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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 79 Documents
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Amygdala Changes Through Breathing Exercise in Coping with the COVID-19 Pandemic Yuliana, Yuliana
International Journal of Research in STEM Education Vol. 3 No. 1 (2021): May Issue
Publisher : Universitas Terbuka

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Abstract

The COVID-19 pandemic brings many psychological and physical changes. In coping with the COVID-19 pandemic, breathing exercise meditation is useful to calm the mind and body. Breathing exercise practice can change the brain, especially amygdala. This paper aims to give insight about amygdala changes through breathing exercise meditation in coping with the COVID-19 pandemic. Methods: This paper is a literature review. Literature was identified from the archives from PubMed, Scopus, and Elsevier. The inclusion criteria were peer-reviewed paper. Keywords were amygdala, breathing, COVID-19, meditation, mindfulness. Results: Breathing exercise meditation and mindfulness practice can increase our awareness and reflections. In the long term, there will be changes in brain structure such as the amygdala. Conclusion: This paper is useful for psychology health knowledge. Patients, individuals, psychologists, physiotherapists, and psychiatrists can apply breathing exercise meditation and mindfulness methods for relaxing to prevent bad brain changes during the COVID-19 pandemic. 
Analysis Student Needs for the Development of Contextual-Based STEM Approach Learning Media in Online Learning: An Evidence from Universities in Jambi, Indonesia Pathoni, Haerul; Ashar, Rayandra; -, Maison; Huda, Nizlel
International Journal of Research in STEM Education Vol. 3 No. 1 (2021): May Issue
Publisher : Universitas Terbuka

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Abstract

In 2020, higher education must implement online learning because of pandemic COVID 19. Learning with the science, technology, engineering, and mathematics(STEM) approach is rarely done in online learning.The first step in implementing the STEM approach on campus in online learning is to develop contextual learning media based on the STEM approach.This study analyzes students' needs for contextual learning media based on the STEM approach in Basic Physics courses in online learning. This research method is a descriptive study with research subjects are 141 second and third-year students of the Physics Education Program ofUniversitas Jambi and the State Islamic University of SulthanThahaSaefudin Jambi.The subject has completed basic physics courses. Data collection was carried out from preliminary observations and the use of a student needs analysis questionnaire.The results showed that students found it difficult to understand several topics in basic physics subjects.It is caused by a lack of instructional media, a lack of descriptions, a less detailed description of formulas, inadequate use of the STEM approach, and a lack of higher-order thinking skills for student practice.From the questionnaire results, it was also found that students needed learning media with a contextual-based STEM approach to help them understand the topics of Basic Physics courses in online learning.
The Comparison of Chunking Methods to Enhance the Cognitive Capacity of Short-term Memory to Retain Textual Information among High School Students Suppawittaya, Piwat; Yasri, Pratchayapong
International Journal of Research in STEM Education Vol. 3 No. 1 (2021): May Issue
Publisher : Universitas Terbuka

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Abstract

Our short-term memory has a limited capacity of taking in information and retaining it the memory storage. However, this can be enhanced by various memory techniques especially dividing the information into smaller chunks. To investigate this memory enhancement strategy, this study compared the effectiveness of three chunking methods, namely One-Chunk, Two-Chunk, and Three-Chunk to enhance the capacity to retain information in the forms of letters and numbers in the short-term storage. Participants in this study were 50 high school students who took part in an experimental design of online short-term memory assessment. The results revealed that the ability to remember 10 distinct alphabets and 10 distinct digits statistically varied, depending on how the information was chunked. To be more precise, the student participants could memorize the information when divided into 2 or 3 chunks more effectively than one full set of the information (1 chunk) as the mean scores gained in the two chunking methods were statistically greater than that of the One-Chunk delivered information. However, the findings only relied on single types of information so that further research could be done to explore this with more complicated information. Educational implications can be drawn from this present study that in order to assist students to memorize and retain learning materials more effectively, it is essential to help classify them into 2-3 groups of information. This could be done through the use of tree thinking, binary thinking, and computational thinking.
STEM Students' Engagement in Horizontal Transfer from Calculus to Physics and their Difficulties Q. Quimson, Jerrie-Marie
International Journal of Research in STEM Education Vol. 3 No. 1 (2021): May Issue
Publisher : Universitas Terbuka

