps://doi.o g/10.3926/jo se.1297
----------
1. In oduc ion
Educa ion in he 21s cen u y was cha ac e ized by apidly inc easing ad ances in in o ma ion and
communica ion echnologies. These echnological ad ances a e also ha ing an impac on lea ning in
elemen a y schools, uni e si ies, and colleges. In he educa ional end o he 21s cen u y, lea ning is
gea ed owa ds high-o de hinking skills (HOTS), which equi e s uden s o ha e supe io hinking skills.
To p epa e s uden s o he 21s cen u y, s uden s will need o he skills such as communica ion skills,
p oblem-sol ing, c i ical hinking, c ea i e hinking, and he abili y o collabo a e. These skills we e he
end in 21s -cen u y educa ion ha s uden s mus ha e oday i hey wan o be success ul in he wo king
wo ld o he 21s cen u y. These i e skills a e closely ela ed o in eg a ed science, echnology, enginee ing,
and ma hema ics (STEM) lea ning.
-132-
Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297
Gene ally, he esea ch on in eg a ed STEM lea ning has been conduc ed h ough esea ch su eys. The
esea ch p ocess in ol ed eache s and s uden s o see he implemen a ion o STEM in seconda y schools.
Resea ch by (Pa min, Sa ega , De a & El Islami, 2020) looked a su ey esea ch o examine science eache s’
pe cep ions o STEM in Indonesia. P e ious s udies ha e shown ha STEM TVET o oca ional s uden s
in Malaysia maps he s uden ’s ca ee s in o he u u e (Baka & Mahmud, 2020). On he o he hand, he
esea ch ca ied ou by (Saw, Swage y, B ewing on, Chang & Culbe son, 2019; Robe s, Jackson, Moh -
Sch oede , Bush, Maio ca, Ca alcan i e al., 2018; Çalış, 2020) examine he s uden s’ pe cep ions abou he
implemen a ion o STEM educa ion in he Uni ed S a es and Tu key schools. The esul shows ha he
Uni ed S a es used he in o mal summe lea ning expe ience o ob ain da a on s uden s’ pe cep ion o
STEM (Robe s e al., 2018). Albei , he p oposed p og am is a STEM-based pos -school p og am in he
Uni ed S a es. The o he s udy by Ka isan, Macalalag and Johnson (2019) conduc ed a esea ch su ey o
analyze he impac o STEM implemen a ion on lea ning in schools in Tu key. The e a e many su eys ha e
ca ied ou o see he implemen a ion o STEM in schools.
P e ious esea ch was obse ed ha , look a STEM knowledge among s uden s s udying geog aphy a
Sul an Id is Uni e si y o Educa ion (Mohd-Najib, Maha & Baha udin, 2020), Malaysia. O he s uden s’
pe cep ions o STEM esea ch in highe educa ion we e conduc ed by Ows on, Yo k, Malho a and
Si hiwo acha (2020). The pe cep ion o s uden s in he STEM and non-STEM cou ses was examined in
a blended lea ning cou se. Much o he STEM esea ch has sough o shape e ec i e STEM lea ning in
highe educa ion. Ano he esea ch was done by Chen, Bas edo and Howa d (2018) epo ed ha
designed elemen s o online cou ses in STEM o a ou -yea public uni e si y in he sou heas e n Uni ed
S a es. Acco ding o (Chi iko , Semeno a, Maloshonok, Be inge & Kizilcec, 2020), Online Design and
Blended Ins uc ionTes ed o imp o e Lea ning Ou comes o STEMS uden s in Russia.
