Kesiapan Guru dan Kendala Sarana Implementasi STEM di Sekolah Dasar

The implementation of Science, Technology, Engineering, and Mathematics (STEM) education in elementary schools is a key strategy for fostering the development of 21st-century skills. However, its implementation in the field still faces various obstacles, particularly those related to teacher readiness and the availability of learning resources. This study aims to describe the implementation of STEM education in elementary schools, identify the barriers faced by teachers, and examine the solutions implemented to overcome these barriers. This study employs a qualitative approach using a phenomenological research design. The research subjects consisted of three elementary school teachers selected using purposive sampling. Data were collected through semi-structured interviews, observations, and documentation, then analyzed using thematic analysis through the stages of data reduction, theme grouping, interpretation, and drawing conclusions. Data validity was ensured through source triangulation. The results indicate that teachers have understood the basic concepts of STEM, but its implementation remains partial and has not yet fully integrated all STEM components. The main obstacles identified include limited learning facilities and infrastructure, suboptimal use of technology, a lack of training, and low readiness among some teachers to design STEM lessons. Solutions implemented by teachers include utilizing available learning media, developing creativity in designing learning activities, and collaborating through Teacher Working Groups (KKG). The findings of this study indicate that the successful implementation of STEM depends not only on the availability of facilities but also on improving teachers’ pedagogical competencies through ongoing training and support from the school administration.