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Current STEAM and Education Research
Published by PT Mitra Jurnal Indonesia
ISSN : -     EISSN : 30258529     DOI : https://doi.org/10.58797/cser
Core Subject : Science, Education, Art,
Arts Chemistry Computer Science & IT Education Physics
This journal serves as an interdisciplinary publication with the aim of promoting cutting-edge research in the fields of science, technology, engineering, art, mathematics, and education. With a focus on various disciplines, this journal provides a significant platform for researchers, scientists, and educators to share their latest findings in an effort to advance our understanding of various aspects of life. The journal, titled "Current STEAM and Education Research," presents articles that cover a wide range of topics, including innovations in science and technology, recent developments in engineering, creative explorations in the arts, mathematical problem-solving, as well as research and development in the field of education. The articles in this journal also support an educational approach centered on students and emphasize the application of STEAM (Science, Technology, Engineering, Art, and Mathematics) concepts in the learning process. This journal serves as a valuable resource for practitioners, policymakers, and academics who are interested in gaining insights across various fields of knowledge and understanding ways to improve education and society through research and development. With its interdisciplinary focus, this journal facilitates dialogue among different fields of study and encourages collaborations that can have a positive impact on global problem-solving.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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The Effect of Blended Learning-Based Problem-Based Learning on the Critical Thinking Ability of High School Students in Physics Subjects Lasmiati, Yuyun; Herliana, Fitria; Syukri, Muhammad; Musdar, Musdar; Wati, Nurul; Hamid, Abdul
Current STEAM and Education Research Vol. 2 No. 3 (2024): Current STEAM and Education Research, Volume 2 Issue 3, December 2024
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.020301

Abstract

Based on the demands of 21st century ability, it is hoped that students can master critical thinking skills, especially in physics learning, considering that physics is one of the parts of science learning that cannot be separated from the ability to think critically in solving phenomena in the universe. This research is a type of quasi-experimental research that aims to see the influence of the Blended Learning-based Problem Based Learning model on students' critical thinking skills. The approach used is a quantitative approach. The research population is students of class XI MIPA SMA Negeri Unggul Subulussalam with class XI MIPA 3 as the experimental class and class XI MIPA 4 as the control class. The instruments used are test instruments, questionnaire instruments, observation instruments, and interview instruments. Based on the results of the t-test, a tcount value of 9.1493 was obtained with a ttable of 1.6735 which means that there is a significant difference between the experimental class taught using the PBL Learning model based on blended learning and the control class taught using the PBL learning model only. From the results of data analysis and discussion, it can be concluded that the blended learning based PBL learning model is one of the learning models that is able to improve the critical thinking skills of students at SMA Negeri Unggul Subulussalam
Is Differentiated Instructional Strategy Worth to Try in Physics Lessons for High School Students? A Literature Review Nugroho, Drajat Agung; Musliman, Acep
Current STEAM and Education Research Vol. 2 No. 3 (2024): Current STEAM and Education Research, Volume 2 Issue 3, December 2024
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.020302

Abstract

This study investigates the feasibility and effectiveness of differentiated instructional strategies in high school physics education through a systematic literature review. The analysis encompasses 10 recent studies (2019–2024) that explore various implementations of differentiated learning in physics lessons. Results indicate that differentiated instruction enhances academic performance, critical thinking, and problem-solving skills by tailoring lessons to diverse student needs, including multiple intelligences and learning styles. Additionally, differentiated strategies facilitate student-centered learning and foster engagement, addressing the challenges of traditional teaching methods. However, resource intensity and technological gaps present significant barriers to implementation. Findings suggest that professional development and adaptive technologies are essential to supporting teachers in overcoming these challenges. This review underscores the transformative potential of differentiated instruction to democratize learning and meet the varied needs of modern classrooms, particularly in the context of post-pandemic educational recovery. The study concludes with recommendations for integrating differentiated instructional strategies into high school physics curricula to optimize both short-term and long-term educational outcomes.
Improving Vocational Education with a STEM Approach to Op-Amp Circuit Theory and Practice Rahmadhani, Rizkia Chelsea; Rohmah, Zahron Kamilia; Safitri, Nida Eka; Syah, Yusran; Andaru, Ranti Azmia
Current STEAM and Education Research Vol. 2 No. 3 (2024): Current STEAM and Education Research, Volume 2 Issue 3, December 2024
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.020303