Conduc ing su ey esea ch as an in eg a ed STEM ool should be de eloped be o e implemen a ion. The
ins umen s o STEM-based esea ch and STEM-based implemen a ion we e ca ied ou by (Wahono &
Chang, 2019b). Those s udies we e conduc ed o see a i udes, knowledge, and applica ion o STEM o
science eache s in Indonesia (Wahono & Chang, 2019a). The de elopmen o STEM-based lea ning
models was also ca ied ou while he de elopmen o STEM ins umen s. The o he s udy on he eache
su ey by A. The esea ch was conduc ed ega ding he pe cep ion o he quali ica ion o eache s and
o eign s uden s abou he Indonesian language. The o he s udy was conduc ed by (Çe in, 2021) o
examine he ela ionship be ween u u e ma h eache s and science eache s in e ms o STEM awa eness
and ques ioning skills. Acco ding o (Ejiwale, 2013) he STEM implemen a ion in elemen a y, middle, and
high schools in luences he implemen a ion o STEM in colleges and uni e si ies, which we e hei base
and po en ial eede .
The lea ning model was a pa e n used by he eache in p esen ing ma e ial ha co e ed all aspec s o
lea ning be o e and a e he s a o lea ning, using he acili ies used ei he di ec ly o indi ec ly. In addi ion
(Rusman, 2011), he lea ning model p o ides a way o eache s o lec u e s o help s uden s ob ain o
main ain in o ma ion, ideas, skills, mindse s, and ideas om he s uden s in a concep ual lea ning amewo k
ha ollows a sys ema ic pa e n in he O ganiza ion o lea ning expe iences o achie e lea ning goals.
In he 21s cen u y, esea ch on he de elopmen o lea ning models and hei implemen a ion combines
hem wi h STEM such as inqui y-STEM (Abdu ahman, A iyani, Maulina & Nu ulsa i, 2019), STEM-high
o de hinking skills (HOTS) (Rosidin, Suya na & Abdu ahman, 2019), STEM-enginee ing design p ocess
(EDP) (Nu an o, Pa djono, Wida o & Ramdani, 2020), and he p ojec -based lea ning sys em (Maulana,
2020). The esea ch on he de elopmen o lea ning models was ca ied ou by (P ia na, Lo enzia &
Widodo, 2020), who de eloped a STEM-based lea ning model o junio high school.
I we look a he explana ion o some p e ious s udies, he STEM-o ien ed Indonesian educa ional policy
has no been ully applied in educa ional ins i u ions. The p oblems ha a ose in highe educa ion we e
he lack o STEM esea ch and he lack o unde s anding o STEM among lec u e s and s uden s. Fo
his eason, p elimina y s udies we e necessa y o de e mine he pe cep ion and unde s anding o
lec u e s in highe educa ion wi h ega d o he in eg a ed STEM app oach o lea ning.
-133-
Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297
2. Me hod
In his s udy, he de elopmen o a non- es ins umen o he pe cep ion and unde s anding o
ma hema ics and science lec u e s, bo h lec u e s o ma hema ics and science educa ion ia STEM, wi h
he de elopmen and alida ion me hods. Acco ding o (Adams & Wieman, 2011), his me hod consis s
o ou phases, which (1) Ca ying ou a p elimina y s udy o de e mine he objec i es o he es s o be
ca ied ou (2) De eloping es s, (3) unning es s, and alida ing es s, (4) E alua ing he es s ca ied ou .
The e a e wo phases o implemen a ion esea ch o de elopmen and alida ion.
2.1. De elopmen S age
2.1.1. P elimina y S udies
P elimina y s udies we e conduc ed by e iewing jou nals and o he li e a u e om na ional and
in e na ional jou nals. The esul s o he s udy ha e been summa ized in a concep ual de ini ion and an
ope a ional de ini ion. F om he esul s o ound ha he knowledge and ins umen s o STEM
ma hema ics and na u al science lec u e s’ unde s anding, as well as he STEM unde s anding o
ma hema ics and science educa ion lec u e , we e gained.
2.1.2. A ange a G id o Non-Tes Ins umen s o Be Used
When de eloping an ins umen , i is necessa y o de elop an ins umen g id ha is de eloped wi h
indica o s, sub-indica o s and posi i e o nega i e s a emen s. The g id o he ins umen s p oduced in
his s udy is shown in Table 1.
