Analysis of Understanding and Readiness of Elementary School Teachers on the Implementation of the STEAM (Science, Technology, Engineering, Arts, Mathematics) Approach

• Published in: KnE Social Sciences
• Main Authors: Roshayanti, Fenny, Wijayanti, Arfilia, Purnamasari, Veryliana, Sari Setianingsih, Eka
• Format: Journal Article
• Language: English
• Published: 28.09.2022
• ISSN: 2518-668X; 2518-668X
• DOI: 10.18502/kss.v7i14.11960

The application of integrated thematic learning and scientific approaches to the 2013 curriculum in Indonesian elementary schools can be done using the STEAM (Science, Technology, Engineering, Arts, Mathematics) approach because learning activities in the 2013 curriculum have been developed based on themes, sub-themes and lessons that have been adapted to life and student environment. Of the total respondents in the study, 37.6% understood the STEAM approach well, 40.8% expressed doubt, and 21.6% did not know about it. The results of the interviews with several teachers indicated that STEAM is art-based learning and that the elementary school teachers’ understanding of STEAM is far from its real nature. Based on this, the researchers have used a descriptive–analytical design to analyze the understanding and readiness of elementary school teachers toward the implementation of the STEAM approach in eight districts of Central Java Province. The results showed that teachers did not fully understand the concept or practice of learning using the STEAM approach despite having delivered projects based on STEAM. The authors, therefore, recommend that teachers must pay attention to the readiness and needs of students, and design and prepare STEAM learning tools based on the descriptions of basic competencies and indicators on the themes, sub-themes, and lessons that will be taught to the students. Keywords: teacher understanding, teacher readiness, implementation of STEAM (Science, Technology, Engineering, Arts, Mathematics)