Pre-service teachers' perception in integrating STEAM in chemistry learning

Abstract

In 21st century learning, individuals expect to have abilities such as transforming what they have learned into skills and using technology effectively and appropriately to face the globalization, international competition, and changing markets. For this reason integrating science, technology, engineering, art, and mathematics (STEAM) in education, which is considered to enable individuals multifaceted became necessary; therefore, teachers and pre-service teachers need to be equipped with STEAM in teaching. This study examined the pre-service teacher perception of integrating STEAM in chemistry learning. This study involved twenty-eight 3rd-year undergraduate students of chemistry education in a public university in Surakarta, Indonesia. A qualitative research design was applied to explore their perception of STEAM. Data collected through surveys and interviews. The findings showed that the majority of pre- service teachers did not understand STEAM in depth. They have just known STEAM in general terms and found it challenging to choose a chemistry topic for integrating STEAM. Their perception of STEAM is still in the low-level category. It showed that the pre-service teachers did not familiar with STEAM. Parallel with the university vision becoming the top development center for science, knowledge, and art at the international level, which is based on the noble values of the national culture, pre-service teacher training program based on STEAM in chemistry education are needed.