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 21st-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.

Keterampilan bertanya adalah teknik yang penting untuk dikuasai oleh guru PAUD agar penalaran dan kemampuan pemecahan masalah AUD dapat berkembang maksimal. Dilakukan asesmen terhadap keterampilan bertanya 23 calon guru PAUD mengacu pada kriteria level pertanyaan Nielsen dengan metode analisis konten. diketahui bahwa sebanyak 68% partisipan masih mengemukakan pertanyaan dalam bentuk Low Order Thinking Skills (LOTS) dan 32% sudah mempraktekkan pertanyaan untuk mengembangkan High Order Thinking Skills (HOTS). Semua partisipan memulai pertanyaan dari pertanyaan deskripsi yakni tentang apa, siapa, dimana, dan kapan. Pertanyaan LOTS yang muncul paling banyak seputar pertanyaan deskripsi mengenai apa, siapa, dimana, dan kapan disertai berhitung jumlah objek. Pada pertanyaan HOTS, pertanyaan yang ideal adalah pertanyaan yang melalui proses penalaran (Q3) atau bagaimana anak bisa mengamati secara detail objek yang dipelajari melalui proses membedakan (Q4).

This study aims to understand how to analyze literacy content in Natural Sciences (IPA) textbooks. The analysis was carried out on the thematic textbook of curriculum 2013 class 4th entitled “Indahnya Kebersamaan”. The research was conducted using a qualitative descriptive method by mapping Knowledge of Science (KoS), Nature of Science (NoS), Science as The Way of Thinking (WoT), and Science Technology Society (STS) as elements that need to be met in IPA textbooks based on scientific literacy criteria build by Chiapetta. Based on the results of the search, it is known that the Thematic Book for class 4 Theme 1 has generally fulfilled the elements of scientific literacy.

Early Childhoods have a curiosity about the surrounding environment. This time, they are also the alpha generation who will enter the 4.0 industrial revolution who required to think critically, communicate, collaborate, be creative and have skills in mastering technology that can be trained and facilitated through the STEAM approach. STEAM for Early Childhood combines Science, Technology, Engineering, Art and Mathematics with a simple context and is close to everyday life, which is a learning approach that is relevant to the 2013 curriculum because it is in line with the scientific approach. The need to develop STEAM content and approaches referring to the 2013 curriculum can facilitate early childhood educators to develop STEAM learning according to the 2013 curriculum. Therefore, the STEAM learning development design in the 2013 curriculum is produced through the Research and Development method accompanied by a prototype of the development results.