STEM learning: innovative strategies to strengthen prospective teachers’ science and mathematics concepts

Abstract

Understanding the concepts of science and mathematics is a core competency that prospective elementary school teachers must have to teach integrated and relevant learning to the challenges of the 21st century. This study aims to analyze the influence of the STEM (Science, Technology, Engineering, and Mathematics) approach on the understanding of science and mathematics concepts of students of the basic education study program. This study uses a quasi-experimental quantitative design with a pretest-posttest one group design. The sample consisted of 26 students of the Madrasah Ibtidaiyah teacher education study program at the University of Muhammadiyah Magelang who were selected in total sampling. The research instrument is in the form of a test of understanding science and mathematics concepts. The results of the paired t-test analysis showed a significant increase in students' understanding of science and mathematics concepts after STEM-based learning (p < 0.05), showed an increase in the average concept comprehension score between the pretest (6.255) and posttest (6.619), as well as a decrease in score variability indicating an increase in the consistency of student understanding. These findings show that STEM approaches are effective in strengthening students' understanding of basic concepts, as well as encouraging integrated learning. This study recommends the implementation of STEM approaches in science and mathematics learning in teacher education.