An Analysis of the Readiness and Challenges of Junior High School Mathematics Teachers in Implementing STEM Learning

Abstract

STEM learning is seen as a relevant approach to support contextual and problem-solving-oriented mathematics learning, but its implementation in the classroom still faces various challenges. This study aims to describe the readiness and challenges of junior high school mathematics teachers in implementing STEM learning after participating in STEM training. This study used a descriptive qualitative approach involving 30 junior high school mathematics teachers in Bangkalan Regency as participants. Data were collected through narrative questionnaires filled out by teachers after the presenters delivered the material at the STEM training activity, then analyzed qualitatively to obtain an overview of the readiness and challenges of implementing STEM learning. The results show that teachers already have a basic understanding of the concept of STEM learning and demonstrate readiness at the conceptual stage and in initial planning. However, their readiness for implementation in the classroom is still limited and faces various challenges, such as difficulties in integrating STEM components into mathematics learning, limited time and infrastructure, readiness of supporting competencies, and student motivation. These findings indicate that participation in initial STEM training provides a context for the development of conceptual understanding, whereas the ongoing implementation of STEM in the classroom requires continuous guidance and institutional support so that STEM can be applied effectively and contextually in mathematics instruction