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Abstract STEM approach in learning is applicable in the 21st century in which it promotes 4C skills: communication, collaboration, creativity, and critical thinking. The implementation of STEM increases the productivity of the learning process in responding to the challenges of the industrial revolution 4.0. Because it is relatively new in Indonesia, the application of the STEM approach in learning has certain difficulties for teachers. This study aims to determine the difficulties faced by Indonesian mathematics and science teachers in implementing STEM in recent five years. Based on seven main articles compared in this study, the difficulties faced by teachers in implementing STEM or STEAM are varied depending on its main focus (mathematics or science). The most common obstacle faced by mathematics teachers are finding real-life contexts of abstract topic in mathematics. While, the main difficulty experienced by science teachers are insufficient comprehension toward STEM and the limitation of time. Moreover, both mathematics and science teachers shared common difficulties as follows: low understanding about STEM, the lack of facilities and limited time provided in learning schedule. Therefore, to overcome teachers’ difficulties mentioned before, several solutions are offered depends on the needs such as increasing teachers’ comprehension toward STEM, completing school facilities and adjusting curriculum targets under the implementation of STEM.
Diana et al. (Mon,) studied this question.