Engineering in the gaps: Analyzing the coherence and representation of engineering elements in the Indonesian science curriculum

Engineering and engineering education are crucial elements of addressing challenges in society. However, in the context of formal school curricula, not all countries specifically have engineering learning outcomes. In the Indonesian context, the representation and coherence of engineering elements remain unclear. This study aims to analyze the science standard and its related documents in the light of Quality of Education Engineering (QEE), which has twelve elements of engineering. Through content analysis, focus group discussion, and the validation process, we investigate general curriculum guidelines, science standards for elementary and junior high school levels, and science textbooks. The result presents an overview of engineering elements through quantitative representation, with the engineering tool (Etool) as the highest frequency appearance. In contrast, the element of the complete engineering process (POD) is missing in all the standards. The elements of Process of Design-Problem Background (POD-PB), Process of Design-Plan and Implement (POD-PI), and Engineering Thinking (Ethink), Application of Science-Engineering-Technology (SEM), Engineering Tools (Etools), Ethics, Teamwork (Team), and Communication (Comm) are the elements that have possible coherence. We recommend that the POD element is crucial to be clearly encouraged in the curriculum document. Discussion points to overarching challenges for policymakers, researchers, and practitioners in science education.