Bridging the STEAM Gap: From Teacher Awareness to Classroom Implementation in Indonesian Elementary Education Marni Serepinah, Yuli Rahmawati, Firmanul Catur Wibowo
Universitas Negeri Jakarta
Abstract
The STEAM (Science, Technology, Engineering, Arts, and Mathematics) framework is critical for 21st-century education. However, a significant gap persists between theoretical understanding and classroom practices, particularly in elementary education. This study investigates the discrepancy between Indonesian elementary teachers^ STEAM awareness and their actual pedagogical implementation. A sequential explanatory mixed-methods design involved 30 elementary teachers in Jakarta through online surveys, semi-structured interviews with 15 participants, and classroom observations. Quantitative data were analyzed descriptively, while qualitative data underwent thematic analysis. Findings revealed an implementation paradox: while 100% of teachers were familiar with STEAM terminology and 87% demonstrated strong conceptual understanding, only 30% effectively integrated STEAM into classroom practice. Component analysis highlighted uneven implementation: Science (96%) and Arts (68%) were most prominent, whereas Technology (32%) and Engineering (20%) were underutilized. Three key barriers emerged: limited conceptual mastery (60%), practical implementation constraints (76%), and contextual limitations (44%). Teachers expressed struggles transitioning from traditional single-subject teaching to multidisciplinary approaches, citing extremely tight curriculum schedules that preclude extended project-based activities. The study finds that understanding concepts alone is not enough for successful STEAM integration. It suggests providing varied teacher training and using context-appropriate strategies for long-term success in Indonesian elementary schools.
