Key points are not available for this paper at this time.
This article examines Indonesian early childhood education (ECE) and STEM integration, focusing on Pendidikan Anak Usia Dini. The study examines the effects, obstacles, and benefits of STEM education in Indonesian preschools using a literature analysis and empirical research. The research uses quantitative analysis and case study design to analyze teacher-student relationships, STEM instruction, and STEM's impact on ECE quality. STEM integration improves children's learning experiences, demonstrating that STEM education might help young children develop critical thinking, creativity, and problem-solving skills. Despite the potential benefits, the report notes that STEM education requires teacher training, professional development, and curriculum adaptation to incorporate STEM principles. This research emphasizes play-based learning in the Indonesian ECE system and the role of stakeholders, including educators and the government, in STEM education integration. The research provides useful insights into early childhood education and suggests STEM-based school reforms to improve quality. This work contributes to STEM education research in Indonesia and has practical implications for Southeast Asian and Pacific educators and policymakers.
Intisari et al. (Sat,) studied this question.