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Tho, S. W.
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Education

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The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students Ong, E. T.; Keok, B. L.; Yingprayoon, J.; Singh, C. K.S.; Borhan, M. T.; Tho, S. W.
Jurnal Pendidikan IPA Indonesia Vol 9, No 1 (2020): March 2020
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v9i1.21330

Abstract

The aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the participation of 40 students from two intact Third-grade classes in a primary school in Kuala Kangsar. The experimental group was taught using the 5E Inquiry Learning Model which consists of 5 stages, namely Engagement, Exploration, Explanation, Expansion, & Evaluation, while the control group was taught using the teacher-centered conventional method. The science achievement in the learning of “Magnet” was measured using a researcher-developed test consisting of 12 multiple-choice and 8 fill-in-the-blank items. The test has sufficient validity and KR-20 reliability. Analysis of the pretest data indicates that there was no statistically significant difference (t = 1.66, p > .05) in the pretest means between the experimental and control groups. Accordingly, an independent samples t-test was used to compare students’ achievement in the posttest. The analysis of the posttest data indicates that the posttest mean in science achievement (16.05) among the group of students who had followed through the 5E Inquiry Learning Model is statistically significantly higher (t = 4.75, p < .001) than the corresponding mean (13.15) among the group of students in the control group. Therefore, it can be concluded that the 5E Inquiry Learning Model enhances the learning of science in terms of achievement among the primary students.  
The Evaluation of a Technology-Embedded Solar Energy STEM (SESTEM) Module: A Pilot Implementation of Modern Teaching Tool for Diploma Science Students Supian, F. L.; Tho, S. W.; Wong, Y. Y.; Mohd Azmi, M. S.; Hosman, N. J.; Ratnawulan, R.; Al Naim, A. F.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 2023
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v12i4.43994

Abstract

Utilising an excellent teaching tool is vital for students' education nowadays.  In contrast to the traditional teaching way, Technology-Embedded Solar Energy STEM (SESTEM) module was created as a modern teaching tool for physics subject. In order to develop and evaluate the students’ perception towards the complete SESTEM module, developmental research and technology acceptance model (TAM) were applied in this research study. 52 randomly selected diploma students from Sultan Idris Education University (UPSI) were involved as respondents in this work. After the development of the SESTEM module using the analysis, design, development, implementation and evaluation (ADDIE) model, the perceptions of students as respondents towards this module were evaluated based on the TAM via questionnaire. Based on the responses from the respondents, the majority of the respondents demonstrated positive attitudes and behaviour intention, as well as agreed that the SESTEM module was useful as a teaching tool. Besides, the respondents showed a positive technological acceptance towards SESTEM module. The respondents' acceptance was contingent on the employment of technology for educational purposes in the future. Consequently, SESTEM module could be utilised by educators as a contemporary tool for enhancing student learning for future benefits.
Co-Authors Al Naim, A. F. Borhan, M. T. Hosman, N. J. Keok, B. L. Mohd Azmi, M. S. Ong, E. T. Ratnawulan . Singh, C. K.S. Supian, F. L. Wong, Y. Y. Yingprayoon, J.