Liandha Arieska Putri, Toru Matsumoto, Ida Kaniawati, Anna Permanasari, Diana Rochintaniawati, Indriyani Rachman
STEM learning enables students to engage in active metacognitive processes while increasing their scientific interest. STEM is one strategy to enhance students' motivation and engagement in class. This case study aims to investigate STEM learning activities during the COVID-19 pandemic, which was run by blended learning. Data was gained by direct observation, and teachers' and students' perceptions toward STEM were assessed using a questionnaire and an interview. The observation was done in one private school located in Cimahi, Indonesia. The result revealed that STEM learning was not implemented consistently in the learning process. One characteristic of STEM learning is a distinctive project, and this characteristic was not shown in the learning. Further, the technology used in the observed learning was inappropriate for STEM learning. However, both the teacher and the students positively perceived the learning. It is suggested that the implementation of STEM learning should follow the criteria to get the optimum benefit from STEM learning. © School of Engineering, Taylor's University.
Universitas Pendidikan Indonesia, Bandung, Indonesia; The University of Kitakyushu, Fukuoka, Japan; Universitas Pakuan, Bogor, Indonesia
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