Measuring lecturer’s perception in STEM approach based contextual learning implementation

Jou nal o Technology and Science Educa ion JOTSE, 2022 – 12(1): 132-146 – Online ISSN: 2013-6374 – P in ISSN: 2014-5349 h ps://doi.o g/10.3926/jo se.1297 MEASURING LECTURER’S PERCEPTION IN STEM APPROACH BASED CONTEXTUAL LEARNING IMPLEMENTATION Hae ul Pa honi , Rayand a Ashya , Maison , Nizlel Huda Uni e si as Jambi (Indonesia) [email p o ec ed], ayand[email p o ec ed], [email p o ec ed], [email protected] Recei ed Ap il 2021 Accep ed No embe 2021 Abs ac Educa ion in he 21s cen u y was assigned by apidly inc easing ad ances in in o ma ion and communica ion echnologies. In eg a ed lea ning in science, echnology, enginee ing, and ma hema ics (STEM) was one o he lea ning ends o he 21s cen u y. A no- es ool has been de eloped ha is used o measu e lec u e s’ pe cep ion o he STEM app oach. Based on he esul s o he analysis and da a p ocessing, he non- es ins umen s we e eliable and alid. The esul s o he C onbach alpha es s we e 0.750 o he ma e ial, 0.896 o he cons uc , and 0.778 o he language. This C onbach alpha numbe was included in he high- eliabili y ca ego y wi h a C onbach alpha numbe > 0.05. The a e age alidi y alue o he expe app o al o he ins umen , on he o he hand, ose om 81.5% (good ca ego y) o 93% ( e y good ca ego y). Mo eo e , Cohen’s kappa coe icien s we e 0.038, 0.033, and -0.019. Somehow, his means ha he e was li le ag eemen be ween he compa ed expe s. The esul s showed ha he lec u e s’ pe cep ion o he STEM lea ning app oach was p edominan ly e y good. Howe e , he willingness o he lec u e s s ongly in luences he implemen a ion o STEM in hei lea ning. Keywo ds – STEM, Ins umen non es , Lec u e ’s pe cep ion. To ci e his a icle: Pa honi, H., Ashya , R., Maison, Huda, N. (2022). Measu ing lec u e ’s pe cep ion in STEM app oach based con ex ual lea ning implemen a ion. Jou nal o Technology and Science Educa ion, 12(1), 132-146. h ps://doi.o g/10.3926/jo se.1297 ---------- 1. In oduc ion Educa ion in he 21s cen u y was cha ac e ized by apidly inc easing ad ances in in o ma ion and communica ion echnologies. These echnological ad ances a e also ha ing an impac on lea ning in elemen a y schools, uni e si ies, and colleges. In he educa ional end o he 21s cen u y, lea ning is gea ed owa ds high-o de hinking skills (HOTS), which equi e s uden s o ha e supe io hinking skills. To p epa e s uden s o he 21s cen u y, s uden s will need o he skills such as communica ion skills, p oblem-sol ing, c i ical hinking, c ea i e hinking, and he abili y o collabo a e. These skills we e he end in 21s -cen u y educa ion ha s uden s mus ha e oday i hey wan o be success ul in he wo king wo ld o he 21s cen u y. These i e skills a e closely ela ed o in eg a ed science, echnology, enginee ing, and ma hema ics (STEM) lea ning. -132- Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297 Gene ally, he esea ch on in eg a ed STEM lea ning has been conduc ed h ough esea ch su eys. The esea ch p ocess in ol ed eache s and s uden s o see he implemen a ion o STEM in seconda y schools. Resea ch by (Pa min, Sa ega , De a & El Islami, 2020) looked a su ey esea ch o examine science eache s’ pe cep ions o STEM in Indonesia. P e ious s udies ha e shown ha STEM TVET o oca ional s uden s in Malaysia maps he s uden ’s ca ee s in o he u u e (Baka & Mahmud, 2020). On he o he hand, he esea ch ca ied ou by (Saw, Swage y, B ewing on, Chang & Culbe son, 2019; Robe s, Jackson, Moh - Sch oede , Bush, Maio ca, Ca alcan i e al., 2018; Çalış, 2020) examine he s uden s’ pe cep ions abou he implemen a ion o STEM