STEM-Based Professional Development Model to Improve Teachers' Perceptions and Students' STEM Literacy: A Mixed Research Approach
DOI:
https://doi.org/10.15294/jpii.v15i1.32491Keywords:
STEM literacy, teacher perceptions, teacher professional developmentAbstract
This study examines the effect of a structured professional development model on enhancing primary teachers' understanding and their capacity to promote students' STEM literacy. A mixed-methods design was employed to capture both quantitative outcomes and qualitative insights. Pre-test and post-test intervention surveys were used to measure shifts in teachers' perceptions, while students' literacy was assessed through structured essay tasks. Complementing this, open-ended questionnaires and interviews with selected teachers and students were conducted to explore their experiences and the perceived impact of the programme. The results demonstrate significant improvements in teachers' perceptions of STEM education and students' STEM literacy following the program's implementation. Quantitative findings indicate a substantial increase in teachers' self-efficacy and confidence in implementing STEM-based instruction, accompanied by measurable gains in students' STEM literacy across participating schools. These improvements are further explained and supported by qualitative findings, which reveal that teachers perceived the program as effective in strengthening their STEM content knowledge, pedagogical competence, and instructional confidence through hands-on learning activities, collaborative practices, and sustained professional support. In addition, qualitative evidence highlights contextual challenges, including limited instructional time and insufficient resources, which help explain variations in implementation effectiveness among schools. Overall, the findings suggest that a well-designed, contextually responsive STEM professional development model can enhance teacher capacity and meaningfully improve student STEM literacy in primary education, while underscoring the importance of ongoing support for sustainable implementation.
References
Abd Ghani, A., Rosli, R., Iksan, Z., Halim, L., Osman, K., Maat, S. M., Mahmud, S. N. D., Mahmud, M. S., Rambely, A. S., & Lay, A. N. (2023). STEM professional development programs for science and mathematics primary school teachers: A systematic literature review. European Journal of Science and Mathematics Education, 11(4), 738–753.
Abror, S., Purnomo, Mutrofin, M., Hardinanto, E., & Mintarsih, M. (2024). Reimagining Teacher Professional Development to Link Theory and Practice. Journal of Teaching and Learning, 1(1), 22–36.
Affouneh, S., Salha, S., Burgos, D., Khlaif, Z. N., Saifi, A. G., Mater, N., & Odeh, A. (2020). Factors that foster and deter STEM professional development among teachers. Science Education, 104(5), 857–872.
Akgunduz, D., & Mesutoglu, C. (2021). STEM education for Industry 4.0 in technical and vocational high schools: Investigation of teacher professional development. Science Education International, 32(2), 172–181.
Ardianto, D., & Rubini, B, P. I. (2021). Analisis Literasi dan Minat STEM Siswa di Kota Bogor dan Kabupaten Cianjur.
Ardianto, D., Windiyani, T., Suwarma, I. R., Karmilasari, K., & Nurul, N. (2024). Analysis of physics learning in elementary schools and the need for professional development: Is STEM education training necessary for elementary school teachers? Momentum: Physics Education Journal, 8(1), 84–94.
Arifin, Z., Nurtanto, M., Warju, W., Rabiman, R., & Kholifah, N. (2020). The TAWOCK conceptual model at content knowledge for professional teaching in vocational education. International Journal of Evaluation and Research in Education (IJERE), 9(3), 697.
Asrizal, A., Annisa, N., Festiyed, F., Ashel, H., & Amnah, R. (2023). STEM-integrated physics digital teaching material to develop conceptual understanding and new literacy of students. Eurasia Journal of Mathematics, Science and Technology Education, 19(7), em2289.
Berisha, F., & Vula, E. (2021). Developing Pre-service Teachers Conceptualization of STEM and STEM Pedagogical Practices. Frontiers in Education, 6.
Blazar, D. (2020). Teacher Coaching to Improve Instruction at Scale: Opportunities and Challenges in Policy Contexts. Teachers College Record, 122(10), 1–9.
Boice, K. L., Jackson, J. R., Alemdar, M., Rao, A. E., Grossman, S., & Usselman, M. (2021). Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program. Education Sciences, 11(3), 105.
