cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Habiddin
Contact Email
habiddinwuni@gmail.com
Phone
+6281333886762
Journal Mail Official
habiddinwuni@gmail.com
Editorial Address
C6/14 Perumahan New Villa Bukit Sengkaling, Malang, Jawa Timur, Indonesia
Location
Kota malang,
Jawa timur
INDONESIA
STEM Education International
Published by PT Ahan Group Publisher
ISSN : -     EISSN : 31240755     DOI : https://doi.org/10.71289/xxxxx
Core Subject : Education, Social,
Education Environmental Science Mathematics
STEM Education International is a peer-reviewed, interdisciplinary publication dedicated to improving STEM (science, technology, engineering, and mathematics) education worldwide. It is debuting as an innovative new publication in education. Its peer-reviewed status makes it a key contributor to advancing scholarship and pedagogical innovation in STEM education worldwide. It provides a unique forum for disseminating research on topics such as developing technology-enhanced learning environments, implementing novel pedagogies, and creating effective curricula for students in primary grades through postsecondary education, including the preparation of future educators. We are especially interested in research focusing on specific obstacles to enhancing student accomplishment, methods utilised to excite and engage students, and insights gained from implementing reforms to STEM curricula and teaching practices. The journal supports studies that translate from lab to classroom, bridging the gap between theory and practice in STEM education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 12 Documents
 1   2 
University Students’ Understanding of Intermolecular Forces: A Comparison of First & Third-Year Students Achmad Arifun Billah; Devita Aliya Octavia; Febriana Hidayatus Sholihah; Muhammad Rafli Febriliyanto; Nisa Nur Aisyah; Nuril Hafidzatur Rohmah; Sri Mulyani Sugiarti Rahayu; Tania Adilla Salsabela; Mudzuna Quraisyah Basimin; Habiddin Habiddin
STEM Education International Vol. 1 No. 1 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/k96r9s09

Abstract

The study aims to analyze chemistry education students’ understanding of intermolecular forces more deeply in 2021 (third-year) and 2023 (first-year). This type of research is descriptive research, and the technique used to collect data is a test and interview. Students encountered difficulties connecting types of Intermolecular Forces (IMFs) and molecular examples. Students’ understanding of hydrogen bonding is higher than that of dipole-dipole, induced dipole, and London (dispersion) forces. This study implies that third-year chemistry education students demonstrated superior mastery of intermolecular forces than first-year students.
Women in Chemistry: Exploring Their Contributions to the Development of Chemical Science Abida Naja Putri; Agni Jamal; Arimby Anindya Putri; Dela Puspita Sari; Erma Ulifatulatifah; Fathimah Thohirotunnisa; Lenthamina Galuh Rahmawati; Nada Shafa Yusriyyah; Rahmadina Putri Herdianto; Vindy Sabina Putri; Habiddin Habiddin
STEM Education International Vol. 1 No. 1 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/wfaj8n87

Abstract

The role of women in chemistry has undergone significant changes throughout history despite facing various social and cultural challenges. In the past, men dominated chemistry, and female scientists' contributions were often overlooked or minimized. However, over time, women have increasingly demonstrated their outstanding contributions to the development of chemistry. Names like Marie Curie, who won two Nobels in physics and chemistry, and Rosalind Franklin, who was instrumental in the discovery of the structure of DNA, are undeniable proof that women have a crucial role to play in the advancement of chemistry. However, gender stereotypes and social norms often limit women's career options in science, and the influence of an academic environment that does not always support gender equality hinders their potential to develop fully. In addition, women are often faced with dual challenges, such as the double burden of managing a scientific career and family responsibilities. Based on these challenges, developing more inclusive and supportive policies and strategies is imperative to enable more women to engage in chemistry. In addition, creating a flexible work environment that prioritizes work-life balance will help reduce barriers for women in developing a career in chemistry. This research aims to trace the long journey of women in chemistry, identify the obstacles they face, and explore solutions and steps that can be taken to realize gender equality in this field. With these steps, it can be ensured that the full potential of women in chemistry can be realized so that they can contribute to advancing global science and technology more broadly.
Learning Approach for Enhancing Students' Creativity Nilna Inayatan Nafiah; Alia Damayanti; Amalia Novita Putri Winarno; Diana Resti Akmalia; Febriana Nurdaningrum; Firzanah Arifatul Azizah; Illona Juditha; Ines Sandika Widya; Mutia Nur Afnia; Rizky Martiningrum
STEM Education International Vol. 1 No. 1 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/wrycf010