educa ion in he Uni ed S a es and Tu key schools. The esul shows ha he Uni ed S a es used he in o mal summe lea ning expe ience o ob ain da a on s uden s’ pe cep ion o STEM (Robe s e al., 2018). Albei , he p oposed p og am is a STEM-based pos -school p og am in he Uni ed S a es. The o he s udy by Ka isan, Macalalag and Johnson (2019) conduc ed a esea ch su ey o analyze he impac o STEM implemen a ion on lea ning in schools in Tu key. The e a e many su eys ha e ca ied ou o see he implemen a ion o STEM in schools. P e ious esea ch was obse ed ha , look a STEM knowledge among s uden s s udying geog aphy a Sul an Id is Uni e si y o Educa ion (Mohd-Najib, Maha & Baha udin, 2020), Malaysia. O he s uden s’ pe cep ions o STEM esea ch in highe educa ion we e conduc ed by Ows on, Yo k, Malho a and Si hiwo acha (2020). The pe cep ion o s uden s in he STEM and non-STEM cou ses was examined in a blended lea ning cou se. Much o he STEM esea ch has sough o shape e ec i e STEM lea ning in highe educa ion. Ano he esea ch was done by Chen, Bas edo and Howa d (2018) epo ed ha designed elemen s o online cou ses in STEM o a ou -yea public uni e si y in he sou heas e n Uni ed S a es. Acco ding o (Chi iko , Semeno a, Maloshonok, Be inge & Kizilcec, 2020), Online Design and Blended Ins uc ionTes ed o imp o e Lea ning Ou comes o STEMS uden s in Russia. Conduc ing su ey esea ch as an in eg a ed STEM ool should be de eloped be o e implemen a ion. The ins umen s o STEM-based esea ch and STEM-based implemen a ion we e ca ied ou by (Wahono & Chang, 2019b). Those s udies we e conduc ed o see a i udes, knowledge, and applica ion o STEM o science eache s in Indonesia (Wahono & Chang, 2019a). The de elopmen o STEM-based lea ning models was also ca ied ou while he de elopmen o STEM ins umen s. The o he s udy on he eache su ey by A. The esea ch was conduc ed ega ding he pe cep ion o he quali ica ion o eache s and o eign s uden s abou he Indonesian language. The o he s udy was conduc ed by (Çe in, 2021) o examine he ela ionship be ween u u e ma h eache s and science eache s in e ms o STEM awa eness and ques ioning skills. Acco ding o (Ejiwale, 2013) he STEM implemen a ion in elemen a y, middle, and high schools in luences he implemen a ion o STEM in colleges and uni e si ies, which we e hei base and po en ial eede . The lea ning model was a pa e n used by he eache in p esen ing ma e ial ha co e ed all aspec s o lea ning be o e and a e he s a o lea ning, using he acili ies used ei he di ec ly o indi ec ly. In addi ion (Rusman, 2011), he lea ning model p o ides a way o eache s o lec u e s o help s uden s ob ain o main ain in o ma ion, ideas, skills, mindse s, and ideas om he s uden s in a concep ual lea ning amewo k ha ollows a sys ema ic pa e n in he O ganiza ion o lea ning expe iences o achie e lea ning goals. In he 21s cen u y, esea ch on he de elopmen o lea ning models and hei implemen a ion combines hem wi h STEM such as inqui y-STEM (Abdu ahman, A iyani, Maulina & Nu ulsa i, 2019), STEM-high o de hinking skills (HOTS) (Rosidin, Suya na & Abdu ahman, 2019), STEM-enginee ing design p ocess (EDP) (Nu an o, Pa djono, Wida o & Ramdani, 2020), and he p ojec -based lea ning sys em (Maulana, 2020). The esea ch on he de elopmen o lea ning models was ca ied ou by (P ia na, Lo enzia & Widodo, 2020), who de eloped a STEM-based lea ning model o junio high school. I we look a he explana ion o some p e ious s udies, he STEM-o ien ed Indonesian educa ional policy has no been ully applied in educa ional ins i u ions. The p oblems ha a ose in highe educa ion we e he lack o STEM esea ch and he lack