Keywords:
inquiry guide-STEAM
teacher perception
science learning
teacher needs
educational innovation

  • Abstract

    This study aims to explore teachers' initial perceptions of the need to apply the Inquiry Guide-STEAM learning model in science teaching in junior high schools. The study uses both quantitative and qualitative approaches without involving formal training. Data were collected through questionnaires and in-depth interviews with 33 junior high school science teachers in Central Java, who were selected via purposive sampling techniques. The questionnaire instrument is designed to measure teachers' perceptions of the relevance, readiness, and challenges in implementing Inquiry Guide-STEAM learning, whereas the interview aims to deepen the understanding and needs of teachers regarding the method. The results showed that most teachers had a basic understanding of STEAM-based learning but felt that they were not fully prepared to implement it without further guidance or resource support. The findings from the interviews also show that teachers see great potential in this approach to increase student engagement but still face technical and pedagogical obstacles in its implementation. Teachers need ongoing support, whether professional training, the provision of adequate resources, or the involvement of school management. This study provides an overview of real needs in the field, which can be the basis for the development of support and training programs in the future.

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How to cite

Azizah, M. N. L., Ngabekti, S., Saptono, S., & Susilaningsih, E. (2025). Science learning innovation in junior high school: Exploring teachers’ needs for the implementation of inquiry guide-STEAM. Multidisciplinary Science Journal, 7(9), 2025422. https://doi.org/10.31893/multiscience.2025422
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