Brand, B. R. (2020). Integrating science and engineering practices: outcomes from a collaborative professional development. International Journal of STEM Education, 7(1), 13.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
Christian, K. B., Kelly, A. M., & Bugallo, M. F. (2021). NGSS-based Teacher Professional Development to Implement Engineering Practices in STEM Instruction. International Journal of Stem Education, 8(1).
Dare, E. A., Keratithamkul, K., Hiwatig, B. M., & Li, F. (2021). Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers' Conceptions of Integrated STEM Education. Education Sciences, 11(11), 737.
Dökme, İ., Açıksöz, A., & Ünlü, Z. K. (2022). Investigation of STEM fields motivation among female students in science education colleges. International Journal of STEM Education, 9(1), 8.
Dong, Y., Wang, J., Yang, Y., & Kurup, P. M. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education, 7(1), 47.
Efwinda, S., Sulaeman, N. F., Nasution, R., Farida, S. D. W. P., Sari, E., Zahidsyahtya, M. A., Anggraeni, D. S., Hyacinta, N. A., & Kieza, R. A. (2024). Dukungan Untuk Sustainable Development Goals: Pelatihan Pembelajaran S Tem-Eduwisata Untuk Guru Ipa Smp Samarinda. Gervasi: Jurnal Pengabdian Kepada Masyarakat, 8(3), 892–909.
ElSayary, A. (2021). Using a Reflective Practice Model to Teach STEM Education in a Blended Learning Environment. Eurasia Journal of Mathematics, Science and Technology Education, 17(2), em1942.
Han, J., Kelley, T., & Knowles, J. G. (2021). Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness. Journal for STEM Education Research, 4(2), 117–137.
Hasanah, S. S., & Permanasari, A. (2021, July). The effectiveness of the teacher professional development program in implementing curriculum 2013 in the framework of STEM education. In 5th Asian Education Symposium 2020 (AES 2020) (pp. 385-388). Atlantis Press.
Hasim, S. M., Rosli, R., Halim, L., Capraro, M. M., & Capraro, R. M. (2022). STEM Professional Development Activities and Their Impact on Teacher Knowledge and Instructional Practices. Mathematics, 10(7), 1-20.
Hubers, M. D., Endedijk, M. D., & Van Veen, K. (2022). Effective characteristics of professional development programs for science and technology education. Professional Development in Education, 48(5), 827–846.
Hurley, M., Butler, D., & McLoughlin, E. (2024). STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review. Journal for STEM Education Research, 7(1), 122–152.
Ismail, M. H. (2022). A Needs Analysis Study for the Preparation of Integrated STEM Instructional Practices through Scientist-Teacher-Student Partnership (STSP). ASM Science Journal, 17, 1–16.
Jamilah, J. (2020). Guru profesional di era new normal: Review peluang dan tantangan dalam pembelajaran daring. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 10(2).
Jones, W. M., Smith, S., & Cohen, J. (2017). Preservice teachers' beliefs about using maker activities in formal K-12 educational settings: A multi-institutional study. Journal of Research on Technology in Education, 49(3–4), 134–148.
Kazempour, M. (2019). Project-Based Learning in STEM Teacher Education: Advantages and Challenges. Journal of STEM Education Research, 20 (1), 45–62.
Keiler, L. S. (2018). Teachers' Roles and Identities in Student-Centered Classrooms. International Journal of Stem Education, 5(1).
Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. H. (2020). Increasing High School Teachers Self-Efficacy for Integrated STEM Instruction Through a Collaborative Community of Practice. International Journal of Stem Education, 7(1).
Pusat Asesmen Pendidikan. (2022). Dampak Durasi Pembelajaran Jarak Jauh (PJJ) Terhadap Capaian Literasi Membaca dan Literasi Matematika.
Keshmiri, F., Jambarsang, S., & Mehrparvar, A. H. (2023). Effective components of teachers' professionalism in viewpoints of various stakeholders. Journal of Education and Health Promotion, 12(1).
Khuyen, N. T. T., Bien, N. V., Lin, P. L., Lin, J., & Chang, C. Y. (2020). Measuring Teachers' Perceptions to Sustain STEM Education Development. Sustainability, 12(4), 1531.
Lim, C. P., Juliana, J., & Liang, M. (2020). An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia. Asia Pacific Education Review, 21(4), 525–538.