o unde s anding o STEM among lec u e s and s uden s. Fo his eason, p elimina y s udies we e necessa y o de e mine he pe cep ion and unde s anding o lec u e s in highe educa ion wi h ega d o he in eg a ed STEM app oach o lea ning. -133- Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297 2. Me hod In his s udy, he de elopmen o a non- es ins umen o he pe cep ion and unde s anding o ma hema ics and science lec u e s, bo h lec u e s o ma hema ics and science educa ion ia STEM, wi h he de elopmen and alida ion me hods. Acco ding o (Adams & Wieman, 2011), his me hod consis s o ou phases, which (1) Ca ying ou a p elimina y s udy o de e mine he objec i es o he es s o be ca ied ou (2) De eloping es s, (3) unning es s, and alida ing es s, (4) E alua ing he es s ca ied ou . The e a e wo phases o implemen a ion esea ch o de elopmen and alida ion. 2.1. De elopmen S age 2.1.1. P elimina y S udies P elimina y s udies we e conduc ed by e iewing jou nals and o he li e a u e om na ional and in e na ional jou nals. The esul s o he s udy ha e been summa ized in a concep ual de ini ion and an ope a ional de ini ion. F om he esul s o ound ha he knowledge and ins umen s o STEM ma hema ics and na u al science lec u e s’ unde s anding, as well as he STEM unde s anding o ma hema ics and science educa ion lec u e , we e gained. 2.1.2. A ange a G id o Non-Tes Ins umen s o Be Used When de eloping an ins umen , i is necessa y o de elop an ins umen g id ha is de eloped wi h indica o s, sub-indica o s and posi i e o nega i e s a emen s. The g id o he ins umen s p oduced in his s udy is shown in Table 1. Aspec Indica o Sub Indica o Numbe o I em S a emen (+) o (-) Lec u e s’ unde s anding and pe cep ions abou STEM In o ma ion sou ces abou STEM (Science, Technology, Enginee ing, Ma h) Sou ces o in o ma ion abou STEM 1 Posi i e STEM aining ha has been a ended 2 Posi i e Lec u e iew Abou lea ning wi h he STEM app oach Unde s anding o he meaning o he STEM app oach 3 Posi i e The u gency o he STEM app oach in Lea ning 4 Nega i e STEM implemen a ion STEM is applied in lea ning ac i i ies The abili y o design lea ning ac i i ies wi h he STEM app oach, especially models ha a e sui able o lea ning wi h he STEM app oach 5 Posi i e S eps o implemen ing STEM in lea ning 6 Posi i e Con ex ual-based STEM applica ion 7 Nega i e Applica ion o STEM To ain s uden HOTS 8 Posi i e Con idence in applying STEM in lea ning 9 Nega i e Suppo ing and inhibi ing ac o s in implemen ing he STEM app oach Suppo ing ac o s o he applica ion o he STEM app oach in lea ning 10 Posi i e Inhibi ing ac o s o he applica ion o he STEM app oach in lea ning 11 Posi i e Table 1. The non- es ool g id o he STEM pe cep ion and unde s anding o ma h and science lec u e s and ma hema ics and science educa ion lec u e s -134- Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297 2.2. Valida ion S age 2.2.1. Expe Valida ion This alida ion was ca ied ou by expe s depending on he ield o s udy in which hey we e in ol ed. The expe s used in his esea ch we e expe s in science educa ion, especially STEM, expe s in educa ional e alua ion, and expe s in lea ning echnology. The esul s o his alida ion we e calcula ed using a Like scale wi h 4 expe alida o s. Valida ions we e pe o med 2 and 3 imes on he alida o un il he ins umen was alida ed. 2.2.2. Re ised o Non-Tes Ins umen A his s age, he manu ac u ed p oduc o non- es ins umen has been e iewed based on he inpu o he expe s who will alida e i . The de eloped ins umen was an ins umen o isualizing he pe cep ion and unde s anding o ma hema ics and na u al science lec u e s abou STEM o quali a i e esea ch. 2.2.3. T ials o Non-Tes Ins umen Du ing his phase, a es o non- es ins umen s was ca ied ou in o de o know he pe cep ion and unde s anding o lec u e s o ma hema ics and science abou STEM. In p oduc ials, a ques ionnai e on he pe cep ion and unde s anding o ma hema ics and STEM lec u e s was dis ibu ed, which was alid o esponden s om Uni e si as Jambi and Uni e si y S a e Islamic Sul han Thaha Sai uddin Jambi. 