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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 6 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2022): May Issue" : 6 Documents clear
Gap in STEM Education: Why is There a Decline in Women Participation? Kenneth, Anthony
International Journal of Research in STEM Education Vol. 4 No. 1 (2022): May Issue
Publisher : Universitas Terbuka

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Abstract

A steady Gender gap is observed with the number of students enrolled in STEM (Science, Technology, Engineering, and Mathematics) fields in higher education and universities. The underrepresentation of women in the field of STEM is world-wide. Numerous studies have contemplated different factors for this gap and studies on interests showing, that women's career decisions are often influenced by their interest which is inclined towards working ‘with people’ and deviates them from STEM. Men prefer to work with ‘material and gadgets’ which interests more men towards STEM. Increment in “enterprising and artistic interests” among the women, less awareness on the career and study opportunities, lesser female mentors, the duration to become an expert in STEM, lesser encouragement from the opposite sex, has an impact on the number of females in STEM. The gap was more prominent in egalitarian countries and termed as the “education gender-equality paradox”. The difference in early childhood spatial ability can also contribute to the emergence of gender differences in mathematics and science later. This article also suggests more research into making STEM attractive for both genders, providing early education that provides makes STEM attractive for both genders.
Thoughts of Biology Virtual Lab: A Meta-analysis study of Urogenital System Practicum in Universitas Terbuka Kismiati, Dyah Aniza; Kusmawan, Udan; Hutasoit, Leonard R.
International Journal of Research in STEM Education Vol. 4 No. 1 (2022): May Issue
Publisher : Universitas Terbuka

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Abstract

Practicum is an essential part of the student learning process. It promotes strengthening scientific process skills to students. On the other hand, limited access in experiencing hands-on activities requires serious attention due to the characteristics of a distance education system that restrains face-to-face activities in student learning. For this reason, a virtual lab is necessary to meet the needs of students to comprehend the functions of scientific actions while their learning. The paper will discuss the role of a virtual lab in the Biology practicum in Universitas Terbuka (UT). This paper is a meta-analysis study involving preliminary data of UT students who attended biology practicum courses during the Covid-19 pandemic. The research recommends using the virtual Lab to advance biological knowledge in biology practicum and Virtual Reality as suitable for urogenital system material. The use of 3D simulation in Virtual Reality should provide an exciting and meaningful learning experience for students.
Analysis of Intellectual Demands Embodied in The Learning Objectives Prescribed for Mathematics and Science Components of The Teacher Training Manual Okanlawon, Ayoade Ejiwale
International Journal of Research in STEM Education Vol. 4 No. 1 (2022): May Issue
Publisher : Universitas Terbuka

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Abstract

Abstract Higher-order thinking is as an important skill needed to function effectively in 21st century classrooms. Consequently, teacher professional development should be geared towards assisting teachers in acquiring skills needed to plan intellectually demanding classroom activities for their students. Engaging teachers in activities such as inquiry-oriented discussion, investigation, experimentation with new classroom practices, expansion of pedagogical knowledge, and acquisition of new teaching skills and development of innovative approaches to teaching is an effective way of promoting higher-order cognitive skills.  However, information about the quality of the teacher training manual in terms of its intellectual demands are lacking.  Hence, the need for this study becomes imperative.  Existing prescribed learning objectives for Mathematics and Science components of the manual which served as the data source were analyzed by using qualitative content analysis method. The findings showed that the majority of the learning objectives prescribed in the teacher training manual clustered around lower-order cognitive skills. In addition, reasonable proportion of learning objectives prescribed for the Mathematics component emphasized higher-order cognitive skills more than the Science component. Further results revealed that the subject-matter content is more intellectually demanding than the aspect of the manual focusing on pedagogical knowledge. These have implications for the prescription of learning objectives in teacher training manual and planning of high-quality teacher professional development programme.
Examining Challenges Associated with Numerical Cognition in Early Years Challenges Associated with Numerical Cognition in Early Years Bayaga, Anass; Nzuza, P
International Journal of Research in STEM Education Vol. 4 No. 1 (2022): May Issue
Publisher : Universitas Terbuka

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Abstract

 The current research aims at examining challenges associated with numerical cognition in early years in South Africa. Guided by cognitive learning theory, the current investigation was informed by continuous quest in South Africa. The aim was to respond to unresolved challenges associated with early numerical cognition in terms of numerical cognition through semantics and textual misunderstanding in early numerical problems and concepts. Using survey design, a sample of 80 learners was chosen and tested through descriptive statistics. Data was collected using semi-structured questionnaires. It was revealed that the challenges associated with numerical cognition in early numerical problems and concepts are counting, reading numbers that contain more than one digit, difficulties with copying numbers, mathematical signs confusion, and challenges associated with manipulatives. By implication, the study highlighted that there is a severe lack of numerical literacy and competency among learners. Implying too that teachers need to pay particular attention to both semantics and textual misunderstanding
The Role of Virtual Teacher in the Digital Age: Engraver the Future of Indonesian Golden Generations Sembiring, Maximus Gorky
International Journal of Research in STEM Education Vol. 4 No. 1 (2022): May Issue
Publisher : Universitas Terbuka

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Abstract

This study investigates the implications and complications of collective disruptive consequences on education, especially on the learning process. The driver of disruptions includes globalization and the Industrial Revolution 4.0 (including Society 5.0), demands for the Sustainable Development Goals, and the onslaught of the Covid-19 Pandemic. The results of the study are intended to broaden the horizons of virtual teachers in the digital era so that they are not hampered in carrying out their mandate due to the shift from offline to online learning. This study also aims to provide a basic overview for students and parents so as not to stutter suddenly as an implication of the shift in learning modes. Methodologically, this study uses a qualitative approach, specifically an integrative review. After going through four phases of the procedural process (Design, Implementation, Analysis, and Writing of Results and Review), this study succeeds in formulating four basic ideas for virtual teachers in the digital era. One: Ten characteristics of the virtual teacher of the digital age. Two: Self-transformation into a true virtual teacher according to the demands of 21st-century learning (cultural, functional, and digital transformation). Three: Proficient in three technical skills of virtual teachers to build Indonesia's golden generation (skills in developing interactive digital learning modules, packaging virtual-digital learning delivery, and compiling online learning assessments). Four: Mastering practical tips for becoming a virtual teacher (developing a golden generation, applying a growth mindset perspective) so that it is continuously adaptive to any kind of shift.
The Validity and Practicality of The PEPSA Teaching Model to Improve Critical Thinking Skills through Online Tutorials in Open and Distance Education Pandiangan, Paken
International Journal of Research in STEM Education Vol. 4 No. 1 (2022): May Issue
Publisher : Universitas Terbuka

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Abstract

A PEPSA teaching model consist of five steps has been developed through an innovative research and development activity. The five steps are Purpose, Explanation, Problem Solving, Summary and Advance Drills. Every step of the five syntaxes of the PEPSA teaching model is supported both theoritical and empirically by modern education expert and observers. The aim of this research was to analyze the validity and practically of the PEPSA teaching model in distance education which is expected to improve the critical thingking skills of physics education students, especially in learning quantum physics courses. This research was conducted using Focus Group Discussion (FGD) by inviting three expert and practitioners of the teaching model to have a focused discussion on analyzing the validity of the PEPSA teaching model while analyzing the practicality of the PEPSA teaching model.

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