Aspec Indica o Sub Indica o
Numbe
o I em
S a emen (+)
o (-)
Lec u e s’
unde s anding and
pe cep ions abou
STEM
In o ma ion sou ces
abou STEM (Science,
Technology,
Enginee ing, Ma h)
Sou ces o in o ma ion abou STEM 1 Posi i e
STEM aining ha has been a ended 2 Posi i e
Lec u e iew
Abou lea ning wi h
he STEM app oach
Unde s anding o he meaning o he
STEM app oach 3 Posi i e
The u gency o he STEM app oach
in Lea ning 4 Nega i e
STEM
implemen a ion
STEM is applied in
lea ning ac i i ies
The abili y o design lea ning ac i i ies
wi h he STEM app oach, especially
models ha a e sui able o lea ning
wi h he STEM app oach
5 Posi i e
S eps o implemen ing STEM in
lea ning 6 Posi i e
Con ex ual-based STEM applica ion 7 Nega i e
Applica ion o STEM To ain s uden
HOTS 8 Posi i e
Con idence in applying STEM in
lea ning 9 Nega i e
Suppo ing and
inhibi ing ac o s in
implemen ing he
STEM app oach
Suppo ing ac o s o he applica ion
o he STEM app oach in lea ning 10 Posi i e
Inhibi ing ac o s o he applica ion
o he STEM app oach in lea ning 11 Posi i e
Table 1. The non- es ool g id o he STEM pe cep ion and unde s anding o ma h and science
lec u e s and ma hema ics and science educa ion lec u e s
-134-
Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297
2.2. Valida ion S age
2.2.1. Expe Valida ion
This alida ion was ca ied ou by expe s depending on he ield o s udy in which hey we e in ol ed.
The expe s used in his esea ch we e expe s in science educa ion, especially STEM, expe s in
educa ional e alua ion, and expe s in lea ning echnology. The esul s o his alida ion we e calcula ed
using a Like scale wi h 4 expe alida o s. Valida ions we e pe o med 2 and 3 imes on he alida o
un il he ins umen was alida ed.
2.2.2. Re ised o Non-Tes Ins umen
A his s age, he manu ac u ed p oduc o non- es ins umen has been e iewed based on he inpu o he
expe s who will alida e i . The de eloped ins umen was an ins umen o isualizing he pe cep ion and
unde s anding o ma hema ics and na u al science lec u e s abou STEM o quali a i e esea ch.
2.2.3. T ials o Non-Tes Ins umen
Du ing his phase, a es o non- es ins umen s was ca ied ou in o de o know he pe cep ion and
unde s anding o lec u e s o ma hema ics and science abou STEM. In p oduc ials, a ques ionnai e on
he pe cep ion and unde s anding o ma hema ics and STEM lec u e s was dis ibu ed, which was alid
o esponden s om Uni e si as Jambi and Uni e si y S a e Islamic Sul han Thaha Sai uddin Jambi.
2.2.4. P ocessing and Analysis o Da a
In his phase, he esul s o he expe alida ion we e p ocessed o check he eliabili y and alidi y o he
non- es ins umen s de eloped; he da a p ocessing ook place wi h he so wa e IBM S a is ics SPSS 23.
In addi ion, he p oduc es s we e also o examine STEM lec u e s’ pe cep ion and unde s anding o
ma h and science lec u e s. The p ocessed da a was a ailable in he o m o quali a i e da a.
2.2.5. Make Conclusions
Fo he de elopmen o non- es ins umen s, as concluded on he basis o he da a p ocessing
pe o med, ha he non- es ins umen s used we e easible o no , while in e ing he esul s o he
STEM pe cep ions and unde s anding o he ma h and science lec u e s and ma h and na u al science
educa ion lec u e s based on esponden s’ answe s. Collec ing da a om esponden s’ pe cep ion o
lec u e s was ca ied ou using Google Fo m.
