**1. Introduction**

The reform in science education is triggered by the workforce demand. The World Economic Forum [1] reported that there are worker displacements because of the pandemic COVID-19 impact that create global recession in the world economic. It forces million workers to experience the transformation of work, lives, and productivity. World Economic Forum has identified the labor market impact of the fourth industrial revolution. The employer survey result indicated that there are some business adaptations in response to COVID-19. One of them is accelerate the digitalization of work processes along with accelerate digitalization upskilling/reskilling. Therefore, technological adaptation is also needed by the companies, such as cloud

computing, big data analysis, cybersecurity, artificial intelligence, ML, NLP, and robots (non-humanoid).

Education in science, technology, engineering, and mathematics (STEM) fields become important to face future workforce demand. In many undergraduate institutions, number of graduates who works in STEM fields is a primarily tools for the assessment of teaching. Higher number of graduates describes higher quality of teaching.

Technology changed human life in one-way to another for many years. For instance, the mechanism of transportation that changed from using feet power and simple rides to sophisticated machines. These machines help humans to travel and discover the world. In other fields, technology creates easier communication internationally that impacting information transfer around the world and triggering the globalization. Jerald [2] noted that new technologies along with demographic, political, and economic changes have altered human work and social lives in ways of significant consequences for young people.

Those facts have triggered educators argue that traditional curriculum is not sufficient, schools must develop "something new" for students as a preparation to face the twenty-first century. Indonesia is facing this need, thus they are creating to new policies. New curriculum is created to emphasize it on creating productive, innovative, creative, good effective human through reinforcement of attitude, skill, and knowledge in order to face challenges in the twenty-first century. On the other hand, the developed countries decided to put more attention in emphasizing science and technology education through enhancing science and technology promotion in education to students by providing some grants for researchers and practitioners Ishikawa et al. [3]. However, this brings questions for researcher of what method and strategy is needed to fulfill new policies goals.

Most of STEM activities were conducted to improve students' interest toward STEM disciplines and careers. It was believed by some researchers that the early interest in pursuing science and engineering is a better indicator whether the students will pursue a career in these fields [4]**.**

The translation process in practice faced several difficulties because of its different perspectives [5]. However, STEM literacy should become the main consideration in translating the content curriculum into the learning practice, in instruction form. NRC report noticed that effective STEM learning engages students' interests and experiences, identifies and builds on their knowledge, uses STEM practices, and provides experiences that sustain their interest [6]. The report also helpfully identified key elements that provided the foundation for effective STEM instruction. Those elements included a coherent set of standards and curriculum, teachers with high capacity to teach this discipline, supportive system of assessment and accountability, adequate instructional time, and equal access to high-quality STEM learning opportunities [6].

Analyzing the curriculum content is the first step that should be taken by teachers in starting the implementation. It is to find out whether STEM education could be embedded in it. Previous study teacher analysis results of the coherency of STEM education implementation to science content in the curriculum. The sample school is using two curriculums, 2006 and 2013 curriculum. A total of 13 elementary teachers and 5 junior high school teachers analyzed the science content. The result showed that the 2013 curriculum more coherent than 2006 curriculum [5]. Teachers analyzed the curriculum content and possibilities for integration, and they were asked to think of an example of two and full integration of STEM disciplines. The results showed

lower-level teachers can identified full STEM integration by giving the examples, but the higher-level teachers were failed to find it.

The interview results showed that fourth-grade teachers found the representation of STEM in the fourth grade from its thematic concept that could be coordinated well with the subjects. They hoped higher-order thinking skills can be practiced to fourth-grade students, so they can be a problem solvers and speak communicatively in describing ideas. Furthermore, fifth- and sixth-grade teachers thought that STEM was represented by some of the subject matter, and they believed that STEM learning in these areas would motivate students in class. Moreover, they said that learning activities, teachers' ability, and students' discipline should be innovated in order to improve STEM education.
