Mathematics Teachers STEM Knowledge and Teaching Practice during a STEM Professional Development Program Marfuah Marfuah (a,b*), Jarnawi Afgani Dahlan (c), Muhamad Galang Isnawan (d)
a)BBGP Provinsi D.I. Yogyakarta, Sleman, Indonesia
b)PPPPTK Matematika, Sleman, Indonesia
*marfuah[at]kemdikbud.go.id
c)Universitas Pendidikan Indonesia, Bandung, Indonesia
d)Universitas Nahdlatul Wathan Mataram, Mataram, Indonesia
Abstract
This quantitative study aims to evaluate the relationship between mathematics teachers knowledge of STEM education and their teaching practice in schools during a STEM professional development program. The study involved 41 Indonesian mathematics vocational high schools teachers enrolled in the STEM professional development program. Test and reports on STEM teaching practices (including lesson plans, students STEM products, teacher reflections, photo, and video documentation) served as data sources for this study. Our finding shows a positive correlation between mathematics teachers STEM knowledge and how they facilitate STEM project-based learning for their students. These findings indicate that the design of STEM professional development impacts how teachers provide students with hands-on STEM experiences in mathematics classes. Furthermore, we suggest that STEM professional development must be sustainable to strengthen the interdisciplinary approach of STEM education for mathematics teachers.
Keywords: mathematics teachers professional development, STEM education, STEM teaching practice
