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STEM Teachers’ Professional Development through Scientist-Teacher-Students Partnership (STSP)

Jurnal Pendidikan IPA Indonesia · Vol. 10 No. 3 (2021) · pp. 357–367

DOI
10.15294/jpii.v10i3.27845
ISSN
2089-4392, 2339-1286
Published
2021-09-29
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Teachers are one of the most fundamental sources for the latest scientific information. However, many feel that teachers lack sufficient knowledge and skills to play this role, particularly in STEM, as STEM is related to more than one discipline. This study explores Scientist-Teacher-Students’ Partnership (STSP) as a professional development programme to enhance teachers’ understanding and conceptualization of the cutting-edge STEM knowledge and real-life applications of the STEM concepts. This study employed a qualitative research methodology, and it involved nine science teachers from four secondary schools and ten scientists from a university situated in Kuala Lumpur, Malaysia. Data were collected through observations made during activities and interviews. The collected data were analyzed using constant comparative data analysis techniques. Overall, the findings suggested that the tripartite collaboration brings educational benefits to all groups. From the perspective of teachers’ professional development, it was found that the partnership: (i) enhanced the teachers’ understanding of cutting-edge STEM knowledge; (ii) elevated their confidence and enthusiasm in STEM; and (iii) provide opportunities for information exchange and support through school-university networking. This study had promoted a more significant articulation of STSP as a mechanism for professional development in STEM education.

Keywords

Collaboration network of the authors

8 authors · 16 co-authorship links · 4 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • University of Malaya
  • Universitas Jember
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Pramudya Dwi Aristya PutraUniversitas Jember1
Firdha YusmarUniversitas Jember1
Iwang Jouvanda KasahUniversitas Jember1
Rif’ati Dina HandayaniUniversitas Jember1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">STEM Teachers’ Professional Development through Scientist-Teacher-Students Partnership (STSP)</dc:title>
	<dc:creator>Saat, R. M.</dc:creator>
	<dc:creator>Fadzil, H. M.</dc:creator>
	<dc:creator>Adli, D. S. H.</dc:creator>
	<dc:creator>Awang, K.</dc:creator>
	<dc:subject xml:lang="en-US">STEM; partnership; professional development</dc:subject>
	<dc:description xml:lang="en-US">Teachers are one of the most fundamental sources for the latest scientific information. However, many feel that teachers lack sufficient knowledge and skills to play this role, particularly in STEM, as STEM is related to more than one discipline. This study explores Scientist-Teacher-Students’ Partnership (STSP) as a professional development programme to enhance teachers’ understanding and conceptualization of the cutting-edge STEM knowledge and real-life applications of the STEM concepts. This study employed a qualitative research methodology, and it involved nine science teachers from four secondary schools and ten scientists from a university situated in Kuala Lumpur, Malaysia. Data were collected through observations made during activities and interviews. The collected data were analyzed using constant comparative data analysis techniques. Overall, the findings suggested that the tripartite collaboration brings educational benefits to all groups. From the perspective of teachers’ professional development, it was found that the partnership: (i) enhanced the teachers’ understanding of cutting-edge STEM knowledge; (ii) elevated their confidence and enthusiasm in STEM; and (iii) provide opportunities for information exchange and support through school-university networking. This study had promoted a more significant articulation of STSP as a mechanism for professional development in STEM education.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">The study was supported by the Fundamental Research Grant (FP003-2019A), Ministry of Education Malaysia (Project Code: FRGS/1/2019/SSI09/UM/02/3)</dc:contributor>
	<dc:date>2021-09-29</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/27845</dc:identifier>
	<dc:identifier>10.15294/jpii.v10i3.27845</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 10, No 3 (2021): September 2021; 357-367</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v10i3</dc:source>
	<dc:language>eng</dc:language>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/27845/8119</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Jurnal Pendidikan IPA Indonesia</dc:rights>
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