STEM Education Implementation in Indonesia: A Scoping Review

In Indonesia, STEM education has been implemented in the learning process since 2014. The number of researches on the implementation of STEM education are increasing from year to year. Therefore, this research was conducted to map the all articles published online with the theme of STEM education implementation in Indonesia. The scoping review was carried out following the framework from Arksey & O'Malley (2005), with the following steps: (1) formulating research questions, (2) exploring research results on Google Scholar database from 2015-2020 with the keyword “implementation” + "STEM education" + “Indonesia”, (3) sorting the collected articles with predetermined criteria and selecting them according to the PRISMA model, (4) discussion, and (5) conclusion. Found 597 articles that match to these keywords and 154 articles that meet the criteria as research data. The results showed that the STEM education is implemented as a learning strategy and approach, integrated with other learning models, used as a learning assessment, and developed into teaching materials, modules, and learning media. Additionally, teachers implement STEM to improve entrepreneurship skills, learning motivation, and various 21 st -century skills in their students. Furthermore, research on STEM has been conducted in 19 provinces in Indonesia, which are dominated by West Java and East Java provinces. Beside that, the STEM education has been studied at all levels of education and high school is the most widely used research subject and STEM education has grown in small units and has proven to be capable of developing many student skills. The implementation of STEM education can be a trigger for renewal in the world of education.


INTRODUCTION
The issue of science, technology, engineering, and mathematics (STEM) education has developed very rapidly in all countries. The comprehensive integration of the four disciplines provides great potential to improve the quality of learning. STEM can encourage students to be skilled in designing, developing, and utilizing technology, as well as applying integrated knowledge to solve problems (Kapila, 2014). Therefore, STEM education is very interesting for researchers and teachers.
Teachers play an important role in the implementation of STEM (McDonald, 2016). In science learning, STEM is an alternative learning model that is able to build a capable and skilled 21st century generation (Permanasari, 2016) and also meet the challenges of industry 4.0. In addition, teachers can use STEM education as a learning strategy, learning approach, learning method, assessment, learning media, teaching materials, and textbooks (Farwati et al., 2021).
In Indonesia, STEM Education has been started to be researched in 2014. This information was obtained from the Google Scholar database. The first publication found was the thesis of a chemical education student in Aceh, Nanggroe Aceh Darussalam, Indonesia. In 2014 there was only one publication in the form of the thesis. However, as time goes on, more and more reviews about STEM are being netted by researchers in Indonesia. There are 3,680 articles on Google Scholar with the keyword "STEM education" Indonesia and 597 articles with the keyword implementation of "STEM education" Indonesia for 2015-2020. Therefore, it is necessary to map out research on the implementation of STEM education in Indonesia.
Ananda & Salamah (2021) have mapped national articles on the effect of STEM implementation on students' critical thinking in Indonesia. In addition, a review of the effect size of the use of STEM-based teaching materials in science (Izzah et al., 2021) and learning ecology (Santosa et al., 2021) has been reported. However, previous studies only focus on examining one skill and one teaching media for the elementary-high school level, not covering all levels of education units and all STEM research themes that have been implemented in Indonesia.
Based on this background, the purpose of this study is to map all research themes related to the implementation of STEM education in Indonesia in the science field and the scientific clumps of science from 2015-2020, starting from elementary school to tertiary education levels.
In addition, this study also conducted data collection on research locations to be able to see the distribution of research on STEM implementation throughout Indonesia. The results of this study are expected to describe the development of research on STEM implementation from year to year, the education level of the participants involved, the (province) research location, and all research themes on STEM education in Indonesia that have been carried out. This information can be used as consideration for making policies related to STEM in Indonesia. In addition, the report from this study can also show the extent of efforts to improve the quality of education in Indonesia with STEM education.

METHOD
This study is a scoping review using Arksey and O'Malley's five-stage framework, including identifying research questions, identifying relevant studies, study selection, charting the data, summarizing and reporting the results were utilized in this review (Arksey & O'Malley, 2005). The stages of identifying research questions, identifying relevant studies, and International Journal of STEM Education for Sustainability, Vol.1, No.1, 2021, pp. 11-32 e-ISSN 2798 13 study selection will be presented in the method section, but the stages of charting the data, summarizing, and reporting the results will be presented in the result and discussion section.

Identifying Research Questions
This review was focused on exploration about three aspects, including research theme, research participants, and location (province in Indonesia) STEM Education was implemented.
The following research questions are submitted to guide the research to capture literature that is in line with the focus of this study: 1. What are the research themes of STEM Education implemented in Indonesia? 2. Who are the research participants involved in research on the implementation of STEM Education in Indonesia?
3. In which provinces in Indonesia is STEM Education research conducted?

