Designing STEM-Based Interactive Learning for Teachers in Elementary, Junior, and High School in Indonesia

Abstract

This research focuses on designing and implementing STEM-based interactive learning for teachers in elementary, middle, and high schools in Indonesia. Recognizing the critical role of teachers in the effective implementation of STEM education, this study aims to develop and evaluate strategies to enhance teachers' pedagogical skills, motivation, and classroom management by integrating Science, Technology, Engineering, and Mathematics (STEM) into interactive learning frameworks. Although interest in STEM education in Indonesia is growing, there remains a significant gap in the availability of structured learning resources that can simultaneously support teachers across all school levels. Previous research has typically focused on a single subject or a specific school level, leaving a gap in integrated support for STEM teachers across all school levels. The current educational system in Indonesia often relies on one-way teaching methods, which impede student engagement and critical thinking. In response, this study examines the incorporation of Science, Technology, Engineering, and Mathematics (STEM) education through project-based learning within the framework of the Kurikulum Merdeka. The data was collected from 99 teachers working in primary, lower secondary and upper secondary schools via structured questionnaires and semi-structured interviews, which indicated that they had already implemented STEM education in their schools. However, they encountered difficulties in developing lesson plans and STEM projects for each level. Specifically, 85.7% of teachers stated that they had implemented STEM learning, whilst all survey participants indicated that they required more organized STEM lesson plan templates and rubrics. The data also revealed that teachers at these levels utilize STEM projects as part of more engaging and interactive classroom learning.