## 4 Discussion  
This study focused on integrating high school STEM education by predicting factors related to student satisfaction. It proposed a model based on the theory of planned behavior (TPB) added with predictors from the literature review. Figure 3: Final model with a coefficient (\(\beta\)) and \(p\)-value; a dotted line means an insignificant relationship. **: \(p<0.01\); ***: \(p<0.001\). Students might assume that when they feel the STEM education with technology experiment is relatively easy, their acceptance decreases, as shown by the PEU coefficient of acceptance of \(-0.184\). High school students think experimental STEM education with technology should integrate several science fields with certain difficulties. When the STEM education experiment is too easy, high school students may feel they cannot improve their abilities. They are not challenged to experiment with technology-based STEM education. Moreover, students feel they are more accepting of learning commonly used by teachers. This finding supports previous studies which showed that easy activities did not improve student outcomes [85, 86]. However, further understanding using qualitative studies is needed to explain these findings. Subjective norms affect students' attitudes toward STEM education. The success of implementing learning aids is inseparable from the help of the people around the users [41, 87]. Similarly, the success of technology-based STEM education depends on the role of the government, schools, and teachers. Students assume that their attitude cannot be separated from the support of the people that think it provides many opportunities to develop 21 st century skills and knowledge to apply in life daily. The stronger the subjective norm, the better the student's attitude toward technology-based STEM education. Collaborative learning in STEM education encourages students to communicate and increase their satisfaction in teaching and learning activities [88]. It allows them to talk, discuss, and convey their ideas in groups. Furthermore, collaborative learning relates to the acceptance of technology-based STEM education. Students assume that learning has a relationship with their acceptance of technology-based education. This education is a series of experiments difficult to conduct individually. Furthermore, students think that success in conducting experiments on technology-based STEM education requires collaboration. This implies they think collaborative learning is related to their acceptance of technology-based STEM education. However, students believe collaborative learning reduces their attitude toward STEM education. This is because learning in Indonesia mostly used a scientific approach or individual- and teacher-centered methods before STEM education. Therefore, students are not accustomed to working in groups and prefer individual- to experiment-based learning that requires cohesiveness. In some cases, groups with more members increase the possibility of conflicts of ideas, making the students emotional. This aspect provides input for teachers to guide and monitor experiments and student discussions. The teacher must mediate and provide a way out with deliberation when there are differences in opinions within the group during technology-based STEM education experiments. Perceived playfulness is an advantage of technology-based STEM education. The findings showed that perceived playfulness has the strongest relationship with student attitudes. It has the largest positive indirect effect on student satisfaction toward technology-based STEM education. The model allows students to experiment inside and outside the classroom, making the learning process flexible. Unconsciously, students learn to solve complex problems related to everyday life as a team. The joy of experimenting increases their attitude toward technology-based STEM education, supporting previous studies [89, 90]. Students' attitudes toward technology-based STEM education are the strongest determinants compared to acceptance and satisfaction.