Structural Relationship Model of Conception, Understanding, and Self-Efficacy about STEM Education among Pre-Service Science Teachers

Abstract

<pre><span>STEM education has become a trend in the 21</span><span>st </span><span>century in many countries, including<br /> Indonesia. The term STEM combines four different disciplines namely Science,<br /> Technology, Engineering, and Mathematics. STEM education is a concern because it is<br /> relevant to be implemented and forms 21</span><span>st </span><span>century skills. This makes pre-service teacher<br /> need to understand STEM education in order to apply it to learning correctly. There are<br /> three aspects that influence the conception, understanding, and self-efficacy of pre<br /> service science teachers. Therefore, research was conducted with the aim of analyzing<br /> the relationship between conception, understanding, and self-efficacy of pre-service<br /> science teachers towards STEM education. This study uses Quantitative Descriptive<br /> Research Design because it aims to describe and illustrate the relationship model<br /> between conception and understanding of self-efficacy in STEM education from the<br /> pre-service of Science Education study program students, Semarang State University.<br /> Based on the research that has been conducted, a structural relationship model between<br /> conception and understanding of STEM education self-efficacy among pre-service<br /> science teachers is obtained. In the model, simultaneously the conception variable and<br /> the understanding variable affect the STEM education self-efficacy of pre-service<br /> science teachers, where a higher contribution is given by the conception variable. In<br /> conclusion, conception and understanding affect the self-efficacy of science teacher<br /> candidates in STEM education.</span></pre>