ANALYSIS OF TEACHERS' CONSTRAINTS AND STRATEGIES IN DESIGNING STEM-BASED LEARNING: A CASE STUDY AT MUHAMMADIYAH 1 CANDI ELEMENTARY SCHOOL, LABSCHOOL UMSIDA

• Fitri Nur Aeni

  Muhammadiyah University of Sidoarjo, Indonesia

  Author

• Enik Setiyawati

  Muhammadiyah University of Sidoarjo, Indonesia

  Author

Objective: This research aims to explore the constraints and strategies of teachers in designing STEM-based learning (Science, Technology, Engineering, and Mathematics) in elementary schools. Method: Using a qualitative case study approach, data were collected through in-depth interviews with the curriculum coordinator and upper-grade teachers (IV, V, and VI), as well as documentation analysis of teaching module drafts. Results: The results revealed a strong synchronization between teachers' conceptual understanding of STEM as a driver of "deep learning" and practical implementation in learning tools. Nevertheless, this study identified systemic barriers in the form of limited curriculum time allocation, challenges in developing objective performance assessments, and technological facility constraints. To address these issues, teachers implemented adaptive strategies through the use of local materials (low-cost STEM), routine collaboration in internal Teacher Working Groups (KKG), and digital literacy based on project modification. Overall, the consistency between perception and instructional practice indicates teacher readiness in integrating STEM, but strengthening assessment rubrics and school schedule flexibility is required to optimize learning outcomes. Novelty: The primary design strategies found were the mapping of Learning Outcomes (CP) and the use of a simplified Engineering Design Process (EDP) framework.

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