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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 9 Documents
 1 
Search results for , issue "Vol. 5 No. 2 (2023): November Issue" : 9 Documents clear
Teaching and assessment of physics measurement uncertainty in remote delivery during Covid-19 Lockdown Dehipawala, Sunil; Schanning, Ian; Sukmayadi, Dodi; Tremberger, George; cheung, tak
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.767

Abstract

The teaching and assessment of measurement uncertainty in physics lab class has been an ongoing challenge under the Covid-19 no-access policy, especially in a Two-year community college setting with less budget. The tactile experience as a tacit knowledge must be delivered in words and students are presumed to be able to learn from reading and following the rules in a simulation, with an analogy of the learning of emotions in a literature class with the original words in the novel and the related movies. The transference learning process offers guidance to design the remote delivery of experiential learning in a lab class. The quantitative uncertainty in physics lab is an assessment of how well we know. The misconception that a simulation lab would carry zero uncertainty was found to be the more difficult for students to eliminate. When the teaching of uncertainty percent calculation be classified as a lesson at the average difficulty level, then the teaching of the uncertainty in graphical representation would be deemed to be at the next difficulty level. For the case with a single formula in several variables, the small change concept in algebra can be used to estimate the uncertainty when the small changes are in absolute magnitudes.  For the case with two or more cascade formulas, the use of simulation to estimate uncertainty from the variation of the simulation results would be practical. Teaching uncertainty examples and assessment rubric examples for experiential learning in remote delivery during Covid -19 pandemic are discussed.
The Metacognitive Strategies of College Students in Emilio Aguinaldo College-Cavite, Philippines Reyes-Chua, Ethel; Vargas-Isidro, Rowena; Magnaye, Alejandro D.; Merced, Joel John A. Dela; Merced, Elsa A. Dela; Rioveros, Gilmore M.; Alvior, Mary G.
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.1158

Abstract

In educational psychology, metacognition is regarded as a pivotal component of successful learning, involving awareness and control over one's cognitive processes. This paper investigates the metacognitive strategies employed by college students at Emilio Aguinaldo College - Cavite, Philippines, with a focus on how these strategies contribute to their academic and personal growth. The study pursued a mixed-methods research design, integrating a survey adapted from renowned Filipino scholars to ascertain the metacognitive approaches of 25 Teacher Education majors during the Academic Year 2021-2022. The findings illuminate that the predominant strategy among students is self-motivation, despite encountering distractions that impede their task performance. Interestingly, it also uncovers the resilience of these students in navigating educational challenges amid the pandemic, harnessing metacognition to enhance learning and fortify their future teaching vocations. However, the study's scope is confined to examining metacognitive strategy improvement, relying solely on the self-assessed metacognitive levels of the participants. This research contributes original insights into the metacognitive strategies within the unique context of Philippine higher education, centering on a select group of Education majors and their self-regulatory learning techniques.
Universalizing science literacy: How to transcend deficit models of teaching and learning Brabazon, Tara; Quinton, Jamie; Hunter, Narelle
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.1224

Abstract

Student attrition figures are a hidden metric in universities.  They signify institutional failure, inhibit branding and marketing campaigns, and displace blame onto individual students. Behind the thousands of cases of attrition are individual stories of shame, guilt, failure, confusion, and lost future hopes and aspirations. This article explores how students' in and through their diversity - can be supported to succeed. Critiquing the deficit model of teaching and learning and deploying both universal design and the abundance model of teaching and learning, this article provides new strategies for student success. We offer innovative methodologies to understand and enable productive pathways by students through a curriculum. The goal is to enhance and enliven science education and demonstrate the gift and power of well-qualified university academics aligning innovative research and teaching.
Integrating Technological and Educational Collaborations: Enhancing Leadership and Participation in STEM Fields Toolo, Lineo
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.1595