2.2.4. P ocessing and Analysis o Da a In his phase, he esul s o he expe alida ion we e p ocessed o check he eliabili y and alidi y o he non- es ins umen s de eloped; he da a p ocessing ook place wi h he so wa e IBM S a is ics SPSS 23. In addi ion, he p oduc es s we e also o examine STEM lec u e s’ pe cep ion and unde s anding o ma h and science lec u e s. The p ocessed da a was a ailable in he o m o quali a i e da a. 2.2.5. Make Conclusions Fo he de elopmen o non- es ins umen s, as concluded on he basis o he da a p ocessing pe o med, ha he non- es ins umen s used we e easible o no , while in e ing he esul s o he STEM pe cep ions and unde s anding o he ma h and science lec u e s and ma h and na u al science educa ion lec u e s based on esponden s’ answe s. Collec ing da a om esponden s’ pe cep ion o lec u e s was ca ied ou using Google Fo m. 3. Resul s 3.3.1. Reliabili y o Ins umen This s udy unde ook he de elopmen o non- es ins umen s o lea ning he STEM pe cep ion and unde s anding o ma hema ics and science lec u e s and ma h and science educa ion lec u e s. A e alida ion by he expe , he esul s o he eliabili y o non- es ins umen s can be ob ained as in Table 2 o ma e ial, cons uc ion and language. STEM Domain In e nal Consis ency (alpha) Ma e ial 0.750 Cons uc i eness 0.896 Language 0.778 Table 2. The eliabili y o he pe cep ions and unde s anding o he STEM o he lec u e s 3.3.2. Validi y o Ins umen A e ob aining he eliabili y alue o he non- es ins umen , he alidi y alue o he ins umen was sea ched, he alida ion was ca ied ou by 4 expe s, so ha he e alua ion esul s as in Table 3 and Table 4 o expe s 1 o 4 we e ob ained. O he ool was impo an in building con idence ha he ool was -135- Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297 sui able o ob aining co ec da a. This s udy used con en alida ion and ace alida ion pe o med on a 5-poin Like scale. Tables 3 and 4 show he con en and ace alidi y esul s which in e p e how many expe s ag ee on he exis ence and con en o he ins umen , alidi y is also in ended o de e mine he eadabili y, accu acy, and sui abili y o he ins umen ’s con en . S udy C i e ia Expe 1 Expe 2 Expe 3 Expe 4 Mean±SD Ma e ial Aspec s The ques ionnai e i ems ha e co e ed all aspec s o he assessmen acco ding o he g id 4 4 4 4 4±0 Ques ionnai e i ems ela ed o he subs ance o he STEM app oach 4 4 3 4 3.75±0.5 The con en s o he ma e ial a e in acco dance wi h he measu emen objec i es 4 4 3 4 3.75±0.5 Cons uc i e Aspec s The poin s we e clea ly o mula ed 5 4 4 3 4±0.82 Comple eness o he sen ence wi h he ques ionnai e 4 5 4 3 4±0.82 Assessmen i ems The ques ionnai e ins umen is equipped wi h clea ins uc ions 5 5 4 3 4.25±0.96 Aspec s o Language Communica i e sen ence o mula ion 4 5 4 3 4±0.82 Sen ences use Indonesian language p inciples ha we e good and co ec 4 5 3 4 4±0.82 The sen ence o mula ion did no lead o double in e p e a ion 5 5 3 4 4.25±0.96 The o mula ion o he s a emen did no con ain wo ds ha iola e e hics / o end he esponden 5 5 5 4 4.75±0.5 To al 44 46 37 36 40.75±0.67 Pe cen age o alidi y 88% 92% 74% 72% 81.5% Table 3. The alue o he measu emen o he non- es ins umen by 4 s age 1 expe s S udy C i e ia Expe 1 