This study aims to analyze the perception of science teachers in high schools towards PjBL-STEM, how to teach it and the possible challenges. The research subjects consisted of 67 high school teachers (10 male and 57 female teachers) and 55 vocational high school teachers (12 male and 33 female) participants of the Teacher Professional Education Program from 97 high schools in Indonesia. The research design is a case study. Primary data were obtained through focus group discussions and semi-structured interviews. The results of the interviews were transcribed and analyzed descriptively. The study results show that some science teachers have given project assignments but have not been designed as PjBL-STEM. Some science teachers do not yet know PjBL-STEM, generally have difficulty providing examples of projects that are by the content of the material, and limited technological resources in their schools. Most teachers still use direct teaching methods and discussions. However, all the teachers participating in the program stated that PjBL-STEM would positively develop higher-order thinking skills and increase knowledge of material content. Teachers recognize the need to increase content knowledge to integrate STEM into their projects.

Topics
Educational institutions, Learning and learning models, Educational assessment, Educational program, Knowledge, Teaching, Schools, Interviews
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