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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 
Interactive E-Modules Based on Inquiry-Based Learning on Pressure for Junior High School Students Jihan Fahira Adinda Putri; Habiddin Habiddin
STEM Education International Vol. 2 No. 1 (2026): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/6cyg0z17

Abstract

Many teaching materials still emphasise memorisation of concepts rather than actively involving students in the knowledge construction process. Learning approaches aligned with the characteristics of science are still rarely incorporated into teaching materials. Furthermore, students often struggle to understand abstract scientific concepts due to a lack of appropriate visual aids. In line with this, the purpose of this research is to develop an interactive e-module that integrates an inquiry-based learning model on pressure materials that is not only valid but also easy for students to understand. Research and Development (R&D) with a 4D model approach that has been simplified into 3D, namely define, design, and develop, was implemented as a method. Two lecturers and one science teacher, all competent in science, serve as validation subjects in the development of interactive e-module products in this study. Thirty students from class IX at a public junior high school in Malang who have studied pressure material were selected as subjects in the field trial of this research. A literature review and a questionnaire were used to collect data. Quantitative and qualitative analysis was conducted on the collected data. The validation results show an inter-rater agreement rate of 85%, which falls within the almost-perfect and consistent range, indicating uniform assessment and supporting the feasibility of e-modules for science learning. In addition, the e-module readability test scored 87%, placing it in the very good category, indicating that the e-module is easy for students to understand thanks to simple language, clear sentences, an attractive appearance, and content presented in a structured, independently accessible manner. Although it has not been directly implemented to assess concept understanding, this e-module is designed to facilitate learners' active involvement through various inquiry activities aligned with the inquiry-based learning model.
Interactive E-Module of Mixture for Improving Students’ Creative Thinking Skills Devita Ayu Ramadhani; Rini Anggi Arista
STEM Education International Vol. 2 No. 1 (2026): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/stem.v2i1.17

Abstract

This study aims to develop an interactive e-module that is valid and implementable to help improve students' creative thinking skills in Mixture Substance. This developmental study utilises the 4D model from Thiagarajan et al. (1974). This study involved 60 eighth-grade students from a public junior high school in Karangploso, Malang, using a convenience sampling technique and a nonequivalent control group design. Descriptive analysis techniques were used to explain the pretest-posttest results; an independent-samples t-test was used to analyse differences in creative thinking ability between the experimental and control groups; and an N-Gain test was used to determine improvement categories in creative thinking ability. Media and material validation results from expert validators and educators showed agreement, with almost perfect agreement in the categories. The posttest t-test results for both groups showed p-values less than 0.05, indicating a significant difference in creative thinking ability after learning. The experimental group’s N-Gain value was higher than the control group's, at 0.5021, indicating that students improved their creative thinking skills in the moderate category, while the control group achieved only 0.1551 in the low improvement category. Based on these findings, learning mixture materials using interactive e-modules in experimental classes is effective in improving students' creative thinking skills.

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