<![CDATA[This study aimed to describe teachers' perceptions of Science, Technology, Engineering, and Mathematics (STEM) learning in Grade V at SDN 07 Pontianak Kota. The focus of the study included teachers' perceptions of problem solving, scientific practices and engineering, and interdisciplinary integration in STEM learning. This study employed a qualitative approach using a descriptive method. The research subject was the Grade V teacher at SDN 07 Pontianak Kota. Data were collected through interviews and documentation and analyzed through data reduction, data display, and conclusion drawing. The findings showed that the teacher had a positive perception of STEM learning. In the problem-solving aspect, the teacher viewed contextual problems as helping students think critically and find solutions to problems. In the scientific practices and engineering aspect, the teacher understood the importance of observing, questioning, collecting data, analyzing, designing, and testing solutions through practical activities. In the interdisciplinary integration aspect, the teacher understood that STEM learning connects Science, Technology, Engineering, and Mathematics in an integrated learning process. The documentation analysis also showed that the three characteristics were reflected in the teaching module used by the teacher. However, the implementation of STEM learning still faced several challenges, including limited instructional time, learning tools and materials, and difficulties in managing integrated STEM learning.]]>