Identifying Relevant Studies
The second step is identifying relevant studies. Keyword "implementation" + "STEM Education" + "Indonesia" is selected to capture literature regarding the implementation of STEM Education in Indonesia. The reason for selecting 'STEM Education + Indonesia STEM Education + Indonesia' as a search term was to reach out to as many relevant studies as possible. Afterward, inclusion and exclusion criteria were developed to get insights about the aspect that can be included to summarize the selected studies. Table 1 shows the inclusion and exclusion criteria.

Study Selection
The article selection process on this study followed the PRISMA model in the form of a four-phase flow diagram, including identification, screening, eligibility, and inclusion (Moher, et al., 2009). The stages of the article selection process can be seen in Figure 1. Studies about the implementation of STEM Education for another subject are excluded, i.e.
career interest in the field of STEM, didactic reduction, systematic literature review (SLR), and teacher training. Moreover, the preview of thesis and dissertations are also excluded.

Charting the Data
The next step in this scoping review was charting the selected articles. The final articles included in review as many as 154 articles related to implementation of STEM Education in Indonesia. After each study is perceived to be included in the inclusion criteria, summaries are developed for each article with several variables, including the author(s), year, the theme of research, participant, and location. Table 2 shows descriptive information of reviewed articles.  (  pandemic, learning is carried out online. Online learning is carried out using zoom, jitzi, google meet, Webex applications, and the teacher makes short explanatory videos that can be shared via WhatsApp and YouTube media, where the video recordings can be used repeatedly (Pujiasih, 2020). In addition, Edmodo, Moodle, email, study houses, and Schoology applications can also be used  to create quality education. Education is the most important basis to face the era of society 5.0, which becomes a serious challenge if human resources are not well prepared and mature for the golden generation as the successor of the nation's progress (Pujiasih, 2020).

Figure 3. Distribution of STEM Implementation Research Locations in Learning
The distribution of STEM research is still concentrated in only two provinces: West Java and East Java, reaching 49.3% as shown in Figure 3. There are 44% of provinces that are not recorded as implementing STEM education in learning. This data shows that there is no equal distribution of information about STEM education, and there is no uniformity in the spirit of reform in education from teachers in all provinces in Indonesia. Thus, more effort is needed for provinces that are not familiar with STEM education.
Efforts that can be made to disseminate information about STEM are to conduct socialization and mentoring about STEM, as has been done by lecturers in Bali who carried out socialization through community partnership programs about making learning implementation plans by implementing STEM. These activities are poured into writing in the form of a journal. The benefit of these activities is that teachers are able to make learning implementation plans by implementing STEM (Sukendra et al., 2020). Thus, socialization and assistance related to STEM have the potential to be carried out in Indonesia. In addition, direction from universities is also needed for their students to conduct research on STEM education in other areas so that they are not concentrated in Java. Universities can also do community service in the form of training activities for teachers outside the island of Java for the purpose of this equity. Another alternative that can be done is to raise the issue of local wisdom to be integrated into STEM education (Almuharomah et al., 2019;Prasadi et al., 2020;Priyani & Nawawi, 2020). Indonesia has cultural diversity. Each region in Indonesia has its own cultural characteristics. This uniqueness becomes the potential in bringing up STEM education research ideas that are integrated with local wisdom issues for each region. It is hoped that the distribution of STEM education research in Indonesia is more evenly distributed.  There are universities with science study programs and/or science clusters in every province in Indonesia. In addition, there are also teachers who teach science and science clusters at the elementary, junior high, and high school/vocational schools throughout Indonesia.
Socialization about STEM education can be done through seminars organized by student associations at the university level by involving students and teachers in the local province.
The more people who do research related to STEM, the more new ideas related to STEM itself will appear. This will trigger more varied STEM research themes at the education unit level.
In addition, support from the government is also needed. However, there have been many  There are 5 other research themes that can be mapped from the publication of STEM implementation in Indonesia in 2015-2020, as presented in Figure 5. These various research themes were carried out to hone a series of skills needed by students, such as literacy (Sampurno, 2015;Afriana et al., 2016;Tati et al., 2017;Farwati et al., 2018;Anita et al., 2019), entrepreneurial ability (Adlim et al., 2015), and so on. Broadly speaking, the implementation of STEM in learning can improve the 21 st -century skills of students (Permanasari, 2016;Farwati et al., 2021). These skills are needed by students to be able to play an active role while in the community. Therefore, STEM education should be used by all teachers, especially from the elementary school level. However, in the last six years, the implementation of STEM has involved the most participants at the high school level, reaching 42%. Thus, strong stimulation is needed so that other education unit-level teachers are interested in innovating by implementing STEM in classroom learning.

CONCLUSION
The

SUGGESTIONS
The data source used in this study is the Google Scholar database, so it is necessary to conduct similar research on other databases such as Scopus, ERIC, or the web of science.

ACKNOWLEDGEMENT
Thank you for the suggestions and corrections from the reviewers so that this article becomes worthy of publication.