A conceptual framework of STEM education based on the Indonesian Curriculum

Abstract

Technological and economic developments through the industrial revolution 4.0 motivate the Indonesian education sector to prepare students for this challenge. One of the efforts is to use STEM-based learning. Existing activities and research have demonstrated interdisciplinary integration in STEM education, but it is not clear yet. Besides, STEM education needs to be suited to Indonesian Policy and Curriculum related to science, technology, and mathematic. Thus, STEM education practice needs a conceptual framework. We use the literature review method. We examine education policy in Indonesia and research related to STEM education to create a conceptual framework for STEM education. The result is a proposed conceptual framework that suggests the practice of STEM education must know and maintain the principles of science, technology, and mathematics based on the characteristic of the Indonesian Curriculum. Also, the practice of STEM education needs to pay attention to the interrelationship of the four STEM disciplines, involve the engineering design process, involve the community of practice, and use a supportive learning model. Although this conceptual framework is theoretical, it could be useful in deciding a sufficient practice of STEM Education in Indonesia and designing appropriate activities in practising integrated STEM Learning.