3. Resul s
3.3.1. Reliabili y o Ins umen
This s udy unde ook he de elopmen o non- es ins umen s o lea ning he STEM pe cep ion and
unde s anding o ma hema ics and science lec u e s and ma h and science educa ion lec u e s. A e
alida ion by he expe , he esul s o he eliabili y o non- es ins umen s can be ob ained as in Table 2
o ma e ial, cons uc ion and language.
STEM Domain In e nal Consis ency (alpha)
Ma e ial 0.750
Cons uc i eness 0.896
Language 0.778
Table 2. The eliabili y o he pe cep ions and unde s anding o he STEM o he lec u e s
3.3.2. Validi y o Ins umen
A e ob aining he eliabili y alue o he non- es ins umen , he alidi y alue o he ins umen was
sea ched, he alida ion was ca ied ou by 4 expe s, so ha he e alua ion esul s as in Table 3 and Table
4 o expe s 1 o 4 we e ob ained. O he ool was impo an in building con idence ha he ool was
-135-
Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297
sui able o ob aining co ec da a. This s udy used con en alida ion and ace alida ion pe o med on a
5-poin Like scale. Tables 3 and 4 show he con en and ace alidi y esul s which in e p e how many
expe s ag ee on he exis ence and con en o he ins umen , alidi y is also in ended o de e mine he
eadabili y, accu acy, and sui abili y o he ins umen ’s con en .
S udy C i e ia Expe 1 Expe 2 Expe 3 Expe 4 Mean±SD
Ma e ial Aspec s
The ques ionnai e i ems ha e
co e ed all aspec s o he
assessmen acco ding o he g id
4 4 4 4 4±0
Ques ionnai e i ems ela ed o he
subs ance o he STEM app oach 4 4 3 4 3.75±0.5
The con en s o he ma e ial a e in
acco dance wi h he measu emen
objec i es
4 4 3 4 3.75±0.5
Cons uc i e Aspec s
The poin s we e clea ly o mula ed 5 4 4 3 4±0.82
Comple eness o he sen ence wi h
he ques ionnai e 4 5 4 3 4±0.82
Assessmen i ems
The ques ionnai e ins umen is
equipped wi h clea ins uc ions
5 5 4 3 4.25±0.96
Aspec s o Language
Communica i e sen ence
o mula ion 4 5 4 3 4±0.82
Sen ences use Indonesian language
p inciples ha we e good and
co ec
4 5 3 4 4±0.82
The sen ence o mula ion did no
lead o double in e p e a ion 5 5 3 4 4.25±0.96
The o mula ion o he s a emen
did no con ain wo ds ha iola e
e hics / o end he esponden
5 5 5 4 4.75±0.5
To al 44 46 37 36 40.75±0.67
Pe cen age o alidi y 88% 92% 74% 72% 81.5%
Table 3. The alue o he measu emen o he non- es ins umen by 4 s age 1 expe s
S udy C i e ia Expe 1 Expe 2 Expe 3 Expe 4 Mean+SD
Ma e ial Aspec s
The ques ionnai e i ems ha e
co e ed all aspec s o he
assessmen acco ding o he g id
5 5 5 4 4.75±0.5
Ques ionnai e i ems ela ed o he
subs ance o he STEM app oach 4 5 5 4 4.5±0.58
The con en s o he ma e ial a e in
acco dance wi h he measu emen
objec i es
5 4 5 4 4.5±0.58
Cons uc i e Aspec s
The poin s we e clea ly o mula ed 5 5 5 4 4.75±0.5
Comple eness o he sen ence wi h
he ques ionnai e 5 5 5 4 4.75±0.5
Assessmen i ems
The ques ionnai e ins umen is
equipped wi h clea ins uc ions
5 5 5 4 4.75±0.5
-136-

Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297
S udy C i e ia Expe 1 Expe 2 Expe 3 Expe 4 Mean+SD
Aspec s o Language
Communica i e sen ence
o mula ion 5 5 4 4 4.5±0.58
Sen ences use Indonesian language
p inciples ha we e good and
co ec
5 5 5 4 4.75±0.5
The sen ence o mula ion did no
lead o double in e p e a ion 4 5 5 4 4.5±0.58
The o mula ion o he s a emen
did no con ain wo ds ha iola e
e hics / o end he esponden
5 5 5 4 4.75±0.5
To al 48 49 49 40 46.6±0.53
Pe cen age o alidi y 96% 98% 98% 80% 93%
Table 4.Value o he ins umen measu emen by 4 s ages o 2 expe s
As pa o his alidi y, he expe s also p o ided some sugges ions and commen s on imp o ing he
ins umen , while some o he expe s’ commen s, which hey used as e e ences o imp o ing he
ins umen , can be ound in Table 5.
