Challenges and Opportunities in Implementing Integrated STEM Education in Science Learning at Islamic Junior High Boarding Schools
DOI:
https://doi.org/10.19184/bioedu.v24i1.53778Keywords:
Challenges, Islamic Boarding Schools, Opportunities, Schools , STEMAbstract
This study explores the challenges and effectiveness of implementing Integrated STEM Education in lower secondary schools within Islamic boarding schools (pesantren). A quasi-experimental method was employed using a one-group pre-test and post-test design, along with observation. The study involved 89 students from boarding schools-based junior high schools. Qualitative analysis of learning challenges was conducted through data reduction, categorization, and synthesis, while the effectiveness of learning was measured using a paired sample t-test and Cohen’s d for effect size. The findings reveal that students faced several obstacles during the implementation of STEM education, primarily due to the dense schedule of boarding schools activities. These led to physical fatigue, lack of focus, and drowsiness in class. Female students were generally more active in class but experienced greater learning difficulties compared to male students, who struggled more with group communication. Despite these challenges, Integrated STEM Education showed great potential. Statistical analysis demonstrated a highly significant effect (t = -23.4; α = 1.66; p < 0.001), indicating that with adequate support, resources, and time management, STEM education can be an effective strategy to enhance educational quality in the boarding schools context.
Downloads
References
Ackley, D. (2016). Emotional Intelligence: A Practical Review of Models, Measures, and Applications. Consulting Psychology Journal, 68(4), 269–286. https://doi.org/10.1037/cpb0000070
Akhmad, Y., Masrukhi, M., & Indiatmoko, B. (2020). The effectiveness of the integrated project-based learning model STEM to improve the critical thinking skills of elementary school students. Educational Management, 9(1), 9-16.
Al Shamsi, I. R. (2024). Optimizing STEM Education Via E-Learning: Addressing Challenges and Strategic Planning for Graduate Employment Outcomes. Emerging Science Journal, 8(Special Issue), 231–248. https://doi.org/10.28991/ESJ-2024-SIED1-014
Aldabbus, S. (2018). Project-Based learning: Implementation and Challanges. International Journal of Education, Learning and Development, 6(3), 71–79.
Archer, M. O., & DeWitt, J. (2020). Thanks for helping me find my enthusiasm for physics! the lasting impacts research in schools projects can have on students, teachers, and schools. Geoscience Communication Discussions, 2020, 1-28
Ardwiyanti, D., Prasetyo, Z. K., & Wilujeng, I. (2021). STEM Research Trends in Indonesia: A Systematic Literature Review. Journal of Science Education Research Journal, 2021(1), 38–45. www.journal.uny.ac.id/jser
Ayu, H. D., Alfianda, F. V., Sabrina, F., Prameswari, I., Putri, A. N., & Hudha, M. N. (2023). Systematic literature review: Project-based learning terintegrasi dengan STEM. Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan, 11(2), 89-106.
Bornette, G., Henriot, C. P., & Arthaud, F. (2024). Effects of A Decennial Spate Flood on Substrate and Aquatic Vegetation of Riverine Wetlands. Aquatic Botany, 194(June), 103789. https://doi.org/10.1016/j.aquabot.2024.103789
Chandra, Pasmah, Nelly Marhayati, and Wahyu Wahyu. “Pendidikan Karakter Religius Dan Toleransi Pada Santri Pondok Pesantren Al Hasanah Bengkulu.” Al-Tadzkiyyah: Jurnal Pendidikan Islam 11, no. 1 (2020): 111–32.
DIENYE, H. E. (2017). Distribution and Abundance of Aquatic Plants of Oyan Lake, Ogun State, Nigeria. Bonorowo Wetlands, 7(1), 11–15. https://doi.org/10.13057/bonorowo/w070104
Fadillah, M. A., Hirahmah, A., Puspita, S., Jannati, R. P., Padang, U. N., Padang, K., Asahan, M. A. N., Asahan, K., Guppi, M. A. S., Pematangsiantar, K., Stem, M., Menengah, S., & Sma, A. (2024),. 12(2), 122–131.
Hesti, D., Irawan, A., & Inderia Sari, L. (2023). The Relationship Between Mega Bivalve Abundance and Seagrass Density in Teluk Balikpapan Kalimantan Timur Article Info Abstract Abstrak Kata Kunci. Tropical Aquatic Sciences, 2(2), 140–152. https://doi.org/10.30872/tas.v2i2.546
Higashi, G., & Nishimoto, R. T. (2007). The Point Quadrat Method : A Rapid Assessment of Hawaiian Streams. Bishop Museum Bulletin in Cultural and Environmental Studies, 3(Biology of Hawaiian Streams and Estuaries), 305–312. http://hbs.bishopmuseum.org/pubs-online/strm/23-Higashi-Nishimotor.pdf
Kholiya, D. (2018). Analyzing The Water Quality and Effects of Aquatic Plants. 4(3), 574–578.
