Open AccessMini review: Improving teachers’ quality in STEM-based science teaching-learning in secondary school
Author(s) -
Syafrimen Syafril,
Titik Rahayu,
Sophia Fithri Al-Munawwarah,
Ibdal Satar,
Lilia Halim,
Nova Erlina Yaumas,
Agus Pahrudin
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1796/1/012072
Subject(s) - curriculum , process (computing) , mathematics education , quality (philosophy) , computer science , psychology , pedagogy , philosophy , epistemology , operating system
The latest Approach in the teaching-learning process called “Science, Technology, Engineering and Mathematics” (STEM) has become the most recent trend in this decade. STEM aims not only to process and produce talents with expertise in education but also to function as a catalyst for economic growth and national development. However, there are still impending issues associated with the usage of STEM in secondary school, one of which is related to the quality of teachers. Previous research was used as a reference to discuss each of the problems analysed using NVIVO 12.0 software. The result showed that (i) an effective curriculum and (ii) increased motivation and teacher assistance in implementing STEM were the basis for improving teacher quality in STEM-based learning. STEM is useful in science learning, used in applying knowledge and skills for problem solving in everyday life. To improve teacher quality in the STEM-based teaching and learning process, teachers must master the conceptual model, design, implementation and evaluation of an integrated curriculum. Ongoing assistance to teachers to increase motivation in the STEM-based teaching and learning process also needs attention.