Abstract

This study examines the use of the STEM (Science, Technology, Engineering, and Mathematics) approach in the instruction of operational amplifier (Op-Amp) circuit concepts to students of vocational education. With simulations and exercises done virtually, this study aims to enhance theoretical and practical capabilities of students in the learning of Op-Amp circuits, focusing on inverting amplifiers, non-inverting amplifiers, and summing amplifiers. The study produced STEM-based teaching materials in PowerPoint presentation form, including descriptions of theory, practice examples, sample problems, and quizzes. Findings indicate that incorporating a STEM approach encourages greater student interaction, critical thinking, and problem-solving capacity. Moreover, the online simulations offer an open platform for students to experiment and learn by hand in circuit design and analysis. According to the research, the application of STEM-based education practices has a great capability in improving vocational learning outcomes, particularly in the context of technical disciplines such as electronics.
Simulation-Based STEM Learning for Vocational High School Students on Wave Rectifiers Firdaus, Salsabila; Ramadina, Zahra; Claudia, Melinda Amru; Aprial, Muhammad Raifal; Ghaisani, Aliifa Nurfajrina
Current STEAM and Education Research Vol. 2 No. 3 (2024): Current STEAM and Education Research, Volume 2 Issue 3, December 2024
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.020304

Abstract

The STEM (Science, Technology, Engineering, and Mathematics) approach significantly enhances practice-based learning in vocational high schools. This study aims to analyze the working principles, performance, and average voltage of three types of rectifiers: half-wave, full-wave center-tapped, and full-wave bridge rectifiers using NI Multisim 13.0 simulation software. Through the STEM approach, students can visualize the working principles of rectifiers, analyze simulation results, and understand the performance differences between each type. The simulation results show that full-wave rectifiers produce more stable DC voltages compared to half-wave rectifiers. This study also provides graphical representations of the input and output waveforms for each type of rectifier, supporting the enhancement of students' critical thinking and technological literacy skills. These findings are expected to serve as relevant teaching materials for STEM-based learning in Vocational High School, particularly in the topic of rectifiers.
Educational Simulation of Hull Deflection in Ro-Ro Ferry Vessels: Analyzing Hydrostatic Pressure with Variations in Plate Thickness and Seawater Depth Istiqomah, Rika; Rozak, Dewi Nur Lathifa Abdul; Sitanggang, Renata Kantate Getsemani; Fatmawati, Alifah Widya
Current STEAM and Education Research Vol. 2 No. 3 (2024): Current STEAM and Education Research, Volume 2 Issue 3, December 2024
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.020305

Abstract

The construction system is one of the most considered aspects in designing a ship, as the strength of the structure is the most crucial element that ensures the safety of the crew, passengers, and cargo carried. The ship's construction design must be able to withstand various loads or forces, both from inside and outside the ship. The purpose of this study is to determine the deflection of the Ferry Ro-Ro hull due to hydrostatic pressure with variations in plate thickness and seawater depth. This research uses modeling of the Ro-Ro ferry plate deflection due to seawater hydrostatic pressure with the finite difference method. The simulation results show that increasing the plate thickness from 10.0 mm, 15.0 mm, 20.0 mm to 25.0 mm significantly reduces the hull deflection, with the maximum deflection from about 2400 mm decreasing to less than 500 mm. In addition, the water depth also affected the deflection, where an increase in depth from 5 m, 10 m, and 15 m, caused the maximum deflection to increase from about 150 mm to 450 mm. The deflection pattern is parabolic with the maximum deflection occurring at the center of the ship, as the largest hydrostatic pressure distribution is at the center of the ship.
Improving Students Ability to Evaluate and Conclude Through A Scientific Approach Syukri, Muhammad; Basri, Mahdalena; Halim, A; Maghfirah, Siti
Current STEAM and Education Research Vol. 3 No. 1 (2025): Current STEAM and Education Research, Volume 3 Issue 1, April 2025
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.030101

Abstract

This study aims to improve students' assessment and inference skills through the application of the scientific approach. The research was conducted with a pre-experimental design using the single group pretest-posttest method. The study population involved 85 students of class XI of SMAN 1 Blangpegayon, and 22 students of class XI science 2 were selected as samples using purposive sampling. Essay tests on sound waves were used to assess students' critical thinking skills through pretest and posttest. Data were analyzed using N-Gain test and paired sample t test. The results showed that students' evaluation ability had an N-Gain value of 0.97, while the ability to conclude reached 0.99, both of which were classified as high. Hypothesis testing showed a significant difference between pretest and posttest scores with a value of 0.001 <0.05, based on the paired sample t test. Thus, it can be said that employing a scientific approach to the learning process can enchance the capacity to evaluate and conclude students
Project-Based Learning in Teaching Diode Bias Characteristics to Vocational Students Athaya, Ratu; Fathimatuzzahro, Fathimatuzzahro; Afrian, Afrian; Fitria, Zahira Adimaya; Fitriani, Rayanti Nur
Current STEAM and Education Research Vol. 3 No. 1 (2025): Current STEAM and Education Research, Volume 3 Issue 1, April 2025
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.030102

