Measuring lecturer’s perception in STEM approach based contextual learning implementation

Abstract

Education in the 21st century was assigned by rapidly increasing advances in information and communication technologies. Integrated learning in science, technology, engineering, and mathematics (STEM) was one of the learning trends of the 21st century. A no-test tool has been developed that is used to measure lecturers’ perception of the STEM approach. Based on the results of the analysis and data processing, the non-test instruments were reliable and valid. The results of the Cronbach alpha tests were 0.750 for the material, 0.896 for the construct, and 0.778 for the language. This Cronbach alpha number was included in the high-reliability category with a Cronbach alpha number > 0.05. The average validity value of the expert approval for the instrument, on the other hand, rose from 81.5% (good category) to 93% (very good category). Moreover, Cohen’s kappa coefficients were 0.038, 0.033, and -0.019. Somehow, this means that there was little agreement between the compared experts. The results showed that the lecturers’ perception of the STEM learning approach was predominantly very good. However, the willingness of the lecturers strongly influences the implementation of STEM in their learning