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UDAN KUSMAWAN
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International Journal of Research in STEM Education
Published by Universitas Terbuka
ISSN : 27213242     EISSN : 27212904     DOI : https://doi.org/10.33830/ijrse
Core Subject : Science, Education, Social,
Chemistry Education Environmental Science Mathematics Physics
Focus and Scope The International Journal on Research in STEM Education (IJRSE) aims to facilitate multi-disciplinary research and development by publishing empirical contributions that combine subject content expertise with educational and technological endeavors. IJRSE provides a unique platform for researchers and educators to share their findings on various topics, including designing and implementing technology-rich learning environments, innovative pedagogies, and curricula in STEM education that foster successful learning in areas of teacher education and beyond. We encourage contributions from scholars across different subject content fields (e.g., natural science, technology, engineering, and mathematics) as well as the broader fields of mathematics and science education. These contributions may address specific challenges in improving students achievement, approaches used to motivate and engage students, and lessons learned from curriculum and instructional changes in STEM education. Additionally, the journal welcomes translational STEM education research that bridges the gap between research, educational policy, and practice to enhance STEM education. IJRSE also features conceptual papers, article reviews, and editorial articles, enriching the spectrum of research in STEM education. These contributions deepen our understanding of educational training curricula and pedagogical practices across diverse education systems worldwide. This approach fosters scholarly exchange and facilitates discussions on emerging issues and cutting-edge research in the field of STEM education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 2 (2020): November Issue" : 5 Documents clear
The Future of Guidance and Counselling in the 21st Century in Nigeria: Changing Face-to-Face Counselling through Cyberspace Counselling Muraina, Kamilu Olanrewaju; G, Saleh Musa; Kabir, Zahrau Muhammad
International Journal of Research in STEM Education Vol. 2 No. 2 (2020): November Issue
Publisher : Universitas Terbuka

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Abstract

The use of technology in all spheres of lives has brought about significant changes worldwide. The use of internet has replaced the face-to-face counselling in the western world. The future is being shaped by current and emerging technologies that are drastically changing the way in which people interact. Such changes are as a result of development in the field of science and technology. Consequently, cyberspace counselling is at the forefront of the paradigm changes that are shaping the future of face-to-face counselling. This paper reflects on the potential benefits of cyberspace counselling in the 21st century, its implication, challenges and prospects for counsellors and the counsellees in Nigeria. Building upon this, the paper also concludes why these technologies can change theface-to-face traditional counselling to cyberspace counselling thereby making both counsellors and clients in the realm of counselling context.
Research in the Classroom: Introducing Nanomaterials at a Two-Year College Kim, Jihyun; Roth, Christopher; Zhang, Sheng
International Journal of Research in STEM Education Vol. 2 No. 2 (2020): November Issue
Publisher : Universitas Terbuka

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Abstract

This article illustrates how the authors transformed “research in the classroom” into chemistry courses at a two-year college in the form of short course-based research experience. The students worked in groups to research nanomaterials, came up with a series of carbon nanoparticles precursors from waste materials, and developed simple and cost-effective methods to produce carbon nanoparticles. Not surprisingly, students became more active learners as they were in charge of learning, and were given authority to modify lab activities with their learning experience progressing. A deeper approach to learning helped students better appreciate chemical sciences, increase conceptual learning, and become responsible citizens. The project also provided a platform to discuss sustainability, green chemistry, and nanomaterials. To increase the efforts for student success, academic technologies were utilized to aid the project.
A Wittgenstenian Language Games on Idealism and Realism: Lesson Learned for STEM Based Curriculum in Universitas Terbuka Sukmayadi, Dodi
International Journal of Research in STEM Education Vol. 2 No. 2 (2020): November Issue
Publisher : Universitas Terbuka

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Abstract

This paper is to expound some note on philosophy in terms of contrast between idealism and realism in its various shades of grey. Included is its shade in (certain) Islamic perspective. The methods of analysis is that of Wittgenstenian language games (WLG) which proceed from several well-known statements or examples to dense possible meaning of them. The WLG is considered fruitful for the purpose of grounding theory and practice science-technology-engineering-math (STEM) based curriculum development and implementation. The subject matter discussed is how idealism and realism is expressed in the three three-generations of philosopher Socrates-Plato-Aristotle (SPA), Schopenhauer-Nietszsche-Foucault (SNF) and Hegel-Marx-Habermas (HMH). After mentioning an Islamic expression on idealism and realism as contrast of jabariyatism and mutazilitism, then it is time to see if Universitas Terbuka (UT) specifically and all (Indonesia) educational establishments in general have some lesson learned from that note on philosophy. In UT, in line mostly with Islamic expressions, idealism and realism is seen as contrast of content-based vs competency-based approach to curriculum development and implementation.
Computer Assisted Learning for Enhancing Mastery of Concepts in Science Onditi, Sharon Anyango; Ajwang, Stephen Oloo
International Journal of Research in STEM Education Vol. 2 No. 2 (2020): November Issue
Publisher : Universitas Terbuka

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Abstract

This study examined the effects of Computer Assisted Learning (CAL) on the mastery of Science concepts by learners in universities. Teaching and learning of Science concepts present learners with numerous challenges. Of critical concern is the negative perception by learners that Science based subjects are difficult, thus contributing to widespread poor performance by the learners in the national examinations and subsequently poor choice of the subject in the universities. Solomon Four Group experimental design was employed for the study. The target population comprised all first-year students taking science subjects in 8 universities in western Kenya. A sample size of 335 students was determined using Krejcie & Morgan table (1970). The universities were divided into two forming experimental and control groups.  The study was carried out in 4 months spanning 16 weeks where pretest was administered after the first 8 weeks of conventional teaching and post-test administered after the next 8 weeks of treatment. Pretest and post-test Science Achievements Test (SAT) on two topics, digestive system and light and optics, were designed and administered by the respective lecturers, and scores recorded. Piloting was carried before the use of the instruments, and a reliability coefficient of 0.85 on SAT was recorded.  Data were analyzed using t-test one-way ANOVA. The study found that 171 students taught using CAL achieved significantly higher scores in SAT compared to164 students taught through conventional methods with a mean gain of 2.851. The study demonstrated that CAL enhanced active manipulation of content and promoted interaction with content, and gave reality to abstraction. The study may be significant to educationists, lecturers, researchers, and policy makers as it provides insight on the benefits of applying Computer Assisted Learning in Science Education. 
Global Warming: Facing Confirmation Bias and Cognitive Dissonance with Hands-on Activities Šlégrová, Leontýna; Šlégr, Jan; Studnička, Filip
International Journal of Research in STEM Education Vol. 2 No. 2 (2020): November Issue
Publisher : Universitas Terbuka

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Abstract

Although global warming is an irrefutable scientific fact, many people, including those who often call themselves skeptics and critical thinkers, are doubtful about this unambiguous fact. An extensive longitudinal survey amongst the students showed that even future teachers are not resistant to these misconceptions, even if they are presented with the conclusions of the scientific studies. In this paper, we show simple hands-on classroom activities in which publicly available climate data are studied with methods previously known to students, and simple atmospheric models are presented. These simple exercises can help future teachers to establish their own opinion on global warming based on the analysis of data and physical models and not on information from obscure websites and social networks.

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