Abstract
STEAM education plays a crucial part in education in the 21st century. Teachers, being one of the most essential components of delivering education, play a crucial role in implementing STEAM learning. This study seeks to investigate the deployment of STEAM learning in primary schools and the obstacles elementary school teachers encounter in applying STEAM. This study is a survey-based descriptive quantitative investigation. This study's participants were 50 primary school teachers from West Java. A questionnaire was used to collect data on the implementation of STEAM learning and the difficulties associated with it. The results of the study indicate that instructors have incorporated STEAM learning through student- centered learning, learning through inquiry and problem-based models, assessment, reflection, and collaboration, as well as applying integrated learning in both content and skills. Teachers cite pedagogical obstacles, technological obstacles, facilities, STEAM learning materials, and implementation time as obstacles to the implementation of STEAM education. It may be stated that the instructor has implemented learning activities that contribute to STEAM education. However, technical training for teachers on the technical implementation of STEAM and the supply of supporting resources, particularly technology- based facilities, are required to facilitate the implementation of STEAM in primary schools.
Author Information
Yopi Malagola, Yogyakarta State University, Indonesia
Paper Information
Conference: ACEID2023
Stream: Learning Experiences
This paper is part of the ACEID2023 Conference Proceedings (View)
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To cite this article:
Malagola Y. (2023) STEAM (Science, Technology, Engineering, Art, and Mathematics) Implementation and Challenges in Elementary Schools in West Java ISSN: 2189-101X – The Asian Conference on Education & International Development 2023 Official Conference Proceedings (pp. 555-562) https://doi.org/10.22492/issn.2189-101X.2023.45
To link to this article: https://doi.org/10.22492/issn.2189-101X.2023.45
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