Abstract

This study investigates the advancement of underrepresented groups in leadership roles within the fields of Science, Technology, Engineering, and Mathematics (STEM), areas traditionally dominated by their male counterparts. Through a convergent sequential mixed method, data was collected using 105 questionnaires and six semi-structured interviews involving students, lecturers, government officials, and university admissions administrators in the STEM disciplines. A concurrent triangulation strategy was applied for simultaneous quantitative and qualitative data analysis, utilizing MS Excel for the numerical data and thematic analysis for the narrative information. The research also examined statistical documents to assess the enrollment disparity among underrepresented groups and the presence of specific development programs in universities aimed at addressing this imbalance. Findings suggest that targeted and culturally informed collaborative efforts can effectively encourage the ascent of underrepresented demographics into STEM leadership roles in South African universities. The implications of the study are broad, given that the research spanned two distinct universities, implying that the strategies identified could inform actions across different educational institutions to foster inclusivity and equality in STEM leadership.
AI-Driven Learning Analytics in STEM Education Nuangchalerm, Prasart
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.1596

Abstract

In recent years, the integration approach of Artificial Intelligence (AI) is called for many disciplines, it also STEM education has paved the way for transformative advancements. This paper provides an example of AI-driven learning analytics within the context of STEM education. It provides a thorough analysis of the AI-driven STEM curriculum and its associated paradigm. Additionally, it highlights the obstacles and possible threats that educators and institutions face when implementing technological innovations in the classroom. The serves as a valuable resource for educators, researchers, and policymakers seeking to harness the power of AI-driven learning analytics to enhance STEM education. The transformative potential of AI is now shaping the future of STEM learning environments while advocating for a responsible and ethical approach to data-driven education. Ethical concerns and moral considerations should be discussed in school AI and STEM education.
Integrating STEM Approach in K-12 Science Education Teaching Practice: A Systematic Literature Review KHUT, SOKHA; Shimizu, KINYA
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.1598

Abstract

The integration of science, technology, engineering, and mathematics (STEM) in K-12 education is widely recognized as a critical means to ensure future prosperity, security, and a skilled workforce in these fields. This integrated STEM approach entails teaching these four STEM disciplines in a cohesive manner. However, several barriers have arisen, including the lack of a clear consensus on the key features of implementing integrated STEM education effectively. There remains uncertainty about which science subjects should be integrated with the other three disciplines and at what level within K-12 science education this integration should occur. Therefore, this study aims to establish a well-defined framework for teaching science through an integrated STEM approach (ISTEMA) and identify the types of integrated STEM disciplines employed in various educational settings through a systematic literature review. Secondary data, including scholarly journal articles and book chapters, were collected through searches in databases such as the Educational Resource Information Center (ERIC) and Web of Science. Data analysis was conducted using within-case and cross-case analysis methods. The findings of the study revealed that the framework of teaching science ISTEMA generally consists of six elements: inquiry-based, engineering-based, technology-based, problem-based, teamwork-based, and robotic-based learning. This approach primarily focuses on primary and lower secondary education. Engineering and technology content is predominantly integrated into the science subject. In primary education, science and engineering and science and technology are extensively used, while in lower and upper secondary education, science, engineering, and mathematics, science, technology, and engineering, or STEM are commonly employed.
Needs, Motivations, and Abilities: Exploring the Perspectives of Science High School Educators in Performing and Writing Research Galdonez, Dominic Patric
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.1601

