Readiness of Mathematics Teachers in Implementing STEM Education
Kesediaan Guru Matematik dalam Melaksanakan Pendidikan STEM
DOI:
https://doi.org/10.37134/esss.vol2.sp.5.2021Keywords:
Teacher readiness, STEM education, knowledge, attitude, teaching experienceAbstract
This study was conducted to identify the readiness of Mathematics teachers in implementing STEM (Science, Technology, Engineering and Mathematics) education in terms of knowledge, attitude and teaching experience. The sample of this study consists of 107 Mathematics teachers from 66 primary schools in Batang Padang district. The data collection process was held through the distribution of questionnaires. Descriptive statistics were used to obtain frequency, percentage, mean and standard deviation. The findings showed that the overall mean value of teachers' knowledge of STEM education was M = 4.16, teachers' attitude towards STEM education was M = 4.80 and teachers' readiness in implementing STEM education was M = 4.72. Next, inferential statistical analysis was used to look at the relationship between mathematics teacher readiness and teacher knowledge, mathematics teacher readiness and teacher attitudes as well as mathematics teacher readiness and teachers ’experience teaching Mathematics subjects. The findings show that there is a significant positive relationship between teacher readiness and teacher knowledge with a value of r = 0.38, there is also a significant positive relationship between teacher readiness and teacher attitude with a value of r =0.55. Meanwhile, teachers 'readiness and teachers' experience in teaching Mathematics subjects did not have a significant relationship and the value of r = 0.00. In conclusion, the findings of this study found that primary school Mathematics teachers in Batang Padang district have the readiness to implement STEM education. Therefore, STEM education can be implemented successfully.
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