Domain Commen Imp o emne
Ma e ial
Expe 1: Should you ha e a ques ion abou wha you know
abou STEM? I should be e iewed, is i ue ha STEM is a
lea ning app oach. The e should be ques ions abou he
ad an ages and disad an ages o STEM lea ning.
Expe 2: I is ecommended ha an i em asks abou he
ela ionship be ween STEM and CPL-CPMK which is
na a ed wi h he ela ionship o MBKM
Expe 4: a ach ope a ional and concep ual de ini ions so
ha he indica o s es ed we e clea
Making ope a ional and concep ual
de ini ions om he esea ch
ques ionnai e, adding ques ions
abou he de ini ion o STEM,
co ec ing STEM as a lea ning
app oach wi h i s ad an ages and
disad an ages in i s applica ion on
campus, and a s a emen ela ed o
inc easing s uden HOTS wi h
STEM implemen a ion
Cons uc i e
Expe 1: I is be e i he ques ions in he ques ionnai e
we e cohe en , namely a e poin 1, 3 and 4 i s and hen
poin 2.
Expe 2: In he ins umen manual, he e a e 24 i ems e en
hough only 12.
Expe 3: The iden i y o he esponden only hidden so ha
he esponden can answe hones ly and ques ions 11 and 12
should be combined because hey ha e one meaning
Expe 4: P opo ion o ideal s a emen s / s a emen s
namely 70-30 o 60-40, guidance mus be clea o unc ional,
posi i e and nega i e s a emen s a e e iewed o be co ec ed
The iden i y o he esponden s was
no longe used in he ques ionnai e
and he p opo ion o he
s a emen s was 60% posi i e and
40% nega i e
Language
Expe 1: The e we e se e al ypos ha mus be co ec ed,
o example s udy and ac o , which one is he eal obs acle
o he obs acle.
Expe 2: Because his o educa o s, you wo ds should be
eplaced by he lec u e s
Typical e o s and he wo d
“b o he ” has been eplaced wi h
“M / Ms”
Table 5. Commen , Expe Ad ice and Imp o emen
In addi ion, Cohen’s analysis o Kappa coe icien s was used o see he co espondence be ween Expe 1
and Expe 4. This analysis was measu ed o de e mine he deg ee o ag eemen o 4 expe s in e alua ing
he de eloped ools. Analysis o Cohens kappa coe icien s by using he IBM SPSS 23 S a is ics so wa e
wi h he esul s shown in Table 6.
-137-
Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297
Expe Measu e o Ag eemen (Kappa) Signi icance Hipo hesis (signi icance 5%)
Expe 1Vs Expe 3 0.038 0.289 Accep ed (0.289>0.05)
Expe 1Vs Expe 4 0.033 0.350 Accep ed (0.350>0.05)
Expe 2Vs Expe 3 -0.019 0.435 Accep ed (0.435>0.05)
Table 6. Analysis o Cohen’s kappa ag eemen be ween expe 1 o expe 4
3.3.3. Lec u e s’ Pe cep ions abou he STEM App oach
An ins umen ques ionnai e was dis ibu ed o examine he STEM app oach pe cep ions o ma h and
science lec u e s, composed o 35 esponden s om Uni e si as Jambi, Sul han Thaha Sai uddin Jambi
S a e Islamic Uni e si y, Uni e si as Ma a am, and he Mandalika Uni e si y o Educa ion passed. Dimya i
(2002) also conduc ed he pa icipa ion o lec u e s om Yogyaka a S a e Uni e si y o expe ience hei
pe cep ion o he cu iculum o he spo s science acul y. This s udy ound ha he lec u e s
’pe cep ions we e di ided in o ou main indica o s (1) sou ces o in o ma ion abou STEM, (2) lec u e s’
iews on lea ning wi h he STEM app oach, (3) STEM applica ion in lea ning, and (4) suppo ing and
inhibi ing ac o s in he implemen a ion o he STEM app oach. Fo he lec u e s’ esponses o he
indica o s, he sou ces o in o ma ion on STEM a e lis ed in Table 7.
