Prima: Jurnal Pendidikan Matematika Vol. 5, No. 1, January 2021, pp. 23-34 P-ISSN: 2579-9827, E-ISSN: 2580-2216 Web: http://jurnal.umt.ac.id/index.php/prima Received: June 2, 2020; Revised: January 1, 2021; Accepted: January 7, 2021 MATHEMATICS TEACHERS’ PERCEPTION ABOUT STEM-BASED LEARNING Fitri Aida Sari 1 , Dadang Juandi 2 1 Universitas Banten Jaya, Jl. Syekh Moh. Nawawi Albantani, Kec. Curug, Kota Serang, Banten, Indonesia 2 Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat, Indonesia e-mail: fitriaidasari@unbaja.ac.id Abstract STEM has long been developed to produce a generation who is ready to face the challenges of the future era. STEM combines four elements (Science, Technology, Engineering, and Mathematics) in a learning process to make it more meaningful. STEM has been widely applied in developed countries, but in Indonesia, it has received less attention and has not been implemented in the education curriculum. The purpose of this study is to describe teachers' perceptions about the application of STEM, whether it is suitable to be applied in each school where the teacher works, what facilities are needed, and whether it is suitable to be applied during the pandemic Covid-19. This research method used a qualitative descriptive method by distributing open questionnaires to mathematics teachers from various regions. The results showed that most teachers agreed to use STEM in learning mathematics, including its application during the pandemic Covid-19. Besides, many things must be prepared before it can be applied, including the readiness and understanding of teachers regarding STEM, the availability of STEM teaching materials, and the availability of supporting facilities for each student and their ability to use them. Keywords: STEM, mathematics, teacher, education, Covid-19 Abstrak Pendidikan berbasis STEM telah lama dikembangkan untuk mencetak generasi yang siap menghadapi tantangan di era mendatang. Pendidikan berbasis STEM memadukan empat elemen (Science, Technology, Enginering, dan Mathematics) dalam suatu proses pembelajaran agar menjadi lebih bermakna. Pendidikan berbasis STEM telah banyak diterapkan di negara-negara maju, namun di Indonesia masih kurang mendapat perhatian dan belum diterapkan dalam kurikulum pendidikan. Tujuan dari penelitian ini adalah untuk mendeskripsikan persepsi guru tentang penerapan STEM, apakah cocok untuk diterapkan di sekolah masing-masing tempat guru bekerja, fasilitas apa saja yang dibutuhkan dan apakah cocok untuk diterapkan pada masa pandemi Covid-19. Metode penelitian ini menggunakan metode deskriptif kualitatif dengan menyebarkan angket terbuka kepada guru-guru matematika yang berasal dari berbagai daerah. Hasil penelitian menunjukkan bahwa sebagian besar guru setuju dengan pembelajaran matematika berbasis STEM, termasuk penerapannya pada masa pandemi Covid-19. Disamping itu, banyak hal yang harus dipersiapkan sebelum pembelajaran dapat diterapkan, termasuk kesiapan dan pemahaman guru terkait pembelajaran matematika berbasis STEM, ketersediaan bahan ajar pembelajaran berbasis STEM, serta ketersediaan fasilitas pendukung yang dimiliki setiap siswa serta kemampuan mereka untuk menggunakannya. Kata kunci: STEM, matematika, guru, pendidikan, Covid-19 INTRODUCTION In 2020, almost all countries in the world will be hit by an extraordinary disaster. The disaster was in the form of a new pandemic, namely Covid-19 (Corona Virus Disease 2019), which was caused by n-Cov SARS-2. The first case of Covid-19 was found around December 2019 in Wuhan City, Hubei Province, China, then declared a global health emergency by WHO on January 30, 2020 (Jahangir, 2020). The report submitted by WHO on 27 May 2020