The analysis of teachers' readiness to develop science, technology, engineering and mathematics (STEM) based teaching

• Published in: Journal of physics. Conference series Vol. 1521; no. 4; pp. 42043 - 42046
• Main Authors: Rukoyah, S O, Widodo, A, Rochintaniawati, D
• Format: Journal Article
• Language: English
• Published: IOP Publishing 01.03.2020
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1521/4/042043

This study aims to explore the readiness of teachers in implementing STEM learning. This was motivated by the fact that schools need to provide teachers who are able to develop learning based on Science, Technology, Engineering and Mathematics (STEM). The research method used was descriptive qualitative research involving each of the 16 teachers in the Lesson Study (LS) and STEM training program and the instrument used a questionnaire given to each teacher. This study shows that there are similarities and differences between each group with the factors that influence it. In the aspect of relevance, it was found that the two groups belonged to the very prepared category. The self-efficacy aspect of the STEM training program is better than LS, whereas in the aspect of anxiety LS is more prepared than the STEM Training group. This is influenced by the fact that the two groups are actively involved in influencing their views on STEM teaching, the STEM training program gets more collaborative learning training and knows the many obstacles in the process of implementing learning.