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Its flexibility supports STEM not only inside classroom learning but also through P5 activities linked to the Pancasila Student Profile. This qualitative study identifies barriers faced by junior high school science teachers in Indonesia. Interviews with 40 science teachers from multiple provinces were analyzed thematically. Findings reveal ten teacher challenges, with limited STEM understanding and inadequate learning facilities as the most significant obstacles, while teachers remain motivated to continue learning and innovating.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/barriers-to-the-implementation-of-stem-education-at-the-middle-school-level-research-study/585172/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/barriers-to-the-implementation-of-stem-education-at-the-middle-school-level-research-study/585172.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-14","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main purpose of the study on STEM education barriers?","Question",{"text":113,"@type":114},"The study aims to identify and explore the barriers junior high school science teachers face when implementing STEM education in Indonesia.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was data collected and analyzed in this research?",{"text":118,"@type":114},"Data were collected through Zoom interviews with 40 junior high school science teachers from different provinces, then analyzed qualitatively using interpretative analysis to uncover meanings and perspectives.",{"name":120,"@type":111,"acceptedAnswer":121},"What challenges are most significant for teachers implementing STEM?",{"text":122,"@type":114},"The results show ten challenges, and limited understanding of STEM plus inadequate learning facilities are reported as the most significant obstacles.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},585172,1792167527,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Barriers to the Implementation of STEM Education at the Middle School  \nLevel  \nWike Nur Febriani  \nYogyakarta State University, Indonesia,  [https://orcid.org/0009-0001-9125-2443](https://orcid.org/0009-0001-9125-2443)  \nIsmail Fikri Natadiwijaya  \nYogyakarta State University, Indonesia,  [https://orcid.org/0000-0003-0627-5235](https://orcid.org/0000-0003-0627-5235)  \nCahya Widya Gunawan  \nYogyakarta State University, Indonesia,  [https://orcid.org/0009-0004-3680-4163](https://orcid.org/0009-0004-3680-4163)  \nUtami Putri  \nYogyakarta State University, Indonesia,  [https://orcid.org/0009-0004-8913-0123](https://orcid.org/0009-0004-8913-0123)  \nAbstract: The implementation of STEM education has become a commitment of Indonesian education policymakers to be applied in schools across the country. The Merdeka Curriculum is the current national curriculum in effect. Its greater flexibility allows STEM education to be implemented not only in intraclass learning but also in P5 (Project-Based Strengthening of the Pancasila Student Profile) activities. This study aims to identify the challenges faced by junior high school science teachers in Indonesia in implementing STEM education. The method used involved conducting interviews with 40 science teachers from various provinces, representing major islands across Indonesia, followed by qualitative analysis. The results showed that there are ten challenges faced by teachers in implementing STEM, with limited understanding of STEM and inadequate learning facilities being the most significant obstacles. Nevertheless, teachers demonstrated strong enthusiasm to continue learning and innovating in the implementation of STEM education in their classrooms.  \nKeywords: STEM, Science learning, Science education, Learning barriers, STEM Learning  \nCitation: Febriani, W. N., Natadiwijaya, I. F., Gunawan, C. W. & Putri, U. (2025) . Barriers to the Implementation of STEM Education at the Middle School Level. In M. S. Ozturk, M. Unal & M. L. Ciddi (Eds.), Proceedings of ICEMST 2025--International Conference on Education in Mathematics, Science and Technology (pp. 89-95), Antalya, Turkiye. ISTES.  \nIntroduction  \nThe advancement of the times, accompanied by developments in science and technology, has had a significant impact on various aspects of life. Education is one such area that has been heavily affected, making it necessary for the education provided to future generations to focus on 21st-century skills that align with the dynamics and demands of the modern era (Ozturk, 2023) . Twenty-first-century skills refer to competencies that must be possessed by individuals of productive age in modern times to meet the challenges ofthe era.  \nMany graduates of secondary schools, diploma programs, and higher education institutions have been found lacking in critical thinking and problem-solving skills. The ASEAN Business Outlook Survey (2014) revealed that Indonesia is one of the main destinations for foreign investment within the ASEAN region. While investment is generally a positive indicator, it was also found that Indonesia's attractiveness is partly due to the availability of low-skilled, low-wage labor (Sihotang, 2019, p. 5) . In various developed countries, the implementation of STEM education has proven to drive innovation, economic growth, and technological advancement. Consequently, many countries, including Indonesia, have begun adopting this approach into their education systems.  \nEducation plays a central role in improving the skills of human resources in Indonesia. Schools are expected to prepare generations capable of competing globally. The government continues to pursue equal access to quality education through various programs. Learning quality is continually updated through curriculum reforms. The Merdeka Curriculum has been the nationally implemented curriculum since 2022. In this curriculum, science learning outcomes consist of two main elements: scientific understanding and process skil","cbCaiad4yiFogFdb","https://ap.wps.com/l/cbCaiad4yiFogFdb","pdf",398455,"English","# Introduction\n# Method\n# Results\n## Teacher challenges in implementing STEM\n# Discussion\n# Conclusion","[{\"question\":\"What is the main purpose of the study on STEM education barriers?\",\"answer\":\"The study aims to identify and explore the barriers junior high school science teachers face when implementing STEM education in Indonesia.\"},{\"question\":\"How was data collected and analyzed in this research?\",\"answer\":\"Data were collected through Zoom interviews with 40 junior high school science teachers from different provinces, then analyzed qualitatively using interpretative analysis to uncover meanings and perspectives.\"},{\"question\":\"What challenges are most significant for teachers implementing STEM?\",\"answer\":\"The results show ten challenges, and limited understanding of STEM plus inadequate learning facilities are reported as the most significant obstacles.\"}]","Barriers to the Implementation of STEM Education at the Middle School Level - research study | PDF",1792053941,18]