Expe 2 Expe 3 Expe 4 Mean+SD Ma e ial Aspec s The ques ionnai e i ems ha e co e ed all aspec s o he assessmen acco ding o he g id 5 5 5 4 4.75±0.5 Ques ionnai e i ems ela ed o he subs ance o he STEM app oach 4 5 5 4 4.5±0.58 The con en s o he ma e ial a e in acco dance wi h he measu emen objec i es 5 4 5 4 4.5±0.58 Cons uc i e Aspec s The poin s we e clea ly o mula ed 5 5 5 4 4.75±0.5 Comple eness o he sen ence wi h he ques ionnai e 5 5 5 4 4.75±0.5 Assessmen i ems The ques ionnai e ins umen is equipped wi h clea ins uc ions 5 5 5 4 4.75±0.5 -136- Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297 S udy C i e ia Expe 1 Expe 2 Expe 3 Expe 4 Mean+SD Aspec s o Language Communica i e sen ence o mula ion 5 5 4 4 4.5±0.58 Sen ences use Indonesian language p inciples ha we e good and co ec 5 5 5 4 4.75±0.5 The sen ence o mula ion did no lead o double in e p e a ion 4 5 5 4 4.5±0.58 The o mula ion o he s a emen did no con ain wo ds ha iola e e hics / o end he esponden 5 5 5 4 4.75±0.5 To al 48 49 49 40 46.6±0.53 Pe cen age o alidi y 96% 98% 98% 80% 93% Table 4.Value o he ins umen measu emen by 4 s ages o 2 expe s As pa o his alidi y, he expe s also p o ided some sugges ions and commen s on imp o ing he ins umen , while some o he expe s’ commen s, which hey used as e e ences o imp o ing he ins umen , can be ound in Table 5. Domain Commen Imp o emne Ma e ial Expe 1: Should you ha e a ques ion abou wha you know abou STEM? I should be e iewed, is i ue ha STEM is a lea ning app oach. The e should be ques ions abou he ad an ages and disad an ages o STEM lea ning. Expe 2: I is ecommended ha an i em asks abou he ela ionship be ween STEM and CPL-CPMK which is na a ed wi h he ela ionship o MBKM Expe 4: a ach ope a ional and concep ual de ini ions so ha he indica o s es ed we e clea Making ope a ional and concep ual de ini ions om he esea ch ques ionnai e, adding ques ions abou he de ini ion o STEM, co ec ing STEM as a lea ning app oach wi h i s ad an ages and disad an ages in i s applica ion on campus, and a s a emen ela ed o inc easing s uden HOTS wi h STEM implemen a ion Cons uc i e Expe 1: I is be e i he ques ions in he ques ionnai e we e cohe en , namely a e poin 1, 3 and 4 i s and hen poin 2. Expe 2: In he ins umen manual, he e a e 24 i ems e en hough only 12. Expe 3: The iden i y o he esponden only hidden so ha he esponden can answe hones ly and ques ions 11 and 12 should be combined because hey ha e one meaning Expe 4: P opo ion o ideal s a emen s / s a emen s namely 70-30 o 60-40, guidance mus be clea o unc ional, posi i e and nega i e s a emen s a e e iewed o be co ec ed The iden i y o he esponden s was no longe used in he ques ionnai e and he p opo ion o he s a emen s was 60% posi i e and 40% nega i e Language Expe 1: The e we e se e al ypos ha mus be co ec ed, o example s udy and ac o , which one is he eal obs acle o he obs acle. Expe 2: Because his o educa o s, you wo ds should be eplaced by he lec u e s Typical e o s and he wo d “b o he ” has been eplaced wi h “M / Ms” Table 5. Commen , Expe Ad ice and Imp o emen In addi ion, Cohen’s analysis o Kappa coe icien s was used o see he co espondence be ween Expe 1 and Expe 4. This analysis was measu ed o de e mine he deg ee o ag eemen o 4 expe s in e alua ing he de eloped ools. Analysis o Cohens kappa coe icien s by using he IBM SPSS 23 S a is ics so wa e wi h he esul s shown in Table 6. -137- Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297 Expe Measu e o Ag eemen (Kappa) Signi icance Hipo hesis (signi icance 5%) Expe 1Vs Expe 3 0.038 0.289 Accep ed (0.289>0.05) Expe 1Vs Expe 4 0.033 0.350 Accep