The indica o o eache s’ iew on lea ning wi h he STEM app oach is shown in Table 8.
Ques ion Lec u e Answe
Ha e you e e hea d /
ecei ed in o ma ion abou
he STEM app oach? I so,
whe e did you ge his
in o ma ion om?
7 lec u e s ne e hea d in o ma ion abou STEM and 28 lec u e s ha e hea d
in o ma ion abou STEM om aining, semina s, books, jou nals, in e ne acsess
abou STEM, ELPSA P ojec UC – AUSAID, guide s uden s hesis Physics
Educa ion s udy P og am and communi y dedica ion lec u e Uni e si asMa a am
Ha e you e e a ended
STEM aining? I yes, in
wha le el?
4 lec u e s ha e a ended STEM aining bu i no explained a wha le el, 4
lec u e s ha e a ended STEM aining on na ional le el, basic le el and s udy
p og am le el, and 27 lec u e s ne e a ended STEM aining
Table 7. Lec u e answe s abou in o ma ion o STEM indica o s sou ces
Ques ion Lec u e Answe
Acco ding o M / Ms, wha is
mean by he STEM (Science,
Technology, Enginee ing and
Ma hema ic) app oach in
lea ning?
6 lec u e s said hey did no know abou he STEM app oach. Meanwhile, o he s
p o ide a de ini ion o he STEM app oach as ollows
“A lea ning app oach ha in eg a es science, echnology, enginee ing, and
ma hema ics and can be obse ed and applied in e e yday li e Lea ning wi h eal
ac s and heo ies”
“Lea ning was ca ied ou by linking he in e ela ionships be ween each ield and
i s applica ion”
“A lea ning p ocess expe ienced by s uden s wi h he STEM app oach hen STEM
appea s in lea ning”
“An app oach ha combines all s uden s’ abili ies o lea n”
“In eg a ing he concep o science whose da a analyzed wi h ma hema ics by
manipula ing echnology”
“Applying science, echnology, enginee ing and ma hema ics a he same ime in he
concep s being augh ”
“In eg a ing elemen s o science, echnology, enginee ing, and ma hema ics in a
eaching and lea ning p ocess o achie e lea ning goals”
“App oach he lea ning p ocess wi h science and echnology”
“Collabo a i e lea ning be ween hese elemen s. One example was a i ual
labo a o y”
“Lea ning ha collabo a es be ween science, echnology, enginee ing, and
ma hema ics”
“The lea ning p ocess ha examines p oblems by in ol ing elemen s o science,
echnology, enginee ing and ma hema ics a he same ime”
“STEM was an in e disciplina y lea ning be ween Science, Technology,
Enginee ing and Ma hema ics”
-138-
Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297
Ques ion Lec u e Answe
“In e disciplina y lea ning”
“A lea ning app oach ha applies ou aspec s o scien i ic disciplines, including
science, echnology, enginee ing, and ma hema ic”
“STEM was an in eg a ed lea ning be ween science, echnology, enginee ing, and
ma hema ics o de elop s uden s’ c ea i i y h ough he p ocess o sol ing
p oblems in e e yday li e.