Kırım, B., Çoban, D., & Güler, M. (2014). Floating Aquatic Plants And Their Impact on Wetlands in Turkey. 2nd International Conference - Water Resources and Wetlands, 2013, 102–109. http://www.limnology.ro/water2014/proceedings.html
Le, H. C., Nguyen, V. H., & Nguyen, T. L. (2023). Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning: A Systematic Review. Education Sciences, 13(3). https://doi.org/10.3390/educsci13030297
Le, H. C., Nguyen, V. H., & Nguyen, T. L. (2023). Integrated STEM approaches and associated outcomes of K-12 student learning: A systematic review. Education Sciences, 13(3), 297.
Malinauskas, R., & Malinauskiene, V. (2020). The Relationship Between Emotional Intelligence and Psychological Well-Being among Male University Students: The Mediating Role of Perceived Social Support and Perceived Stress. International Journal of Environmental Research and Public Health, 17(5), 1–16. https://doi.org/10.3390/ijerph17051605
Master, A., & Meltzoff, A. N. (2020). Cultural Stereotypes and Sense of Belonging Contribute to Gender Gaps in STEM. International Journal of Gender, Science and Technology, 12(1), 152–198.
Nusantara, P. A. (2022). SETARA : Jurnal Studi Gender dan Anak untuk Mencapai Kesetaraan Gender serta Memberdayakan semua Perempuan. 4(02), 143–159.
Obery, A., & Queen, M. (2024). Making the Case for Elementary Biomedical Education in Rural Communities. Journal of STEM Education: Innovations and Research, 25(1), 5–12. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2652
Patel, D. K., & Kanungo, V. K. (2012). Comparative Eco-Physiological Potential of A Submerged and A Free Floating Aquatic Plant to Treat Domestic Wastewater. Journal of Ecobiotechnology, 4(1), 61–67.
Pendidikan di Pondok Pesantren. Muadiib, 5(2), 184–207.
Purwaningsih, E., Sari, S. P., Sari, A. M., & Suryadi, A. (2020). The Effect of STEM-PJBL and Discovery Learning on Improving Students’ Problem-Solving Skills of The Impulse and Momentum Topic. Jurnal Pendidikan IPA Indonesia, 9(4), 465–476. https://doi.org/10.15294/jpii.v9i4.26432
Reinking, A., & Martin, B. (2018). The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM. Journal of New Approaches in Educational Research, 7(2), 148–153. https://doi.org/10.7821/naer.2018.7.271
Ribeirinha, T., Baptista, M., & Correia, M. (2024). Investigating the Impact of STEM Inquiry-Based Learning Activities on Secondary School Student’s STEM Career Interests: A Gender-Based Analysis Using the Social Cognitive Career Framework. Education Sciences, 14(10). https://doi.org/10.3390/educsci14101037
Samsudin, M. A., Md Zain, A. N., Jamali, S. M., & Ebrahim, N. A. (2018). Physics Achievement in Stem Project Based Learning (PjBL): A Gender Study. Asia Pacific Journal of Educators and Education, 32, 21–28. https://doi.org/10.21315/apjee2017.32.2
Sari, L. I. (2023). Kota Bontang Conditions Seagrass Density and Sediments in the Waters of Selangan Hamlet , Bontang City. 2(2), 196–202.
Sölpük Turhan, N. (2020). Gender Differences in Academic Motivation: A Meta-Analysis. International Journal of Psychology and Educational Studies, 7(2), 211–224. https://doi.org/10.17220/ijpes.2020.02.019
Wahono, B., Chang, C., & Khuyen, N. T. T. (2021). Teaching socio-scientific issuses through integrated STEM education; an effective practica; averment from Indonesian science lessons. Internasional Journal of Science Education, hal. 2666-2667.
Wahono, B., Chang, C-Y., & Khuyen, N.T.T. (2021). Teaching socio-scientific issues through integrated STEM education: an effective practical averment from Indonesian science lessons. International Journal of Science Education, 43:16, 2663-2683.
Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), 36.
Wu, B., Hu, Y., Yu, X., Sun, M., Xie, H., Li, Z., & Wang, M. (2023). How Do Secondary Students Engage in Complex Problem-Solving Processes in A STEM Project? Knowledge Management and E-Learning, 15(4), 506–522. https://doi.org/10.34105/j.kmel.2023.15.029
Yu, Z., & Wang, L. (2023). Gender-Moderated Effects of Academic Self-Concept on Achievement, Motivation, Performance, and Self-Efficacy: A Systematic Review. Frontiers in Psychology, 14(1136141). https://doi:10.3389/fpsyg.2023.1136141
Zeng, Z., Yao, J., Gu, H., & Przybylski, R. (2018). A Meta-Analysis on The Effects of STEM Education on Students’ Abilities. Science Insights Education Frontiers, 1(1), 3–16. https://doi.org/10.15354/sief.18.re005
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rizki Zahiroh Layali, Bevo Wahono, Slamet Hariyadi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