Abstract

Creativity is an ability that students must have to face the challenges of the 21st century. In education, creativity is needed to help students understand abstract concepts, solve problems and create innovative ideas. This article aims to identify various effective learning approach strategies to stimulate students' creativity and create an inspiring and productive learning atmosphere. The Search, Appraisal, Synthesis and Analysis (SALSA) approach is used. The results show that several methods, such as mind mapping, Project-Based Learning (PjBL), critical thinking, and guided inquiry, positively impact student creativity. PjBL was considered the most effective of all the methods studied due to its holistic and contextual approach, providing meaningful and in-depth learning experiences. This study recommends the implementation of PjBL, supported by other strategies such as mind mapping, to create innovative learning relevant to students' needs.
Profile of Junior High School Students' Problem-Solving Ability on The Topic of Human Relationship to Ecosystems Through The Role-playing Method Alvi Rohmah; Indra Fardhani; Dian Nugraheni; Habiddin Habiddin
STEM Education International Vol. 1 No. 1 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/zrhqax71

Abstract

This research aims to elucidate the problem-solving capabilities of junior high school students about human relationships with ecosystems, particularly river ecosystems, utilising the role-playing method within a debate framework among represented professional groups. This study involved 25 seventh-grade students from an MTs Negeri in Malang Regency. Students were grouped to simulate various occupations, including physicians, government representatives, scientists, and environmental advocates. Data was gathered using LKPD responses, observation forms, and interview protocols. The data analysis indicates that the environmental volunteer profession group scored the highest on the LKPD, scoring 94. Additionally, as assessed by observation, the average percentage derived from the student problem-solving skill profile was 85%, categorised as very good. The interview results indicated that students responded positively to the learning activities.  
Student Worksheet of Light and Optics for STEM-Based Problem-Based Learning: Critical Thinking Skills Perspective Fifi Suaidatur Rofik; Habiddin Habiddin; Muhammad Fajar Marsuki
STEM Education International Vol. 1 No. 1 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/61kdc115

Abstract

This study investigates the effectiveness of student worksheets in an integrated Problem-Based Learning model using the STEM approach on light and optical materials towards improving the critical thinking skills of eighth-grade students of SMPN 1 Kepanjen. Student worksheets were developed using the 4D model of Thiagarajan (1974). This study was a pre-experimental design using a one-group pretest-posttest. The research instruments were critical thinking ability tests and questionnaires. The paired sample t-test results showed a significant difference in students' critical thinking skills before and after learning on the STEM-based Problem-Based Learning student worksheet. Supported by an N-Gain score of 48.14%, the developed students' worksheet effectively improves students' critical thinking skills.
Implementation of Problem-Based STAD Learning to Improve Students’ Critical Thinking Skills on Ecosystems Alfina Nuril Lailia
STEM Education International Vol. 1 No. 2 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/aqrr9653

Abstract

This study investigates whether the Problem-Based Student Teams Achievement Division (STAD) learning model can enhance students’ critical thinking skills to a greater extent than conventional lecture-based instruction on the topic of Human Impact on Ecosystems. A quasi-experimental method was employed, using test items as the research instrument. A total of 31 seventh-grade students from class VII I served as the control group, while 30 students from class VII G constituted the experimental group. Descriptive analysis was used to describe the post-test results for each indicator of critical thinking skills. An independent t-test was then conducted to examine the differences in essential thinking abilities between the experimental and control groups. Additionally, an N-gain test was conducted to assess the magnitude of improvement in students’ critical thinking skills in the experimental group relative to the control group. The findings indicate that the Problem-Based STAD learning model improved students’ critical thinking skills in the experimental group at a moderate level, with an N-gain score of 0.43. In contrast, the conventional learning approach led to a low level of improvement, with an N-gain score of 0.24. This study emphasises the implementation of a problem-based STAD model derived from students’ real-life issues, making the learning process more contextual. The topic of Human Impact on Ecosystems was chosen for its strong relevance to students' everyday experiences.
Comparison of Discovery Learning and Problem-Based Learning Models on Concept Understanding (C1-C4) of Junior High School Students Wahyu Sofi Martalinda
STEM Education International Vol. 1 No. 2 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/2d8cj807

