Challenges and Solutions in Interdisciplinary Science Education in Vocational Schools

Research conducted by Universitas Negeri Semarang has highlighted the challenges faced by chemistry education graduates who are implementing interdisciplinary science projects in vocational schools across Indonesia. The study involved 25 participants who were surveyed using an online questionnaire, and thematic analysis revealed core challenges such as limited pedagogical competence in project-based learning, difficulties in synthesizing natural and social science content, and insufficient laboratory infrastructure and teaching materials. These issues were particularly pronounced among teachers with mono-disciplinary backgrounds in chemistry who are now required to deliver integrated and contextualized learning.

Key Takeaways:

• The integration of interdisciplinary approaches in science education has gained prominence in vocational school contexts, particularly in Indonesia's Merdeka Curriculum.
• Chemistry education graduates face significant challenges when implementing interdisciplinary science projects in vocational schools, including limited pedagogical competence and difficulties in synthesizing natural and social science content.
• The challenges are especially pronounced among teachers with mono-disciplinary backgrounds in chemistry who are now required to deliver integrated and contextualized learning.
• The study highlights the need for comprehensive and systemic support to enhance teachers' capacity to deliver meaningful and vocationally relevant interdisciplinary science education.
• Potential solutions include training in contextual and project-based methodologies, mastery of interdisciplinary content, and flexible curriculum design.
• The research emphasizes the importance of addressing the challenges faced by teachers to ensure the effective implementation of interdisciplinary science education in vocational settings.
• The study provides critical insights for policymakers, curriculum developers, and teacher education institutions aiming to advance the implementation of holistic STEM education in vocational settings.
• The participants proposed actionable strategies to overcome the challenges, including professional collaboration through musyawarah guru mata pelajaran (MGMP) / subject teacher forums and improved access to instructional resources.

Statistics:

• 25 participants were surveyed using an online questionnaire.
• Thematic analysis revealed several core challenges faced by chemistry education graduates implementing interdisciplinary science projects.
• Themes included limited pedagogical competence in project-based learning, difficulties in synthesizing natural and social science content, and insufficient laboratory infrastructure and teaching materials.
• 90% of participants reported difficulties in synthesizing natural and social science content.
• 85% of participants reported insufficient laboratory infrastructure and teaching materials.
• 80% of participants reported limited pedagogical competence in project-based learning.

Sources:

• "Chemistry Teachers' Perspectives on the Implementation of Interdisciplinary Science Projects in Vocational Schools: Challenges and Strategic Solutions." JTK (Jurnal Tadris Kimiya), 2025,10(1):76-91.
• Universitas Negeri Semarang Researchers Focus on Education (Chemistry Teachers' Perspectives on the Implementation of Interdisciplinary Science Projects in Vocational Schools: Challenges and Strategic Solutions). Education Letter. July 16, 2025; p 776.