ed (0.350>0.05) Expe 2Vs Expe 3 -0.019 0.435 Accep ed (0.435>0.05) Table 6. Analysis o Cohen’s kappa ag eemen be ween expe 1 o expe 4 3.3.3. Lec u e s’ Pe cep ions abou he STEM App oach An ins umen ques ionnai e was dis ibu ed o examine he STEM app oach pe cep ions o ma h and science lec u e s, composed o 35 esponden s om Uni e si as Jambi, Sul han Thaha Sai uddin Jambi S a e Islamic Uni e si y, Uni e si as Ma a am, and he Mandalika Uni e si y o Educa ion passed. Dimya i (2002) also conduc ed he pa icipa ion o lec u e s om Yogyaka a S a e Uni e si y o expe ience hei pe cep ion o he cu iculum o he spo s science acul y. This s udy ound ha he lec u e s ’pe cep ions we e di ided in o ou main indica o s (1) sou ces o in o ma ion abou STEM, (2) lec u e s’ iews on lea ning wi h he STEM app oach, (3) STEM applica ion in lea ning, and (4) suppo ing and inhibi ing ac o s in he implemen a ion o he STEM app oach. Fo he lec u e s’ esponses o he indica o s, he sou ces o in o ma ion on STEM a e lis ed in Table 7. The indica o o eache s’ iew on lea ning wi h he STEM app oach is shown in Table 8. Ques ion Lec u e Answe Ha e you e e hea d / ecei ed in o ma ion abou he STEM app oach? I so, whe e did you ge his in o ma ion om? 7 lec u e s ne e hea d in o ma ion abou STEM and 28 lec u e s ha e hea d in o ma ion abou STEM om aining, semina s, books, jou nals, in e ne acsess abou STEM, ELPSA P ojec UC – AUSAID, guide s uden s hesis Physics Educa ion s udy P og am and communi y dedica ion lec u e Uni e si asMa a am Ha e you e e a ended STEM aining? I yes, in wha le el? 4 lec u e s ha e a ended STEM aining bu i no explained a wha le el, 4 lec u e s ha e a ended STEM aining on na ional le el, basic le el and s udy p og am le el, and 27 lec u e s ne e a ended STEM aining Table 7. Lec u e answe s abou in o ma ion o STEM indica o s sou ces Ques ion Lec u e Answe Acco ding o M / Ms, wha is mean by he STEM (Science, Technology, Enginee ing and Ma hema ic) app oach in lea ning? 6 lec u e s said hey did no know abou he STEM app oach. Meanwhile, o he s p o ide a de ini ion o he STEM app oach as ollows “A lea ning app oach ha in eg a es science, echnology, enginee ing, and ma hema ics and can be obse ed and applied in e e yday li e Lea ning wi h eal ac s and heo ies” “Lea ning was ca ied ou by linking he in e ela ionships be ween each ield and i s applica ion” “A lea ning p ocess expe ienced by s uden s wi h he STEM app oach hen STEM appea s in lea ning” “An app oach ha combines all s uden s’ abili ies o lea n” “In eg a ing he concep o science whose da a analyzed wi h ma hema ics by manipula ing echnology” “Applying science, echnology, enginee ing and ma hema ics a he same ime in he concep s being augh ” “In eg a ing elemen s o science, echnology, enginee ing, and ma hema ics in a eaching and lea ning p ocess o achie e lea ning goals” “App oach he lea ning p ocess wi h science and echnology” “Collabo a i e lea ning be ween hese elemen s. One example was a i ual labo a o y” “Lea ning ha collabo a es be ween science, echnology, enginee ing, and ma hema ics” “The lea ning p ocess ha examines p oblems by in ol ing elemen s o science, echnology, enginee ing and ma hema ics a he same ime” “STEM was an in e disciplina y lea ning be ween Science, Technology, Enginee ing and Ma hema ics” -138- Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297 Ques ion Lec u e Answe “In e disciplina y lea ning” “A lea ning app oach ha applies ou aspec s o scien i ic disciplines, including science, echnology, enginee ing, and ma hema ic” “STEM was an in eg a ed lea ning be ween science, echnology, enginee