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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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Perception on the Adoption of WhatsApp for Learning amongst University Students’ Abubakar, Abdullahi Ismaila
International Journal of Research in STEM Education Vol. 3 No. 2 (2021): November Issue
Publisher : Universitas Terbuka

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Abstract

This paper “perception on the adoption of WhatsApp for learning amongst two hundred level curriculum and instruction I students of Sokoto State University, Nigeria” was guided by three objectives, three research questions. The researcher used descriptive survey research design in the study. The researcher used qualitative method with the use of individual interview for data collection. Random sampling technique was employed to select the sample. The entire sample that was chosen is 10. The instruments used for data collection was data-blank. Coding system was applied to gather and interpreted data. The results indicated that majority of students used WhatsApp for learning, poster that WhatsApp is very easy to operate for learning and also shows that the attitude of students towards the use of WhatsApp for learning is positive. The research manifested that WhatsApp may be accepted as instructional tool in teaching and learning. Keywords: WhatsApp; Learning; Social media; E-learning.
Learning of uncertainty in an introductory astronomy course in remote asynchronous delivery during Covid-19 lockdown Dehipawala, Sunil; Schanning, Ian; Tremberger, George; Cheung, Tak Choi David
International Journal of Research in STEM Education Vol. 3 No. 2 (2021): November Issue
Publisher : Universitas Terbuka

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Abstract

The teaching of an introductory astronomy course in remote delivery during Covid-19 lockdown encountered a unique issue in terms of a mixture of three student groups. They are the science majors, science-interested students, and non-science majors to satisfy science requirement in our Two-year community college located in New York City. The learning of how to assess uncertainty would be of a universal concern in the three groups. Uncertainty examples includes shoe size selection experience in daily life for non-science majors, distance measurement uncertainty for science-interested students who are parents, and simulation uncertainty for science majors. Reciting or memorizing a narrative in remote learning should be supplemented with a discussion using an alternative perspective with intellectual maturity, and the uncertainty theme would fit well for the learning of any chapters in an astronomy textbook. Assessment exercise questions are developed. The strategy to discourage rote learning and plagiarism in the remote asynchronous delivery of introductory astronomy at the college level is discussed.
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.
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.
The Use of Contextualized Activities on Acquisition of Chemistry Concepts in Science Gecolea, Cincy Merly; Amon, Ma. Fe Lorelei E.
International Journal of Research in STEM Education Vol. 4 No. 2 (2022): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v4i2.1051

Abstract

The study of chemistry is considered to be the most important discipline of study because of its significant impact on both the individuals who study it and society as a whole. Because of this, many academicians now believe it to be an important area of study. This study mainly focused on the use of contextualized activities in the acquisition of Chemistry concepts in Science7. Quasi-experimental, particularly the non-equivalent dependent variable, was utilized as the research design. The scores during pre- and post-tests served as the primary source of data from the 41 Grade 7 students. Total enumeration was implemented. The study revealed that there is a significant difference in the results of the pre-test and post-test of the Grade 7 students since the calculated t-value (52.84) exceeded the critical value (2.02). The scope and focus of the study were limited only to the use of contextualized activities intended to determine its effects on the acquisition of Chemistry concepts in Science 7. It was also restricted only to 41 students of the Calamba Bayside National High School who are enrolled in the school year 2017-2018. The results of the study could help the division in encouraging teachers to be more creative and innovative and craft more contextualized learning materials in science.
Mathematics Performance, Academic well-being, and Educational Aspirations of Junior High School Students Malabayabas, Monique E.; Torres, Philamarie C.; Sapin, Sherwin B.; Tamban, Victoria E.
International Journal of Research in STEM Education Vol. 4 No. 2 (2022): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v4i2.1123

Abstract

Academic well-being is one of several elements that influence students' math learning and performance. This study looked at students' academic well-being in terms of math self-concept, schoolwork engagement, and burnout in relation to their educational aspirations in mathematics. It looked at the connections between the learners' mathematical performance and educational goals, as well as the connections between the learners' academic well-being and those variables. It used a descriptive-correlational study design. The population of grade 10 students from Lawa Integrated School served as the source of the statistics 161 students were gathered using the standard random sampling method (males: 86, females: 75). A survey questionnaire was used to assess the student's academic well-being in terms of math self-concept, schoolwork engagement, and school burnout, educational aspirations, and mathematics achievement to gather data. The mean, standard deviation, frequency, percentage, mean percentage scores, Pearson product-moment, and Spearman rank order correlations were used to examine the collected data. The results showed a robust and statistically significant association between the student's academic success and their arithmetic proficiency. The findings showed a small but statistically significant correlation between the learners' academic well-being and educational aspirations. On the other hand, there was a modest and statistically significant correlation between the learners' academic achievement in mathematics and their aspirations for further education.
Improving Mathematical Critical Thinking Skill through STEM-PjBL: A Systematic Literature Review Setyawati, Rina Dwi; Pramasdyahsari, Agnita Siska; Astutik, Iin Dwi; Nusuki, Ukima; Aini, Sindi Nur; Arum, Julia Puspita; Widodo, Wahyu; Salmah, Ummy; Zuliah , Nafiatuz
International Journal of Research in STEM Education Vol. 4 No. 2 (2022): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v4i2.1141

Abstract

Critical thinking is one of the important competencies in the twenty-first century that should be acquired. Therefore, there is a need to facilitate the students with the teaching approach and learning model that could improve this skill. One of the learning approaches that provide the students with the opportunity to think creatively is STEM-PjBL. Therefore, the purpose of the study is to describe the application of STEM-PjBL able to increase the critical thinking skills of the student. The SLR or Systematic Literature Review method was chosen to present a comprehensive and balanced summary of primary research results. The literature review was conducted through Google Scholar, Crossref, and Scopus. From 100 works of literature, 15 articles showed that PjBL STEM learning was able to improve critical thinking skills. This study examined 15 articles that were analyzed based on research methods, and the findings revealed that the application of STEM-PjBL could enhance the critical thinking skills of the student with the literature review method. Based on the existing data collection, it is analyzed through case studies that are the subject of discussion. The findings of the study revealed that: 1) the use of STEM-PjBL had a positive and significant impact on the critical thinking skills of students in each educational unit, including primary school, secondary schools, and high school; 2) the use of STEM-PjBL can help students improve their mathematical critical thinking skills; 3)  interpretation, analysis, inference, evaluation, explanation, and self-regulation are among the indicators recommended for use as a reference for students' mathematical critical thinking skills.

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