Abstract

Education is a constantly evolving field, driven by the increasing demand for innovative teaching methods. Teachers, often seen as the cornerstone of education, assume a multifaceted role that extends beyond the classroom. They actively engage in educational research, contributing significantly to the advancement of teaching and learning. This study aimed to collect, analyze, and comprehend the perceptions of teachers at the Philippine Science High School-Ilocos Region Campus in conducting and writing meaningful research. Utilizing a quantitative research approach, the study includes twenty-five (25) teachers from the Philippine Science High School-Ilocos Region Campus as respondents. A researcher-developed survey questionnaire, designed based on existing literature, serves as the primary data collection tool. Key findings from this research reveal that: teachers tend to hold a relatively negative perception of research-related factors within their school environment; teachers maintain a positive stance toward research in their professional roles; teachers are intrinsically motivated by research in their professional development; teachers recognize the presence of research-related difficulties within their professional roles; teachers exhibit a strong aptitude for planning research-related activities; teachers demonstrate impressive writing skills in the context of research. In summary, this study sheds light on the perceptions and experiences of teachers engaged in research activities at the Philippine Science High School-Ilocos Region Campus. It highlights the nuanced dynamics of their involvement, from mixed perceptions of research support to their unwavering motivation and commendable skills in planning and writing research papers. This research provides valuable insights for educators and institutions seeking to enhance research engagement and productivity among their teaching staff.
Engineering Graduates' Skill Acquisition and Employers Skill Need as applied to Science Education in Ethiopia Teshome, Asmera; Oumar, Jeilu
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.1607

Abstract

Demand for relevant skills and competences have increased with changing science and technology, globalization, and the intensity and complexity of the business environment across the world. This study investigated levels of engineering graduate skill acquisition and employers' skill needs as applied to science education. Using a mixed-methods approach, the study employed both primary and secondary sources of data. The study involved 275 participants recruited using simple random and purposive sampling techniques. Data were analyzed using the mean, standard deviation, and one-way ANOVA. The study found a wider mismatch between levels of higher education supply and labor market needs for indicators of academic, technical, interpersonal, and generic skills. While higher education moderately equipped engineering graduates with the majority of indicators of these skill sets, labor market needs for the same skills remain high. The mismatches between the demand and supply of skills have several implications, it compromises firms' productivity, result in market losses, hamper economic growth, competitiveness, and innovative capacity at the macro-economic level, decrease quality human capital by discouraging investment in education and training, and challenge graduates in finding jobs suitable for their field of study. These require universities and employers to conduct real labor market skills' needs assessments before designing training curriculum; shifting curriculum delivery from theory-focused to practical-oriented modes of teaching and ensuring learners' acquisition of skills demanded by employers; and establishing strong and sustainable linkages between industries and training institutes. It is also good if future research focuses on skills employees acquire at work through experience and factors attributed to mismatches between higher education skill supply and employers' skill needs.
Empowering STEM Education: Navigating Challenges and Embracing Innovations Sukmayadi, Dodi
International Journal of Research in STEM Education Vol. 5 No. 2 (2023): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v5i2.1630

Abstract

This article exposes the main arguments of each article published in this issue. In Tara Brabazon's article, the focus is on addressing student attrition in universities, advocating for strategies like universal design and the abundance model to support student success. Lineo Lynnette Tool's study in South African universities explores underrepresented groups in STEM leadership, suggesting that targeted efforts can encourage their ascent, using a mixed-methods approach. Asmera Teshome Negeri and Jeilu Oumar's article from Addis Ababa University investigates the gap between engineering graduate skills and employers' needs in Ethiopia, emphasizing the importance of real labor market skills assessments and practical-oriented teaching. Dominic Patric G. Galdonez's research at the Philippine Science High School-Ilocos Region Campus highlights mixed perceptions of research support and strong motivation among teachers for research-related activities. Khut Sokha and Shimizu Kinya's study establishes a framework for teaching science through an integrated STEM approach (ISTEMA), identifying six elements and exploring the integration of science with engineering and technology in primary and lower secondary education. Ethel Reyes-Chua, et.al., from Paranaque City College, delve into metacognitive strategies employed by college students in the Philippines during the pandemic, emphasizing self-motivation and students' resilience. Sunil Dehipawala, et.al., address challenges in teaching measurement uncertainty in physics lab classes during the Covid-19 pandemic, providing insights into experiential learning and assessment rubrics for remote delivery. Prasart Nuangchalerm & Veena Prachagool's paper discusses the integration of AI in STEM education, analyzing transformative potential of AI-driven learning analytics, highlighting the need for ethical considerations in implementing technological innovations.

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