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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Humaniora
Mat, Hamidah
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Arts Humanities Education

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Enhancing Student Literacy and Engagement through the Development of STEM-Focused Educational Materials Anggraini, Ade Eka; Suciptaningsih, Oktaviani Adhi; Dewi, Radeni Sukma Indra; Mirnawati, Lilik Binti; Zamroni, Moh. Rozy; Rahmayanti, Rissky; Mat, Hamidah
Jurnal Pendidikan Humaniora Vol 11, No 04: DECEMBER 2023
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the evolving landscape of education, the fusion of STEM (Science, Technology, Engineering, and Mathematics) disciplines with literacy education emerges as a pivotal strategy for fostering comprehensive learning. Despite its significance, elementary schools face obstacles in seamlessly incorporating STEM principles into their curricula, highlighting a gap in effective STEM-based educational practices. This research endeavors to pinpoint the hurdles impeding STEM integration and to devise strategic interventions aimed at bolstering STEM-centric learning, with a special emphasis on enhancing student literacy. Through detailed observations and dynamic discussions with key school stakeholders—including Principals and faculty members—the study identified foundational challenges such as a limited grasp of STEM concepts among teachers, a scarcity of relevant instructional materials, an absence of innovative strategies for teaching literacy and technology, and a general unfamiliarity with STEM-focused pedagogy. Responding to these challenges, the study orchestrated a series of targeted interventions. These included Focus Group Discussions (FGD) to foster a collaborative learning environment, literacy-centric training workshops to empower educators, an expansion of school library resources to include STEM-related materials, and support in crafting student textbooks that are oriented towards STEM learning. The post-intervention phase unveiled significant progress: educators exhibited a more profound understanding of how to develop STEM-focused learning materials and acknowledged the critical role of literacy and numeracy in student education. The strategic interventions not only mitigated the initial barriers but also equipped educators in elementary schools with the essential tools and knowledge to guide their students through an integrated learning journey in literacy and numeracy, underpinned by the core tenets of STEM education. This transformation underscores the effectiveness of the tailored approaches in enhancing the educational framework to support student success in a STEM-driven future.
Effectiveness of digital learning on students’ higher order thinking skills Mat, Hamidah; Mustakim, Siti Salina; Razali, Fazilah; Ghazali, Norliza; Minghat, Asnul Dahar
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.29449

Abstract

In the realm of education, learning and instructional activities play a crucial role in cultivating lasting and meaningful comprehension among science students. This research aims to evaluate the effectiveness of the i-Genius module in enhancing students’ performance in science. The i-Genius module’s development adhered to the ADDIE model, and two specific research questions were formulated: i) is there a statistically significant difference in mean scores between the experimental and control groups? and ii) to what extent can i-Genius contribute to students’ conceptual evolution compared to traditional methods? To address these questions, a sequential mixed-method approach involving interviews, pre-tests, and post-tests was implemented in two distinct schools in the Seremban District. The experimental group comprised 35 participants, and the control group also included 35 students with similar characteristics. Student performance, assessed through pre-test and post-test mean scores, revealed that students exposed to i-Genius achieved significantly higher scores than those exposed to traditional methods in the post-test (t(68)=8.37, p<0.05). This study’s implications lie in its practical application within the school context, offering an alternative instructional tool for teaching science and presenting an instructional model to guide teachers in formulating strategies that encourage problem-posing within the science curriculum.
Need analysis: development of a teaching module for enhancing higher-order thinking skills of primary school students Mat, Hamidah; Nusantara, Toto; Atmoko, Adi; Hanafi, Yusuf; Mustakim, Siti Salina
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30335

Abstract

This research identified a pressing need to create specialized teaching modules for electrical topics within the science curriculum that target students’ higher-order thinking skills (HOTS). Despite the recognized significance of HOTS in improving students’ educational achievements, science educators encounter obstacles when attempting to effectively teach these skills. To tackle this challenge, the study utilized a qualitative research methodology, conducting semi-structured interviews with six science teachers from diverse Malaysian schools. The primary objective was to pinpoint the necessity for developing instructional modules that enhance students’ HOTS in primary school science subjects. This study revealed four key themes arising from the needs assessment: the importance of HOTS knowledge, obstacles in teaching HOTS, effective teaching strategies, and the actual teaching of HOTS. This study underscores the critical need for enhanced professional development opportunities for teachers to effectively impart HOTS and stresses the importance of providing suitable teaching resources. By developing these tailored modules, students’ critical thinking and problem-solving skills can be nurtured, paving the way for their academic and professional success. Consequently, the study’s recommendations offer valuable insights for policymakers, educators, and researchers seeking to create impactful teaching modules that cater to students’ HOTS in primary school science subjects.
Enhancing Student Literacy and Engagement through the Development of STEM-Focused Educational Materials Anggraini, Ade Eka; Suciptaningsih, Oktaviani Adhi; Indra Dewi, Radeni Sukma; Mirnawati, Lilik Binti; Zamroni, Moh. Rozy; Rahmayanti, Rissky; Mat, Hamidah
Jurnal Pendidikan Humaniora Vol 12, No 1: MARCH 2024
Publisher : Pascasarjana UM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um011v12i12024p01-08

Abstract

In the evolving landscape of education, the fusion of STEM (Science, Technology, Engineering, and Mathematics) disciplines with literacy education emerges as a pivotal strategy for fostering comprehensive learning. Despite its significance, elementary schools face obstacles in seamlessly incorporating STEM principles into their curricula, highlighting a gap in effective STEM- based educational practices. This research endeavors to pinpoint the hurdles impeding STEM integration and to devise strategic interventions aimed at bolstering STEM-centric learning, with a special emphasis on enhancing student literacy. Through detailed observations and dynamic discussions with key school stakeholders including Principals and faculty members the study identified foundational challenges such as a limited grasp of STEM concepts among teachers, a scarcity of relevant instructional materials, an absence of innovative strategies for teaching literacy and technology, and a general unfamiliarity with STEM-focused pedagogy. Responding to these challenges, the study orchestrated a series of targeted interventions. These included Focus Group Discussions (FGD). The post-intervention phase unveiled significant progress: educators exhibited a more profound understanding of how to develop STEM-focused learning materials and acknowledged the critical role of literacy and numeracy in student education. The strategic interventions not only mitigated the initial barriers but also equipped educators in elementary schools with the essential tools and knowledge to guide their students through an integrated learning journey in literacy and numeracy, underpinned by the core tenets of STEM education.
Co-Authors Ade Eka Anggraini Adi Atmoko Ghazali, Norliza Minghat, Asnul Dahar Mirnawati, Lilik Binti Oktaviani Adhi Suciptaningsih Radeni Sukma Indra Dewi Rahmayanti, Rissky Razali, Fazilah Siti Salina Mustakim Toto Nusantara Yusuf Hanafi Zamroni, Moh. Rozy