Analysis of Teachers Difficulties in Implementing STEM Approach in Learning: A Study Literature Nana Diana- Turmudi- Yohannes
1) Program Studi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.
2) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
3) Program Studi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.
Abstract
STEM approach in learning is appropriate to be developed in the 21st century because it promotes 4C skills that contains communication, collaboration, creativity, and critical thinking. The application of STEM also increases the productivity of the learning process in responding to the challenges of the industrial revolution 4.0. This study aims to determine the difficulties faced by teachers in implementing STEM. Based on the literature study, the main difficulties experienced by teachers in applying the STEM approach in learning are teachers^ lack of knowledge about STEM, teachers have difficulty in integrating appropriate topics in a STEM project, teacher skills are still low and school facilities are inadequate for implementing STEM learning. The low interest and motivation of students as well as the limited time in learning are also aspects that teachers complained in implementing STEM. Some activities are done to overcome the difficulties such as providing sufficient training for teachers to be skillful in implementing STEM. Other efforts that need to be done are improving facilities and regulations in the curriculum so that technical obstacles in implementing STEM can be minimized.
