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All Journal Journal of Applied Science, Engineering, Technology, and Education
Han, Crispina Gregory K.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Electrical & Electronics Engineering Industrial & Manufacturing Engineering Other

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The Rasch Model Analysis of Secondary School Teachers' Acceptance of STEM Implementation in Teaching and Learning in Labuan Bin Amatan, Mohammad Azri; Han, Crispina Gregory K.; Pang, Vincent
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 2 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci3884

Abstract

This study aims to assess the acceptance of the implementation of STEM approaches in teaching and learning by secondary school teachers in the Federal Territory of Labuan. This study uses a quantitative assessment approach of a sample survey type. Data were collected through the STEM Implementation Acceptance Questionnaire involving 314 teachers who were randomly selected from nine secondary schools. Rasch model data analysis using WINSTEPS Version 3.69.1 software was applied to produce a Wright Map to measure the acceptance aspects of STEM implementation through the study questionnaire items. The results of the study showed that items that were difficult to accept included making quantitative predictions (measure > 1 logit), reducing exam stress, and developing a problem-solving model, while items that were easy to accept were fostering positive values, early planning, and various teaching and learning methods (measure < -1 logit). The component of teacher belief in STEM recorded the highest mean measure value (0.43 logit), followed by attitude (-0.30 logit) and teacher commitment (-0.11 logit). Teachers were more likely to accept the aspects of attitude and commitment than belief in the importance of STEM. The findings of this study provide an overview of the strengths and weaknesses of teachers' acceptance of STEM implementation in teaching and learning, which should be taken into account to increase teachers' confidence, attitude, and commitment towards the implementation of STEM in secondary schools.
PLS-SEM Approach: Validity and Reliability of a Questionnaire on Context, Input, Process and Acceptance of STEM Implementation in Malaysia Bin Amatan, Mohammad Azri; Han, Crispina Gregory K.; Pang, Vincent
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 2 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci3885

Abstract

This study aims to test the validity and reliability of the context, input, process, and acceptance of STEM implementation questionnaires for secondary school teachers in Malaysia. Partial Least Squares Structural Equation Modelling (PLS-SEM) with SMARTPLS 3.2.3 software was used to do the analysis. The study involved 825 secondary school teachers using stratified random sampling. Based on composite reliability and Cronbach's alpha values, the Reflective Measurement Model showed that there was internal consistency reliability. Convergent validity was also achieved through outer loading analysis and average variance extracted (AVE). It also met the criteria for discriminant validity based on the Fornell-Larcker Criterion, Cross Loading, and the Heterotrait-Monotrait (HTMT) Ratio. The findings of this study demonstrate that this questionnaire is valid and reliable for assessing STEM implementation among secondary school teachers in Malaysia.
Co-Authors Bin Amatan, Mohammad Azri Pang, Vincent