Biology Teachers' Readiness to Implement STEM Three-Dimensional Learning on Water Quality: A Pre-Training Needs Assessment Relevant to SDGS 6

Jovita Ridhani, Murni Ramli, Fatma Sukmawati, Alanindra Saputra, Nurma Yunita Indriyanti, Patcharee Rompayom Wichaidit

Abstract


This study reports a pre-training needs assessment of the initial readiness of senior high school biology teachers in Klaten Regency to implement STEM three-dimensional learning (STEM-3DL) on the topic of water quality, conducted as part of the international community service program Community Development Program EQUITY THE Impact Rankings 2025 Grant of Universitas Sebelas Maret (UNS) in partnership with Chulalongkorn University, Thailand. This study uses a descriptive survey method with a Likert scale questionnaire instrument (1–4) covering seven dimensions: (1) understanding and attitudes towards STEM, (2) Project-Based Learning, (3) science and engineering practices, (4) Scientific Explanation through Claim-Evidence-Reasoning (CER), (5) Scientific Modeling, (6) Water Quality and SDGs 6, and (7) STEM three-dimensional learning. Twenty-four biology teachers from various high schools in Klaten Regency took part in the programme; the 21 who returned complete questionnaires, representing 19 schools, were included in the analysis. The overall mean score was 2.88 (scale 1–4), which falls in the ‘good’ category and indicates a generally favourable but uneven readiness profile. A total of 90.5% of respondents had never participated in STEM training. The dimensions with the highest mean scores were STEM three-dimensional learning (3.17) and Scientific Modeling (3.05), while the lowest were Project-Based Learning (2.68) and CER (2.72). Across all seven dimensions, items expressing belief in the value of STEM scored higher than items measuring teachers’ perceived ability to enact it. The main contribution of this needs assessment is a dimension-level readiness profile that locates the gap in enactment rather than conviction and can be used to target subsequent teacher professional development; future research should test whether this belief–enactment pattern narrows after training and whether it holds for biology teachers in other Indonesian regions.


Keywords


senior high school biology teachers; CER (Claim-Evidence-Reasoning); SDGs 6; international community service

rticle

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DOI: https://doi.org/10.20961/bioedukasi.v19i2.125050

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