Science, Technology, Engineering and Mathematics (STEM) for Vocational Education in Indonesia Nuphanudin (a*), Aan Komariah (b), Dedy Achmad Kurniady (c), Sugiarto (d), Dinda Shafira Rasuly (e), Sevin Oktadiansyah (f), Metty Tri Handayani (g), Adinda Awlia (h)
a, b, c) Educational Administration, Universitas Pendidikan Indonesia, Dr. Setiabudhi No. 229, Isola, Kota Bandung, Jawa Barat 40154
*) nuphanudiniljas[at]upi.edu
d) Educational Management, Universitas Negeri Jakarta, Rawamangun, Jakarta 13220
e) Institut Pemerintahan Dalam Negeri, Tampusu, Remboken, Kabupaten Minahasa, Sulawesi Utara 95681
f) Institut Pemerintahan Dalam Negeri, Kota Jayapura, Papua 99351
g) Institut Pemerintahan Dalam Negeri, Bukittinggi, Payakumbuh, Sumatera Barat 26192
h) The National Military Academy of Indonesia, Mertoyudan, Magelang, Jawa Tengah 56172
Abstract
The purpose of this article is to investigate how to design and organize Science, Technology, Engineering, and Mathematics (STEM) courses for students of Technical Vocational Education and Training (TVET). Our work has been triggered by the fact that the Indonesian government following European standards for training has enacted a two-hour STEM course for the first class of the technical high schools. Through an enriched learning environment, we analyze the teaching mechanisms as well as the actions that should be implemented with the intention of supporting vocational education students to acquire the best preparation for STEM courses. We present several learning strategies that utilize educational technologies in order for the students and the teachers of TVET to achieve optimum adaptation.
Keywords: STEM, management of educational resources, inquiry based learning, innovative learning methods, authentic learning.
