The last few years, STEM education received more attention in the world, including Indonesia. There are many teachers who have participated in socialization and applied STEM in their schools. Therefore, this study aims to describe the various obstacles faced by teachers implementing STEM learning. This qualitative study uses a phenomenological methodology. Data is collected from in-depth interviews with nine teachers who have information and knowledge related to STEM as an integrative learning framework and have participated in socialization, workshops, or seminars. The stages of data analysis are doing data reduction, determining themes, making links between themes, and concluding findings. The conclusions of the study are three broad categories of things that challenge schools in implementing STEM learning in Indonesia, namely policy support and limited learning facilities, complex learning management, and the ability of teachers to manage students that are very diverse.


implementation, Indonesian curriculum, issues, schools, phenomenological methodology, STEM education

Author Bio(s)

Janu Arlinwibowo is a researcher in National Research and Innovation Agency, Indonesia. His interest in research is teaching methods and assessments in mathematics education, measurement in education, and psychometry. Correspondence regarding this article can be addressed directly to the Widya Graha Building, Jl. Gatot Subroto No.10, Kuningan Bar., Kec. Mampang Prpt., Kota Jakarta Selatan, Daerah Khusus Ibukota Jakarta 12710, Indonesia. Correspondence regarding this article can also be addressed directly to janu.arlinwibowo@brin.go.id

Prof. Dr. Heri Retnawati is a lecturer and researcher in Mathematics Departement, Mathematics and Science Faculty, Yogyakarta State University, Indonesia. Her interest in research is teaching methods and assessment in mathematics education, measurement in education, and psychometry. Correspondence regarding this article can also be addressed directly to heri_retnawati@uny.ac.id

Rian Galih Pradani is a teacher in SMA Negeri 1 Jogonalan, Jalan Raya Jogja-Klaten KM 7/23, Kec. Jogonalan, Klaten, Central Java 57452. Her interest in research is assessment in physics education.

Gupita Nadindra Fatima is a student in National Yang Ming Chiao Tung University, International College of Semiconductor Technology. No. 1001, Daxue Rd. East Dist., Hsinchu City 300093, Taiwan R.O.C.


The authors would like to thank the Indonesia Endowment Fund for Education (LPDP), Ministry of Finance of the Republic of Indonesia for funding in the author’s study doctoral and this research.

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