Lea ning wi h STEM echnology was an app oach o lea ning ha b ings s uden s
o know he equipmen a ound hem by knowing he STEM elemen s in i ”
“A combina ion o Enginee ing Science Enginee ing and Ma hema ic”
Do you hink ha
implemen ing he STEM
app oach is di icul o apply
in campuses a his ime?
6 lec u e s said i was di icul o apply STEM o lea ning on campus, 1 lec u e
said did no know and 28 lec u e s said i was no di icul depending on he
willingness and ma e ial o he lec u e as well as he condi ions o he COVID 19
pandemic
Table 8. Lec u e answe s abou STEM, indica o s o lec u e s’ iews abou lea ning wi h he STEM app oach
Whe eas STEM indica o s applied in lea ning ac i i ies can be seen in Table 9.
Ques ion Lec u e Answe
Ha e you e e designed
lea ning ac i i ies using he
STEM app oach? I yes, wha
lea ning model was sui able o
be designed using he STEM
app oach?
11 lec u e s said ne e design, 11 lec u e s answe ed e e design STEM app oach
wi h p ojec -based lea ning, case me hod, and p oblem-based lea ning and he
o he no espond
Ha e you e e applied he
STEM app oach in lea ning
ac i i ies? I so, wha a e he
s eps o implemen ing STEM
in lea ning?
8 lec u e s said hey ne e applied STEM in lea ning, 16 lec u e s did no espond
and 11lec u e s answe ed ha hey had applied by in oducing and applying he
concep o science, enginee ing echnology and ma hema ics example basic
elec onic cou se. The concep being augh , s a ing om obse a ion, new
ele an ideas, inno a ion and c ea ion needed and he alues ha a e expec ed, and
s a ing by gi ing a p oblem in he o m o a p ojec ha will be made hen
e iewing he STEM elemen s ha i making he p ojec .
Acco ding o M / Ms. Is i
di icul o each a con ex ual-
based STEM app oach on
campus oday?
14 lec u e s said i was no di icul , 8 lec u e s said i was di icul by eason o he
COVID 19 pandemic and he o he s said hey did no know and did no espond
Do you hink he STEM
app oach can ain s uden s’
HOTS (Highe O de
Thingking Skills)? Gi e 2
easons
5 lec u e s said ha hey do no know, 8 lec u e s said ha hey could bu he e was
no eason, 22 lec u e s said he STEM app oach could inc eased s uden HOTS
wi h he ollowing easons:
a) hone c ea i i y and a ional hinking
b) ain s uden s o hink he connec edness o he ields p esen ed, hen
s uden s can hink ha he heo e ical knowledge used can be applied
c) The app oach can classi y lea ning pa s
d) s imula e cu iosi y and imp o e s uden abili ies
e) The assignmen is p ojec -based using he concep s he has lea ned
) The e we e da a analysis by manipula ing echnology
g) The STEM app oach is an ac i i y o analyze concep s / phenomena.
h) The STEM app oach can also be in he o m o c ea ing a concep / p oduc
i) each s age o STEM makes i possible o s imula e HOTS
j) online lea ning sligh ly educes he s uden ’s ield expe ience and wi h STEM
hope ully i will be a solu ion o en ich he s uden expe ience.
k) Lea ning ou comes a e achie ed
l) Deep in o his ield
m) Sha pen analysis and logic
n) ain s uden s o hink c i ically and c ea i ely
o) STEM applying echnologis
p) STEM can be exempli ied in e e yday li e because HOTS equi es a high
le el o analysis and s em makes s uden s able o de e mine which science,
enginee ing echnology and ma hema ics a e in de elopmen .
-139-
Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297
Ques ion Lec u e Answe
Do you hink ha he STEM
app oach is di icul o apply
o all he ma e ials in he
subjec s ha you each?
9 lec u e s said ha i was no di icul , 6 lec u e s said ha hey did no know, 20
lec u e s said i was di icul by eason o depending on he cha ac e is ics o he
ma e ial, meaning ha i he cou se did no mee he STEM elemen s i was
ela i ely di icul o do.
