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
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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Recommended APA Citation
Arlinwibowo, J., Retnawati, H., Pradani, R. G., & Fatima, G. N. (2023). STEM Implementation Issues in Indonesia: Identifying the Problems Source and Its Implications. The Qualitative Report, 28(8), 2213-2229. https://doi.org/10.46743/2160-3715/2023.5667