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Abstract

Majority of science students are facing different problems in applying their calculus knowledge to physics courses. Researchers started to develop an integrated approach to address this problem however, many schools are still teaching calculus and physics as two separate subjects. Moreover, there has been no significant research on senior high school students' transfer of learning and difficulties in calculus-based physics subjects. It is crucial because this is when the students first experience applying calculus in a physics context. Hence, the study investigated the engagement of senior high school STEM students to horizontal transfer from Basic Calculus to General Physics subjects and the difficulties they experience in solving calculus-based-physics problems. A correlational study research design was employed to explore the relationship between the students’ physics and calculus performance using a physics worksheet. Both qualitative and quantitative methods were also employed to determine the difficulties of the students in calculus-based-physics problems. The Pearson correlation revealed that there is a significant positive correlation between the students’ physics and calculus performance. Although this could not serve as strong evidence of transfer, this strong correlation implies that senior high school STEM students were able to construct the similarities between the calculus-based physics problems and their calculus schema. As revealed in the questionnaire and the students’ responses in the worksheet and interview, students have difficulty in solving calculus-based physics problems in terms of identifying the variable that needs to be integrated, setting-up the limits of integration, evaluating the limits of integral, and identifying the appropriate rules of integration and applying it in solving the physics problem. These difficulties are rooted in the fact that students have little experience applying calculus in word problems, especially in the physics context.
The Comparison of Students' Perceived Levels of Self-Efficacy in Live, Online and Live Online Courses Wangwongwiroj, Tarosh; Yasri, Pratchayapong
International Journal of Research in STEM Education Vol. 3 No. 1 (2021): May Issue
Publisher : Universitas Terbuka

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Abstract

Education during COVID-19 pandemic has been greatly disrupted. While live courses where students meet face-to-face in classrooms are physically limited, online courses become more popular where students learn from pre-recorded videos at their own pace. In contrast, live online courses are learning modes where students and teachers meet via webinar tools such as zoom, skype, google meet, webex, teams, to name a few. This study compared students' perceived levels of self-efficacy in these three different settings. Self-efficacy is defined as belief in one'own ability to accomplish a task, which can be influenced by mastery experiences, verbal persuasion, vicarious experiences, and physiological states. An online questionnaire with 12 closed-ended statements based on a 5-Likert scale was developed, representing the four factors in the three modes of learning. A total of 105 voluntary responses were received. Statistical differences in the mean scores were determined by a paired sample t-test. The results at the significance level of 95% showed that the mean score of mastery experiences was the greatest in live courses (4.5), followed by live online (4.4) and online courses (3.3). The same was observed in vicarious experiences where live courses gained the greatest mean (4.5), followed by live online (4.3) and online courses (1.7). The means of verbal persuasion between live (4.5) and live online courses (4.3) did not differ significantly, but the lowest was in online courses (1.6). Interestingly, the reverse trend was found in psychological states in which the greatest was found in online (4.7), followed by live online (4.5) and live courses (3.6). The analysis above was based upon students who had no technical difficulties to access live online courses. However, this may not be applicable to contexts where internet connect is problematic. For educational implications, the findings revealed that live online courses are proven to be the most appropriate mode of learning during the pandemic. In contrast, online courses are associated with lower levels of mastery experiences, vicarious experiences, and verbal persuasion perceived by learners; whereas live courses lowered psychological states.
Rating of Physics Laboratory Resources Management in Tertiary Institutions: Implications for Teaching and Learning STEM Subjects Bada, Abiodun; Jita, Loyiso
International Journal of Research in STEM Education Vol. 3 No. 2 (2021): November Issue
Publisher : Universitas Terbuka