Abstract

A teacher must be able to choose a learning model that has the potential to enhance students' understanding of a concept. The purpose of this research is to determine the effects of Discovery Learning (DL) and Problem-Based Learning (PBL) models on the conceptual understanding of junior high school students regarding the material on simple machines. Additionally, this study aims to compare students' understanding when taught using these two models. This quasi-experimental research employs a nonequivalent pretest-posttest control group design, involving two groups of eighth-grade students from a junior high school in Malang Regency for the 2024-2025 academic year. The sampling method used is cluster random sampling. The instruments applied in this study were multiple-choice tests. Several statistical procedures, including normality tests, homogeneity tests, independent sample t-tests, paired samples t-tests, and N-Gain tests, were utilised to analyse the data. The results indicate that both Problem-Based Learning and Discovery Learning positively affect students' conceptual understanding. However, learning through PBL resulted in a higher N-gain (%) in understanding (70.22%) than in the Discovery Learning group (55%). Based on these findings, it can be concluded that the use of DL and PBL can enhance students' understanding of concepts and encourage them to participate more actively in the learning process. 
Development of a Four-Tier Diagnostic Instrument to Identify High School Students' Understanding of Salt Hydrolysis Anne Nailul Aziz; Darsono Sigit
STEM Education International Vol. 1 No. 2 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/73x61681

Abstract

This research aims to (1) produce a four-tier instrument in salt hydrolysis, (2) determine the validity and reliability of the instrument to facilitate students' understanding of salt hydrolysis. The development of the instrument followed the platform developed by Habiddin & Page (2019), which was adapted from the Treagust (1988), which consisted of six steps. The results of instrument validation were 81.74% with a very feasible category, yielding 23 valid questions, with a reliability of 0.7985. 
Development of Four-Tier Diagnostic Instruments to Identify Students’ Understanding of Electrolyte and Non-Electrolyte Solutions Septiana Ayuningrum Nofinadya; Rima Nuraini; Isnanik Juni Fitriyah
STEM Education International Vol. 1 No. 2 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/18tnsy31

Abstract

This paper outlines the level of validity and reliability of a four-tier diagnostic instrument to identify the level of understanding of students on electrolyte and non-electrolyte solutions. The instrument development follows the stages proposed by Habiddin & Page (2019), namely mapping concepts, testing and interviewing, defining students' unscientific ideas, developing a four-tier prototype, validating the four-tier prototype, and refining the final four-tier instrument. The product eligibility percentage is 89.08%, which falls within the very feasible category. 
A Four-Tier Diagnostic Instrument in Acid-Base Properties of Salt Solution: Development Procedure Rima Nuraini
STEM Education International Vol. 1 No. 2 (2025): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/xsj76636

Abstract

This study aims to determine the feasibility of a four-tier diagnostic instrument on salt hydrolysis. The development uses a four-tier diagnostic instrument development procedure by Habiddin & Page (2019) with 6 stages: concept identification, initial test and interview, identification of unscientific student concepts, development of a four-tier diagnostic instrument prototype, prototype validation, and final prototype improvement. The four-tier diagnostic instrument was developed from a multiple-choice instrument open to reasons for capturing student concepts. At last, the finding from this research and development obtained the final product in the form of a four-tier diagnostic instrument with 27 questions that have four levels (tier), the first tier is in the form of questions and answers, second tier is in the level of confidence in the answer chosen, third tier is in the form of selecting the first tier, and the fourth tier is the level of confidence in the reasons chosen. The level of confidence is measured on a scale of 1-5. The instrument developed has an average content validity of 89.45%, with a very decent category and very high reliability (0.858). This shows that the developed four-tier diagnostic instrument is highly feasible for identifying students' misconceptions about salt hydrolysis material.

Page 1 of 2 | Total Record : 12

 1   2 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 1 (2026): STEM Education International Vol. 1 No. 2 (2025): STEM Education International Vol. 1 No. 1 (2025): STEM Education International