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All Journal Jurnal Eduscience (JES) Integrated Science Education Journal
Nur Hasanah
Mulawarman University
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STEM Skills Self-efficacy and Motivation: ANALYSIS OF OPPORTUNITIES AND CHALLENGES IN ELEMENTARY LEVEL Erna Suhartini; Rosita Putri Rahmi Haerani; Nur Hasanah; Anugrah Putri Nur’aini; Nurul Fitriyah Sulaeman; Shelly Efwinda
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8250

Abstract

Purpose – The study examines the self-efficacy in STEM skills and the motivation of elementary school student in science learning on the theme of sustainable cities, highlighting gender and regional differences in East Kalimantan to understand the opportunities, challenges, and their implications for inclusive and sustainable learning.Methodology – This study employed a mixed-methods approach with a cross-sectional, explanatory, sequential design, involving 450 students and 8 teachers from elementary schools in Kutai Kartanegara, Samarinda, and Balikpapan. Data were collected through validated self-efficacy and motivation questionnaires and teacher interviews, then analyzed descriptively (SPSS) and thematically using joint display integration to illustrate students' self-efficacy and motivation dynamics across gender and regional contexts. Qualitative findings complemented the quantitative results by capturing teachers’ perspectives on instructional practices and classroom barriers to STEM implementation.Findings – Findings reveal that while students generally demonstrate high levels of self-efficacy and motivation, there is a subtle gap: female students exhibit lower confidence in engineering tasks, mathematical self-efficacy remains moderate across all genders, and little disparity is evident between urban and non-urban learners. Students are highly motivated by activities that are enjoyable, challenging, and hands-on; however, traditional teaching methods and limited adoption of innovative STEM approaches—including project-based and game-based learning—constrain these benefits.Contribution– When supported by differentiated and inclusive learning environments, such approaches enhance self-efficacy, foster critical thinking, and increase engagement. These findings underscore the need for pedagogical transformation in elementary STEM education to address gender and regional gaps while maximizing students’ confidence, motivation, and preparedness for future academic and career pathways.
Student and Teacher Responses to the Use of Media and Teaching Tools in the STEM Boardgame Nur Hasanah; Erna Suhartini; Tri Wahyuningsih; Yana Supriyatna
Integrated Science Education Journal Vol 7 No 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i3.3314

Abstract

Purpose of the study: This study aims to determine the responses of students and teachers to the use of media and teaching tools in the STEM Boardgame, an integrated learning tool that combines board games, teaching modules, and worksheets in STEM learning in elementary schools. Methodology: The study used a quantitative descriptive survey design. The subjects consisted of 27 fifth-grade students and one teacher, selected using purposive sampling based on their direct involvement in learning. Data were collected using a Likert-scale questionnaire with 38 items for students and 39 for teachers, each covering aspects of game and teaching devices. The student instrument was tested for reliability, yielding a Cronbach’s Alpha of 0.924. Data were analyzed using quantitative descriptive methods. Main Findings: Students' responses to the game device aspect reached 83.04% (Very Good) and the teaching device aspect 80.93% (Very Good), with an overall average of 81.99% (Very Good). Teacher responses to the game device aspect reached 92.19% (Very Good) and the teaching device aspect 79.35% (Good), with an average of 85.77% (Very Good). Teachers placed greater emphasis on the board-game aspect, while students rated the teaching-device aspect higher. Novelty/Originality of this study: This study specifically evaluates user responses to integrated STEM learning tools that encompass two aspects simultaneously-the game tool (board game) and the teaching tool from two direct user perspectives. Unlike previous studies, which generally examine only one aspect at a time, this study provides a more comprehensive empirical picture.
Co-Authors Anugrah Putri Nur’aini Erna Suhartini Nurul Fitriyah Sulaeman, Nurul Fitriyah Rosita Putri Rahmi Haerani Shelly Efwinda Tri Wahyuningsih Yana Supriyatna