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Abstract

Physics, a major branch of science requires adequate implementation of its theoretical and practical components. The critical role played by the use of laboratory in realising this goal cannot be overemphasized hence, the need for proper management of laboratory resources. This study investigated the rating of physics laboratory resources management in tertiary institution and its implications for STEM subjects using student’s voice. The investigation adopted a descriptive-survey research design which comprised 596 students taking physics-related courses in six tertiary institutions in Ondo State. A questionnaire with 19 item statements was designed titled ‘Questionnaire on Physics Laboratory Resources Management’ (QPLRM) and used to collect data for this study. The data collected were analysed using mean scores and ranking. Inadequate funding to carry out managerial plans and lackadaisical attitude on the part of lecturers were rated highest to have hindered the proper management of physics laboratory resources for improving STEM subjects. The study concludes that adequate funding and improved positive attitude on the part of lecturers and support staff are important to guarantee proper teaching of STEM subjects. The study recommends that government through its agencies should provide more funds for the adequate implementation of STEM subjects.
Students’ Teaching Competency Preparedness in Attending Field Experience Practice Purwasih, Joan Hesti Gita; Sholichah, Anif Fatimatus; Pratiwi, Seli Septiana
International Journal of Research in STEM Education Vol. 3 No. 2 (2021): November Issue
Publisher : Universitas Terbuka

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Abstract

This research focuses on the readiness and the lack of students’ competence as pre-service teacher in dealing with field experience practice (PPL). The research was carried out using a mix method. Researchers develop research designs using qualitative method first, and then explain the findings obtained more comprehensively using qualitative method. The results of quantitative research were obtained through questionnaires, while qualitative data were obtained through interviews and literature studies. The results of the study show that the low competence of students is in three domains, that are 1) mastery of making learning tools, 2) determining learning strategies and models, and 3)mastering materials.
Paint A Portrait: Lived Experience of Parents in the Implementation of Modular Distance Learning Paco, Daphnee S.; Yazon, Alberto D.; Manaig, Karen A.; Sapin, Sherwin B.; Bandoy, Marcial M.
International Journal of Research in STEM Education Vol. 3 No. 2 (2021): November Issue
Publisher : Universitas Terbuka

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Abstract

This study determined the issues and challenges encountered by the parents who facilitated learning at home. This research was a Qualitative-Phenomenological study that utilized the Narrative Form using the responses of the parent-participants in the Key Informant Interview conducted by the researcher. Creswell Method applied in qualitative analysis of these reactions to explore the lived experience of parents who served as Learning Facilitators in Modular Distance Learning. From the responses of the participants in the Key Informant Interview conducted, the researcher was able to extract the following themes that describe their overall ability in painting the portrait of their children: FB: Keeping You Informed, Education Must Continue, Education Cannot Wait, MDL Finds a Way, Painting a Portrait as Consecrated Responsibility, Race Against Time, and Time Works Wonders.           The researcher was able to draw out issues with implications of the findings on the lived experiences of the parents in painting the portrait of their children as not just a simple task. Their ability to paint the picture and helping their children with their studies were perceived as challenging but added colors in making their future even more meaningful.   Keywords: Paint a Portrait, Modular Distance Learning, Learning Facilitator
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.
Assessment for Learning and Feedback in Chemistry: A Case for Employing Information and Communication Technology Tools Opateye, Johnson; Ewim, Daniel Rapahael Ejike
International Journal of Research in STEM Education Vol. 3 No. 2 (2021): November Issue
Publisher : Universitas Terbuka

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Abstract

Assessment is essential in the learning and teaching process. In chemistry teaching, deployment of assessment to ascertain the levels of assimilation and understanding of concepts being taught in the class is considered central in the learning process. Through the assessment for learning, teachers check students’ understanding and get valuable feedback data on students’ learning. This data is used to modify and improve instruction. Educational world order has drastically changed due to the emergency of COVID-19 that influenced the modes of educational delivery at such a time like this. The only option to deliver learning and assessment processes is the deployment of technology to be able to meet the demands of pandemic and its associational protocols. Information and Communication Technology (ICT) affects every facet of life including education. This paper, therefore, examined the nature of assessment of chemistry learning and the ICT tools that are required to drive the assessment procedures. In addition, it discussed the ICT feedback mechanisms in assessing the learning process in chemistry. Consequently, the paper suggested that relevant ICT tools should be used by chemistry teachers to monitor students’ academic progress and foster ICT-driven effective feedback for assessment of chemistry learning. As a result, ICT should be deployed to assist chemistry teachers in carrying out assessment for learning to diagnose learners’ understanding and difficulties during the process of instruction.

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