Implementing the STEM Approach in High School: Challenges and Opportunities in Renewable Energy Learning

Electronic Journal of Education, Social Economics and Technology Vol. 6, No. 2, (2025), pp. 1~9, Article ID: 1309 ISSN 2723-6250 (online) DOI: https://doi.org/10.33122/ejeset.v6i2.1309 Research Article Implementing the STEM Approach in High School: Challenges and Opportunities in Renewable Energy Learning Fajrul Wahdi Ginting* , Halimatus Sakdiah , Ratna Unaida , Syafrizal , and Fakhrah Faculty of Teacher Training and Education, Universitas Malikussaleh, Aceh Utara, 24351, Indonesia *Corresponding Author: | Phone: +6285297761964 ABSTRACT Renewable energy learning in senior high schools has significant potential to be developed through a STEM approach; however, its implementation in classroom practice remains limited. This study aimed to explore the implementation of STEM learning in senior high schools on renewable energy topics, identify the challenges encountered, and examine the opportunities for developing project-based STEM learning. A mixed-method approach with a descriptive exploratory design was employed. The research subjects consisted of 30 science teachers and 617 senior high school students from several schools in Lhokseumawe City and North Aceh Regency. Data were collected through closed and open-ended questionnaires and document analysis of lesson plans, teaching modules, and student worksheets, and analyzed using descriptive statistics and thematic analysis. The results revealed that STEM learning implementation was at a moderate and partial level, with STEM components not yet explicitly integrated. Major challenges included limited pedagogical understanding of STEM, inadequate facilities, time constraints, and difficulties in project assessment. Nevertheless, high student interest, local contextual potential, and curriculum support indicate substantial opportunities for developing project-based STEM learning on renewable energy topics. This study provides an evidence-based foundation for the development of contextual and sustainable STEM-based renewable energy learning in senior high schools. Keywords: STEM Learning; Renewable Energi; Project-Based Learning; Sustainable Character 1. INTRODUCTION Over the past two decades, global energy issues have increasingly underscored the urgency of transitioning from conventional petroleum-based energy sources and other non-renewable energies toward sustainable renewable energy (Shahzad et al., 2023; Wei et al., 2025). Dependence on conventional energy sources not only leads to resource depletion but also exacerbates environmental challenges, including climate change and ecosystem degradation (Munawir et al., 2025). In this context, education plays a strategic role in fostering awareness, enhancing energy literacy, and developing the capacity of younger generations to understand and respond to future energy challenges in a scientific and solution-oriented manner. Senior high schools, as an educational level that facilitates both the mastery of scientific concepts and the development of higher-order thinking skills among students, are therefore highly relevant for the meaningful integration of renewable energy education (Widya et al., 2024). Nevertheless, the teaching of renewable energy in senior high schools is often still presented in a conceptual and fragmented manner, limited to the introduction of different types of energy sources without strong connections to real-world contexts and problem-solving processes (Agung Pambudi et al., 2024; Widya et al., 2023). Learning approaches that are oriented toward rote memorization of concepts may lead to low levels of conceptual understanding, limited development of practical skills, and insufficient awareness of sustainability issues among students (Augustine et al., 2025; Elistiana et al., 2024; Sakdiah et al., 2024). Therefore, a learning approach is needed that not only emphasizes mastery of concepts but also encourages students to integrate knowledge, skills, and attitudes in solving real-world problems related to energy. STEM (Science, Technology, Engineering, and Mathematics) education has emerged as an approach considered relevant to addressing these needs. STEM learning emphasizes interdisciplinary integration, contextual problem solving, and the development of 21st-century skills such as critical thinking, creativity, collaboration, and communication (Rusydiyah et al., 2021; Sakdiah et al., 2020). A number of studies have shown that STEM learning, particularly project-based STEM, has the potential to enhance students’ understanding of scientific concepts, problem-solving skills, and learning motivation (Ginting et al., 2023; Kapila & Iskander, 2014; Prajoko et al., 2023). In the context of renewable energy, the STEM approach enables students not only to learn energy concepts but also to design, test, and evaluate Page 1 of 9 Ginting et al. Electronic Journal of Education, Social Economic and Technology, Vol. 6, No. 2, (2025), pp.1~9, Article ID:1309 solutions or products that represent the application of sustainable energy. Several relevant studies indicate that research on STEM learning at the senior high school level has grown rapidly, encompassing the development of learning models, instructional materials, and evaluations of their impact on learning outcomes (Afriana et al., 2016; Anggraini & Huzaifah, 2021; Purba & Zunidar, 2025). Some studies emphasize the effectiveness of STEM learning in improving scientific literacy and higher-order thinking skills (Afriana et al., 2016; Allanta & Puspita, 2021). Other studies focus on the development of STEM modules or projects across various contexts, such as environmental issues, technology, and simple engineering applications (AlAli, 2024; Pitri et al., 2024). Nevertheless, most of these studies remain oriented toward the implementation stage or the evaluation of the effectiveness of previously developed instructional materials. On the other hand, studies that specifically explore the actual conditions of STEM learning implementation in schools, particularly on renewable energy topics at the senior high school level, remain relatively limited. Many studies on the development of STEM instructional materials have been conducted without being preceded by comprehensive implementation studies, resulting in products that do not fully reflect the real needs, constraints, and opportunities present in schools (Muchtar & Ding, 2024; Solihin et al., 2021). In fact, the characteristics of STEM learning are highly contextual and strongly influenced by teacher readiness, student characteristics, availability of facilities, and school policy support (Bybee, 2013; Felder & Brent, 2024; Kelley & Knowles, 2016). Furthermore, the local context of schools in Indonesia, particularly in regions outside major educational centers, presents distinct challenges and potentials. Regions such as Lhokseumawe City and North Aceh Regency, for example, possess renewable energy resources that are highly relevant as learning contexts, y (...truncated)