Abstract

Comprehending diode bias characteristics is an essential skill for vocational students in electronics, serving as a foundation for understanding more intricate circuit behaviors.  This article outlines the creation and execution of a Project-Based Learning (PBL) model designed to assist students in comprehending the idea of diode bias, encompassing both forward and reverse bias operations.  The instructional design was created to promote active learning via project activities, including the assembly of basic diode circuits, observation of their behavior, and presentation of results.  The PBL framework was organized into distinct stages: problem identification, planning, prototyping, testing, and reflection.  This approach seeks to enhance students' conceptual comprehension and practical application of semiconductor principles through the integration of real-world tasks and collaborative learning.  The development process encompasses instructional materials like worksheets, circuit kits, and reflection notebooks.  This article enhances vocational learning methodologies by offering a contextual, practical method for teaching abstract electronic topics.
Project-Based Learning in Teaching Amplitude Modulation Techniques to Enhance Vocational High School Student Competencies Laila, Nur; Rahmania, Dian Ayu Lailatul; Tambunan, Kezya Marisca Eunice; Ripalta, Amelia Esa; Jatmiko, Farizi Afdhal
Current STEAM and Education Research Vol. 3 No. 1 (2025): Current STEAM and Education Research, Volume 3 Issue 1, April 2025
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.030103

Abstract

Amplitude Modulation (AM) is a fundamental concept in analog communication systems and a core topic in vocational electronics education. However, many students struggle to grasp the abstract nature of AM theory when taught through conventional methods. This article presents the development of an innovative instructional model based on Project-Based Learning (PjBL) to support students’ understanding of amplitude modulation through hands-on activities. The learning model guides students in constructing and analyzing AM circuits using basic electronic components and simulation tools. The design process emphasizes inquiry, collaboration, and experimentation, enabling students to explore AM signal behavior in practical contexts. The instructional materials include project worksheets, simulation tasks, and performance-based assessment rubrics. This model aims to bridge the gap between theory and practice, foster technical competencies, and enhance student engagement in vocational high schools. The proposed design is ready for further implementation and validation in real classroom environments.
Integrating Social Media as a Communication Tool in STEM Education: Infographics of the UNJ Digital Library System Ervina, Ervina; Shylvia, Ita; Fauzi, M. Reza
Current STEAM and Education Research Vol. 3 No. 1 (2025): Current STEAM and Education Research, Volume 3 Issue 1, April 2025
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.030104

Abstract

The purpose of this study is to produce an Instagram infographic account of the Jakarta State University(UNJ) library, which can be used as a personal or public reference to find out library-related information. The method used in this research is research and development by adopting the 4D model approach, which is carried out from the first step to the fourth step including Define, Design, Develop, and Disseminate. The UNJ's infographic library Instagram account contains library information content including the number of library visitors, number of book borrowers, number of library collections, e-journal and e-book services, number of library members, and total collections of scientific works, thesis, and references. The development of the Instagram infographic account is validated by a design expert.
Analysis of the Relationship Between Parental Support on Student GPA Achievement Nahdiyaturrohmah, Nahdiyaturrohmah; Gunawan, Elysia Salsabila; Aprian, Muhamad Raifal; Tambunan, Kezya Marisca Eunice; Marina, Marsela Putri
Current STEAM and Education Research Vol. 3 No. 1 (2025): Current STEAM and Education Research, Volume 3 Issue 1, April 2025
Publisher : MJI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58797/cser.030105

Abstract

This study explores the influence of study time, parental support, extracurricular activities, age, and participation in tutoring activities on students' Grade Point Average (GPA) achievement. Results show that parental support, in the form of motivation and learning facilities, has a significant influence on improving GPA, while extracurricular activities contribute to the development of learning skills and enthusiasm. Age did not show a direct relationship with GPA achievement, although 16-year-old students tended to have better results. In addition, participation in tutoring activities was shown to have a positive impact through additional study time and deepening of material. This study highlights the importance of synergy between time management, family support, and educational support programs in optimizing student learning outcomes.

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