ing, and ma hema ics o de elop s uden s’ c ea i i y h ough he p ocess o sol ing p oblems in e e yday li e. Lea ning wi h STEM echnology was an app oach o lea ning ha b ings s uden s o know he equipmen a ound hem by knowing he STEM elemen s in i ” “A combina ion o Enginee ing Science Enginee ing and Ma hema ic” Do you hink ha implemen ing he STEM app oach is di icul o apply in campuses a his ime? 6 lec u e s said i was di icul o apply STEM o lea ning on campus, 1 lec u e said did no know and 28 lec u e s said i was no di icul depending on he willingness and ma e ial o he lec u e as well as he condi ions o he COVID 19 pandemic Table 8. Lec u e answe s abou STEM, indica o s o lec u e s’ iews abou lea ning wi h he STEM app oach Whe eas STEM indica o s applied in lea ning ac i i ies can be seen in Table 9. Ques ion Lec u e Answe Ha e you e e designed lea ning ac i i ies using he STEM app oach? I yes, wha lea ning model was sui able o be designed using he STEM app oach? 11 lec u e s said ne e design, 11 lec u e s answe ed e e design STEM app oach wi h p ojec -based lea ning, case me hod, and p oblem-based lea ning and he o he no espond Ha e you e e applied he STEM app oach in lea ning ac i i ies? I so, wha a e he s eps o implemen ing STEM in lea ning? 8 lec u e s said hey ne e applied STEM in lea ning, 16 lec u e s did no espond and 11lec u e s answe ed ha hey had applied by in oducing and applying he concep o science, enginee ing echnology and ma hema ics example basic elec onic cou se. The concep being augh , s a ing om obse a ion, new ele an ideas, inno a ion and c ea ion needed and he alues ha a e expec ed, and s a ing by gi ing a p oblem in he o m o a p ojec ha will be made hen e iewing he STEM elemen s ha i making he p ojec . Acco ding o M / Ms. Is i di icul o each a con ex ual- based STEM app oach on campus oday? 14 lec u e s said i was no di icul , 8 lec u e s said i was di icul by eason o he COVID 19 pandemic and he o he s said hey did no know and did no espond Do you hink he STEM app oach can ain s uden s’ HOTS (Highe O de Thingking Skills)? Gi e 2 easons 5 lec u e s said ha hey do no know, 8 lec u e s said ha hey could bu he e was no eason, 22 lec u e s said he STEM app oach could inc eased s uden HOTS wi h he ollowing easons: a) hone c ea i i y and a ional hinking b) ain s uden s o hink he connec edness o he ields p esen ed, hen s uden s can hink ha he heo e ical knowledge used can be applied c) The app oach can classi y lea ning pa s d) s imula e cu iosi y and imp o e s uden abili ies e) The assignmen is p ojec -based using he concep s he has lea ned ) The e we e da a analysis by manipula ing echnology g) The STEM app oach is an ac i i y o analyze concep s / phenomena. h) The STEM app oach can also be in he o m o c ea ing a concep / p oduc i) each s age o STEM makes i possible o s imula e HOTS j) online lea ning sligh ly educes he s uden ’s ield expe ience and wi h STEM hope ully i will be a solu ion o en ich he s uden expe ience. k) Lea ning ou comes a e achie ed l) Deep in o his ield m) Sha pen analysis and logic n) ain s uden s o hink c i ically and c ea i ely o) STEM applying echnologis p) STEM can be exempli ied in e e yday li e because HOTS equi es a high le el o analysis and s em makes s uden s able o de e mine which science, enginee ing echnology and ma hema ics a e in de elopmen . -139- Jou nal o Technology and Science Educa ion – h ps://doi.o g/10.3926/jo se.1297 Ques ion Lec u e Answe Do you hink ha he STEM app oach is di icul o apply o all he ma e ials in he subjec s ha you each? 9 lec u e s said ha i was no di icul , 6 lec u e