<![CDATA[Science, Technology, Engineering, and Mathematics (STEM)-based learning is a strategic approach to equipping elementary school students with 21st-century skills such as critical thinking, collaboration, creativity, and problem-solving. However, its implementation still faces disparities among educational settings, particularly concerning teacher readiness, resource availability, and contextual learning environments. This study aims to analyze the implementation of STEM learning in lower-grade elementary classrooms by comparing its characteristics across rural and urban educational contexts. The research employed a qualitative descriptive design involving four lower-grade teachers from two schools representing both contexts. Data were collected through classroom observations, in-depth interviews, and document studies, then analyzed using the interactive model of Miles and Huberman to identify implementation patterns, supporting factors, and barriers. The results revealed that STEM learning in rural settings tends to be simpler and more contextual, utilizing natural learning resources, whereas urban schools apply more varied and exploratory approaches supported by adequate facilities. Conceptually, this study highlights the importance of teacher professional development, equitable access to educational facilities, and the design of adaptive STEM learning models that align with the social and environmental contexts of elementary education.]]>
Copyrights © 2025
