Chapter I : The Problem and its Background

Rationale

In recent years, the emphasis on Science, Technology, Engineering, and

Mathematics (STEM) education has grown significantly worldwide (Froyd & Ohland

2005). STEM subjects are recognized as essential components of modern education

systems, with a focus on fostering critical thinking, problem-solving skills, and innovation

(William, 2011). Within the STEM track, students typically engage with major subjects

such as mathematics, physics, biology, chemistry, and computer science, among others.

Understanding the effects of learning these major subjects is crucial for educators,

policymakers, and stakeholders to enhance STEM education and prepare students for

future challenges (Lantz, 2009). Studying major subjects in STEM track have positive

and negative effects. According to (Şahin et al. 2014), each major subject within the

STEM track plays a distinct yet interconnected role in shaping student’s understanding

of scientific principles and their applications. Mathematics provides the foundational

language for all STEM disciplines, enabling students to analyze problems, model

realworld phenomena, and develop quantitative skills (León et al., 2015; Ryan, 2021).

Physics elucidates the fundamental laws governing the universe, fostering curiosity

about natural phenomena and technological innovations (UAK Betz, 2023). Biology

explores the complexities of living organisms and ecosystems, offering insights into

health, agriculture, and environmental sustainability. Chemistry investigates the

properties and transformations of matter, underpinning advancements in materials

science, pharmaceuticals, and renewable energy. Computer science empowers

students to harness computational tools and algorithms, driving innovation across

diverse fields such as artificial intelligence, data science, and cybersecurity. While

numerous studies have examined the benefits of STEM education, there remains a gap

in understanding the specific effects of learning major subjects within the STEM track.

This gap is particularly evident concerning how proficiency in mathematics, physics,

biology, chemistry, and computer science influences students' academic performance,

career aspirations, and problem-solving abilities. The contribution of computer science

education to students' computational thinking, programming proficiency, and readiness

for technological advancements.

According to the article published by (Wahono et al. 2020), the role of

Science, Technology, Engineering, and Mathematics (STEM) in terms of student’s

learning outcome is a central topic for the educational field. In STEM learning activities,

soft skills such as problem-solving, higher-order thinking skills, and collaborative work

are the main focuses on which students’ learning is geared toward (Li, Huang, Jiang, &

Chang, 2016; Meyrick, 2011). In today’s world, people are expected to be capable of

both creating and solving issues. STEM education has grown in the school arena

because it brings these competencies and (Bybee, 2010) tackles challenges from a

totalitarian perspective. STEM education seeks to impart these skills to focusing on

literacy skills such as creative thinking, critical thinking, problem-solving, and describes

joint work (Ozdemir, 2016). Equipping individuals with such abilities promotes human

development. It encourages innovation, allowing nations to proper and compete in the

global knowledge economy. Increasing the number of STEM workers has therefore
been viewed as an urgent task. It is crucial to assist pupils in learning about and

investigating STEM topics in order to motivate more of them to seek STEM majors in

college and careers in STEM fields (Han, 2015)