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Jurnal SINTA 1

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

Jurnal Pendidikan IPA Indonesia · Vol. 10 No. 1 (2021) · pp. 138–148

DOI
10.15294/jpii.v10i1.28303
ISSN
2089-4392, 2339-1286
Published
2021-03-31
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

The STEM learning environment is the practice of students’ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachers’ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.α5 for each indicator. Perceptions and skills of implementing STEM learning environments in students’ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

Keywords

Collaboration network of the authors

16 authors · 36 co-authorship links · 26 across different organisations

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

  • UIN Sunan Ampel Surabaya
  • Sunan Kalijaga State Islamic University Yogyakarta
  • Universitas PGRI Semarang
  • Universitas Islam Negeri Sultan Syarif Kasim Riau
  • Institut Agama Islam Negeri Parepare
  • Universitas Islam Al Azhar Gresik
  • Kumamoto University
  • Other organisations
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Hanun AsrohahUIN Sunan Ampel Surabaya1
Kunawi BasyirUIN Sunan Ampel Surabaya1
Moh. Rifqi RahmanUniversitas Islam Al Azhar Gresik1
Tsuyoshi UsagawaKumamoto University1
Moh. Agung RokhimawanSunan Kalijaga State Islamic University Yogyakarta1
F. YuliawatiSunan Kalijaga State Islamic University Yogyakarta1
I. KamalaSunan Kalijaga State Islamic University Yogyakarta1
Nur KhoiriUniversitas PGRI Semarang1
Wahyudi WijayantoUniversitas PGRI Semarang1
Masturi MasturiState University of Semarang1
S. XaphakdyNational University of Laos1

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.
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	<dc:title xml:lang="en-US">STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers</dc:title>
	<dc:creator>Rusydiyah, E. F.</dc:creator>
	<dc:creator>Indarwati, D.</dc:creator>
	<dc:creator>Jazil, S.</dc:creator>
	<dc:creator>Susilawati, S.</dc:creator>
	<dc:creator>Gusniwati, G.</dc:creator>
	<dc:subject xml:lang="en-US">STEM learning environment; perception; implementation skill of STEM</dc:subject>
	<dc:description xml:lang="en-US">The STEM learning environment is the practice of students’ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachers’ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.α5 for each indicator. Perceptions and skills of implementing STEM learning environments in students’ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.</dc:description>
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	<dc:date>2021-03-31</dc:date>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 10, No 1 (2021): March 2021; 138-148</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
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