Surya Shofiyana Sukarman, Heri Retnawati
The development in technology and science in the world requires students to have various skill in the 21st century, the implementation of STEM learning in schools has emerged and provided opportunities for students to develop these skills to prepare the future workforce that is ready to compete in the world, with focus on hands-on learning in a real-world application. To achieve its goal, overcoming the barriers to STEM learning is the key to success in implementing STEM learning. This study aimed (1) to identify and classify teacher barriers in implementing integrated STEM education (2) to identify the support needed to overcome these barriers based on the results of a theoretical study supported by relevant research. The result of this study found that teacher barriers in implementing integrated STEM education were divided into intrinsic barriers and extrinsic barriers, intrinsic barriers come from teacher personal efforts to build on new knowledge or reconstruct existing knowledge, thus, there is a transformation in their professional practice, while extrinsic barriers come from restriction relevant to government, schools, classrooms, and the reality of children. © 2022 Author(s).
Faculty of Mathematics and Science, Yogyakarta State University, Jl. Colombo No. 1, Yogyakarta, Indonesia
