Uncovering Barriers: Why Students in Science Education Struggle with Technology and Engineering Literacy Tests

Abstract

This study aimed to determine the obstacles that hinder the achievement of technological and engineering literacy among science students. The design used in this study was a mixed research method. Data collection techniques include interviews and questionnaires. The purposive sampling technique was chosen to determine the sample in this study, taking into account students who were declared incomplete/unable to complete the technological and engineering literacy test, resulting in a total of 6 students. The results of the study indicate that the most significant challenges faced by students are the lack of direct experience with technology-based experiments, limited access to technical resources, and teaching approaches that still prioritize theory over practice. Other obstacles contributing to low technological and engineering literacy include low intrinsic motivation, lack of support when developing technological solutions, and poor communication skills in a technology-based environment. These findings highlight the importance of reforming learning approaches, particularly by balancing aspects of theory and practice such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL), design-based learning 6E, and others, as well as (STEM) in the science education curriculum. Strengthening communication skills in the context of technology is also necessary to better prepare students for challenges in the world of industry and technological innovation.