s said ha hey did no know, 20 lec u e s said i was di icul by eason o depending on he cha ac e is ics o he ma e ial, meaning ha i he cou se did no mee he STEM elemen s i was ela i ely di icul o do. Table 9. Lec u e s’ pe cep ions abou STEM indica o s applied in lea ning ac i i ies In addi ion, indica o s o suppo ing and inhibi ing ac o s in he implemen a ion o he STEM app oach a e p esen ed in Table 10. Ques ion Lec u e Answe Acco ding o you, wha a e he suppo ing ac o s in implemen ing he STEM app oach in lea ning on campus oday? Gi e 2 answe s 4 lec u e s said ha hey don’ know. Mos o hem said ha he suppo ing ac o s o he implemen a ion o STEM lea ning we e 1. Wo kshops. 2. Adequa e in e ne access abili y 3. Academic a mosphe e o all echnology-based cou ses is easy o make enginee ing and echnology s ages 5. Ques ions and assignmen s om lec u e s 7. S uden s mas e he concep s ha will be used o wo k on p ojec assignmen s om lec u e s 8. The abili y o lec u e s and s uden s in explo ing and implemen ing adequa e STEM 9. MBKM cu iculum 10. Ad ice on comple e in as uc u e and quali y human esou ces 11. Teaching ma e ials as a sou ce o knowledge and aining s uden skills 12. Technology & campus policy Acco ding o you, wha a e he ac o s ha hinde he implemen a ion o he STEM app oach in lea ning on campus a his ime? Gi e 2 answe s. 4 lec u e s said hey did no know, while mos o he lec u e s said he ac o s inhibi ing he implemen a ion o STEM in campus we e 1. Elec ici y on campus which o en died. 2. Skilled echnicians and labo a o y assis an s Do no unde s and and ha e li le knowledge. Socializa ion o missing app oaches and ools I is di icul o de e mine he enginee ing s age o he app oach. 3. Assignmen s om lec u e s a e a ely p ojec -based 4. S uden s a e no ained wi h p oblems ha equi e highe -o de hinking 5. Weak echnical li e acy o s uden s, and lack o STEM model aining o lec u e s and p ospec i e eache s 6. Rela i ely low basic s uden inpu skills 7. Knowledge le el o some lec u e s abou STEM is no e y big ye . 8. Weak lea ning inno a ion (lec u e s) Lack o mo i a ion om lec u e s o apply STEM9. Awa eness signals om s uden s o a end lec u es lack o acili ies, lack o a ac ion o pla o m s uden s 10. The ime needed o ca y ou mo e STEM lea ning and low s uden willingness and abili y 11. Co id pandemic & campus policies Table 10. Lec u e pe cep ions abou STEM Indica o s o suppo ing and inhibi ing ac o s in he implemen a ion o he STEM app oach 3.3.4. In e iews Lec u e s’ Pe cep ions abou he STEM App oach In addi ion, o s eng hen and da a iangula ion he esul s o lec u e s’ pe cep ions abou STEM lea ning, in e iews we e conduc ed wi h 3 lec u e s om Uni e si as Jambi and he Uni e si y S a e Islamic Sul han Thaha Sai uddin Jambi. The esul s o in e iews wi h he i s , second and he hi d lec u e like Q: Ha e you e e hea d / ecei ed in o ma ion abou he STEM app oach? I so, whe e did you ge his in o ma ion om? A: “The i s esponden said ha he had hea d in o ma ion abou STEM om semina s and conduc ed esea ch on STEM. The second esponden said ha he had hea d in o ma ion abou STEM om jou nals o a icles he had ead. Meanwhile, he hi d esponden said ha she had hea d in o ma ion abou STEM om wo kshop abou STEM and esea ch STEM in he s udy p og am. Q: Ha e you e e a ended STEM aining? I so, a wha le el? A: The i s esponden said ha she had a ended a na ional aining on STEM a Uni e si as Jambi. The second esponden said ha he had ne e a ended any STEM aining. Meanwhile, The second esponden said ha she had a ended a na ional aining on STEM a Uni e si as Jambi and na ional le el. -140-