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All Journal Journal of Education and Learning (EduLearn) Journal of Environmental and Science Education
Salic-Hairulla, Monera A.
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Humanities Education Library & Information Science Social Sciences Other

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Developing an inquiry-based STEAM teaching packet in ecoliteracy for pre-service teachers Perez Jr., Jose Celso S.; Salic-Hairulla, Monera A.; Magsayo, Joy R.; Nabua, Edna B.; Malayao Jr., Sotero O.
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.21664

Abstract

Education plays a vital role in addressing the current environmental crisis. Integrating ecoliteracy in teacher preparation programs empowers colleges and universities to promote a healthy biosphere by producing pre-service teachers (PSTs) who can develop an ecoliterate student citizenry. Connectedly, ecoliteracy must be taught to PSTs through effective and meaningful learning experiences. Using the research and development (RD) design, this study aimed to develop a teaching packet that incorporates inquiry-based learning (IBL) and science, technology, engineering, arts, and mathematics (STEAM) education to foster ecoliteracy among PSTs. Focus group discussion (FGD) results revealed an opportunity to craft the teaching packet. Ecoliteracy conceptualizations guided the formulation of the packet’s learning outcomes and topics. Eight (8) evaluators assessed the packet’s preliminary version, which satisfied 74% of the indicators in the adapted evaluation tool. After implementing the packet to 38 PSTs, findings reveal a statistically significant increase in conceptual understanding and ecoliteracy levels. Both PSTs and faculty members share positive perceptions towards the teaching packet, though they also suggested further improvements to the material. Overall, the results document the potential of IB-STEAM in fostering PSTs ecoliteracy, showing how innovative and integrative pedagogies are instrumental for effective ecoliteracy instruction in teacher education.
Developing short stories in teaching both physics content and reading skills Minerales, Mark Albert A.; Malayao Jr., Sotero O.; Salic-Hairulla, Monera A.; Sayson, Noel Lito B.; Magallanes, Jingle B.
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.21470

Abstract

The Philippine basic education continually languishes at the bottom in programme for international student assessment (PISA) and low achievement in national achievement test (NAT) thus the need for creative learning supplementation is a must. This study attempted to use reading as platform to engender science learning thereby hitting two goals in one intervention. Six contextualized science-infused reading materials were developed corresponding to the six topics in grade 7 science and utilizing the analysis, design, development, implementation, and evaluation (ADDIE) model as the developmental framework. The material passed the department of education criteria in terms of language evaluation and format while the content was evaluated by field experts. The material has an average lexical density of 51.45 and Flesch-Kincaid grade level of 7.80. The pandemic limited the target respondents to 54. Initial results showed that the material can possibly contribute to science learning based on the medium normalized gain. In terms of intrinsic motivation, all areas were rated high indicating that the users are well-motivated in using the reading material. The material also points to its potential to positively impact reading fluency. It is recommended that similar material be developed for all physics content in all levels from grade 3 to grade 10 and possibly be replicated in other science area.
Development of STEM-Based Learning Devices for Science Teachers Oriented on Students' Creative Thinking Skills Faiq Makhdum Noor; Dody Rahayu Prasetyo; Salic-Hairulla, Monera A.; Andriawan Saputra; Tania Indra Dwi Safira
Journal of Environmental and Science Education Vol. 5 No. 2 (2025): Journal of Environmental and Science Education : September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v5i2.29788

Abstract

This study aims to develop STEM (Science, Technology, Engineering, and Mathematics)-based science learning devices that are oriented towards improving students' creative thinking skills. The research method used is the ADDIE development model which includes five stages, namely Analysis, Design, Development, Implementation, and Evaluation. The subjects in this study were teachers and students of class VIIA MTs NU Nurussalam. At the analysis stage, data was obtained regarding teachers' needs for STEM-based learning devices that are integrated with simple learning KITs based on inorganic waste. At the design stage, learning devices were compiled including teaching modules, LKPD, evaluation questions, and KIT Gecoseed (Gardening with Ecoseedling), which uses used bottles and simple planting media. This device also integrates the context of Sustainable Development Goals (SDGs) goal 15, namely maintaining terrestrial ecosystems. Implementation is carried out through socialization activities and implementation of learning in the classroom. Evaluation is carried out through questionnaires to teachers and students. The results showed that the STEM-based learning device was well received, with 93% of teachers stating that the device was easy to implement and 87% of students stating that learning was fun and motivated them to think creatively. In addition, students' creative thinking skills increased after learning as indicated by the N-Gain Score of 0.7 with a high category. This study concludes that the STEM-based learning device developed is effective in increasing students' engagement and creative thinking skills, and is relevant to be applied in science learning at the madrasah level.
Vodcast embedded with physics education technology simulation in learning projectile motion Celestino-Salcedo, Reina Karen M.; Malayao, Jr., Sotero O.; Salic-Hairulla, Monera A.; Castro, Ellen Jarantilla; Mordeno, Ivy Claire V.
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21434

Abstract

The challenge of creating reliable technology-based resources for science learning is perennial challenge in Philippine education with the limited learning materials accessible to all learners. This study is about the development of vodcast embedded with physics education technology (PhET) simulation that served as a supplementary learning material for grade 9 Science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysis-design-development-implementation-evaluation (ADDIE) model as the developmental framework. Vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and for teachers were used in the data collection while the Kendall’s W statistic, mean, percentage, and gain score were used in data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty with Kendall’s W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts which implies that the vodcast can be a very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded low normalized gain and can be accounted by unfocused attention during the pandemic. Nevertheless, the vodcasts were found very useful in learning projectile motion as perceived by both students and teacher-observers.
DIMenGeComS in action: evaluating its effectiveness on Mendelian genetics education Barrientos, Azriel P.; Salic-Hairulla, Monera A.; Malayao Jr., Sotero O.; Bazer, Saddam C.; Bagaloyos, Joy B.
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22776

Abstract

The primary goal of this study is to improve the understanding of Mendelian genetics among Grade 8 students through the use of digital interactive Mendelian genetic comic stories (DIMenGeComS). This research contributes to the field of education by providing an innovative and engaging method to teach complex genetic concepts. Utilizing a sequential explanatory mixed-methods research design, this study involved pretests and posttests to measure the effectiveness of DIMenGeComS. The key findings indicate a significant improvement in the students’ comprehension of Mendelian genetics as specified by normalized gain scores in sections such as Linnaeus (0.57), and Sampaguita (0.69), all of which were medium to approaching high-class gain and had significant probabilities (p0.0001) less than 0.05 level of significance. These results suggest that DIMenGeComS can be a valuable tool in science education, offering the potential for further research into its application in other areas of the curriculum.
Co-Authors Andriawan Saputra Bagaloyos, Joy B. Barrientos, Azriel P. Bazer, Saddam C. Castro, Ellen Jarantilla Celestino-Salcedo, Reina Karen M. Dody Rahayu Prasetyo Faiq Makhdum Noor Magallanes, Jingle B. Magsayo, Joy R. Malayao Jr., Sotero O. Malayao, Jr., Sotero O. Minerales, Mark Albert A. Mordeno, Ivy Claire V. Nabua, Edna B. Perez Jr., Jose Celso S. Sayson, Noel Lito B. Tania Indra Dwi Safira