Table 9. Lec u e s’ pe cep ions abou STEM indica o s applied in lea ning ac i i ies
In addi ion, indica o s o suppo ing and inhibi ing ac o s in he implemen a ion o he STEM app oach
a e p esen ed in Table 10.
Ques ion Lec u e Answe
Acco ding o you, wha a e
he suppo ing ac o s in
implemen ing he STEM
app oach in lea ning on
campus oday? Gi e 2 answe s
4 lec u e s said ha hey don’ know. Mos o hem said ha he suppo ing ac o s
o he implemen a ion o STEM lea ning we e 1. Wo kshops. 2. Adequa e
in e ne access abili y 3. Academic a mosphe e o all echnology-based cou ses is
easy o make enginee ing and echnology s ages 5. Ques ions and assignmen s
om lec u e s 7. S uden s mas e he concep s ha will be used o wo k on p ojec
assignmen s om lec u e s 8. The abili y o lec u e s and s uden s in explo ing and
implemen ing adequa e STEM 9. MBKM cu iculum 10. Ad ice on comple e
in as uc u e and quali y human esou ces 11. Teaching ma e ials as a sou ce o
knowledge and aining s uden skills 12. Technology & campus policy
Acco ding o you, wha a e
he ac o s ha hinde he
implemen a ion o he STEM
app oach in lea ning on
campus a his ime? Gi e 2
answe s.
4 lec u e s said hey did no know, while mos o he lec u e s said he ac o s
inhibi ing he implemen a ion o STEM in campus we e 1. Elec ici y on campus
which o en died. 2. Skilled echnicians and labo a o y assis an s Do no
unde s and and ha e li le knowledge. Socializa ion o missing app oaches and
ools I is di icul o de e mine he enginee ing s age o he app oach. 3.
Assignmen s om lec u e s a e a ely p ojec -based 4. S uden s a e no ained wi h
p oblems ha equi e highe -o de hinking 5. Weak echnical li e acy o s uden s,
and lack o STEM model aining o lec u e s and p ospec i e eache s 6.
Rela i ely low basic s uden inpu skills 7. Knowledge le el o some lec u e s abou
STEM is no e y big ye . 8. Weak lea ning inno a ion (lec u e s) Lack o
mo i a ion om lec u e s o apply STEM9. Awa eness signals om s uden s o
a end lec u es lack o acili ies, lack o a ac ion o pla o m s uden s 10. The
ime needed o ca y ou mo e STEM lea ning and low s uden willingness and
abili y 11. Co id pandemic & campus policies
Table 10. Lec u e pe cep ions abou STEM Indica o s o suppo ing and inhibi ing ac o s
in he implemen a ion o he STEM app oach
3.3.4. In e iews Lec u e s’ Pe cep ions abou he STEM App oach
In addi ion, o s eng hen and da a iangula ion he esul s o lec u e s’ pe cep ions abou STEM
lea ning, in e iews we e conduc ed wi h 3 lec u e s om Uni e si as Jambi and he Uni e si y S a e
Islamic Sul han Thaha Sai uddin Jambi. The esul s o in e iews wi h he i s , second and he hi d
lec u e like
Q: Ha e you e e hea d / ecei ed in o ma ion abou he STEM app oach? I so, whe e did you ge his
in o ma ion om?
A: “The i s esponden said ha he had hea d in o ma ion abou STEM om semina s and conduc ed esea ch on
STEM. The second esponden said ha he had hea d in o ma ion abou STEM om jou nals o a icles he had ead.
Meanwhile, he hi d esponden said ha she had hea d in o ma ion abou STEM om wo kshop abou STEM and
esea ch STEM in he s udy p og am.
Q: Ha e you e e a ended STEM aining? I so, a wha le el?
A: The i s esponden said ha she had a ended a na ional aining on STEM a Uni e si as Jambi. The second
esponden said ha he had ne e a ended any STEM aining. Meanwhile, The second esponden said ha she had
a ended a na ional aining on STEM a Uni e si as Jambi and na ional le el.
-140-