Liu, Y. (2023). Current situation and analysis of STEM education competencies of education majors. In SHS Web of Conferences (Vol. 171, p. 03006). EDP Sciences.
Margot, K. C., & Kettler, T. (2019). Teachers' Perception of STEM Integration and Education: A Systematic Literature Review. International Journal of Stem Education, 6(1).
Martínez-Borreguero, G., Naranjo-Correa, F. L., & Mateos-Núñez, M. (2022). Cognitive and Emotional Development of STEM Skills in Primary School Teacher Training through Practical Work. Education Sciences, 12(7), 470.
Murphy, C., Smith, G., Mallon, B., & Redman, E. (2020). Teaching about sustainability through inquiry-based science in Irish primary classrooms: the impact of a professional development programme on teacher self-efficacy, competence and pedagogy. Environmental Education Research, 26(8), 1112–1136.
Nhung, V. T. T., & Hanh, P. T. H. (2021, March). Develop cooperative capacity for students in STEM modelation model. In Journal of Physics: Conference Series (Vol. 1835, No. 1, p. 012054). IOP Publishing.
Nurwidodo, N., Romdaniyah, S. W., Sudarmanto, S., & Husamah, H. (2022). Pembinaan guru dalam melaksanakan Pembelajaran STEM dengan Kemampuan B erfikir Kreatif dan Keterampilan Kolaboratif pada Siswa SMP. Sasambo: Jurnal Abdimas (Journal of Community Service), 4(1), 1–12.
O'Brien, S., McNamara, G., O'Hara, J., & Brown, M. (2022). Learning by doing: evaluating the key features of a professional development intervention for teachers in data-use, as part of whole school self-evaluation process. Professional Development in Education, 48(2), 273–297.
OECD. (2023). Pisa 2022 Results. In Factsheets: I.
O'Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(1), 32.
Parsons, S., Davidowitz, B., & Maughan, P. (2020). Developing professional competence in accounting graduates: An action research study. South African Journal of Accounting Research, 34(2), 161–181.
Puspitasari, Y., Widiati, U., Marhaban, S., Sulistyo, T., & Rofiqoh, R. (2021). The sustainable impacts of teacher action research on EFL teachers in Indonesia. Studies in English Language and Education, 8(3), 952–971.
Regu, P. (2019). The Role of Local Government in Teacher Professional Development Programs. European Journal of Education Studies.
Rusydiyah, E. F., Indarwati, D., Jazil, S., Susilawati, S., & Gusniwati, G. (2021). STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers. Jurnal Pendidikan IPA Indonesia, 10(1), 138–148.
Saat, R. M., Fadzil, H. M., Adli, D. S. H., & Awang, K. (2021). STEM Teachers' Professional Development through Scientist-Teacher-Students Partnership (STSP). Jurnal Pendidikan IPA Indonesia, 10(3), 357–367.
Şahin, E., Sarı, U., & Şen, Ö. F. (2024). STEM professional development program for gifted education teachers: STEM lesson plan design competence, self-efficacy, computational thinking and entrepreneurial skills. Thinking Skills and Creativity, 51, 101439.
Setiawan, A., & Sugiyanto, S. (2020). Science Process Skills Analysis of Science Teacher on Professional Teacher Program in Indonesia. Jurnal Pendidikan IPA Indonesia, 9(2), 241–247.
So, W. M. W., He, Q., Chen, Y., & Chow, C. F. (2021). School-STEM Professionals' Collaboration: a case study on teachers' conceptions. Asia-Pacific Journal of Teacher Education, 49(3), 300–318.
Suebsing, S., & Nuangchalerm, P. (2021). Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program. Jurnal Pendidikan IPA Indonesia, 10(2), 171–177.
Surahman, E. (2024). Curriculum and instructional designs on SDGs STEM learning. Inovasi Kurikulum, 21(2), 1177-1192.
Surahman, E., & Wang, T. H. (2023). In-service STEM teachers professional development programmes: A systematic literature review 2018–2022. Teaching and Teacher Education, 135, 104326.
Wahono, B., Chang, C.-Y., & Khuyen, N. T. T. (2021). Teaching socio-scientific issues through integrated STEM education: an effective practical averment from Indonesian science lessons. International Journal of Science Education, 43(16), 2663–2683.
