Exploring teacher perception about STEM learning material to foster students understanding of dispersion concept

Abstract

Abstract In the 21st century, the required human resources must be of high quality and possess high-level thinking skills, including critical, creative, innovative. Thus, the teacher’s role is needed to develop these skills in preparing appropriate learning. The design of a learning plan must be able to accommodate the needs associated with the learning process in class. Activities undertaken as well as the results to be achieved through indicators of achievement must be fully reflected in the learning plans. This research was conducted to analyze teacher perceptions of STEM learning to improve understanding of diffraction concepts. The research method used qualitative methods. Data obtained from document analysis and in-depth interviews. This study involved 75 respondents/educators in physics who were scattered throughout the region in Lampung Province. The results showed the tendency of teachers to still use conventional learning methods. This was identified from the learning implementation plan and student worksheets compiled by the teacher had not developed learning innovations that can train students improving the understanding of concepts. So in future research, it is necessary to develop teaching materials that are integrated with STEM, so that they can improve students’ conceptualization and skills.