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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 15 Documents
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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.
Interactive PowerPoint Based on Game-Based Learning on Environmental Pollution for Junior High School Students Suhartatik, Suhartatik; Sari, Shinta Permata; Maysara, Maysara; Qomaliyah, Eka Nurul
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.v2i1.18

Abstract

This research aims to develop an interactive PowerPoint-based learning media using Game-Based Learning (GBL) for junior high school students on environmental pollution. The method used is Research and Development (R&D) with a 4-D development model, which includes the stages of Define, Design, Develop, and Disseminate. However, the Disseminate stage was not implemented due to time constraints in the research. The media validation was conducted by three experts, comprising two science education professors and one junior high school science teacher, while the readability test was conducted with 18 seventh-grade students. The validation results showed the media's qualification level at 93%, placing it in the “almost perfect” category. Meanwhile, the readability test results averaged 94%, placing it in the “very good” category. The developed media are equipped with interactive features, including visual materials, animated videos, educational games, question-and-answer exercises, and GBL-based evaluation quizzes. Based on the validation results and readability tests, this media is deemed suitable for use in science instruction at the junior high school level.
The Influence of Traditional and Digital English Textbooks on Students’ Learning Interest Samat, Ahmad; Sakkir, Geminastiti; G, Hasriani
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.v2i1.19

Abstract

The purpose of this research is to analyse the influence of using traditional and digital English textbooks to improve students' learning interest. The research employed a quantitative method using a pre-experimental one-group pretest–posttest design. The subjects were 29 students of class XII.1 at SMAN 9 Tana Toraja, selected through cluster random sampling. Data were collected through pre- and post-observations. The results showed that the use of traditional textbooks increased the average learning interest score from 13.93 to 16.45, with a significance value of 0.000 (< 0.05), an effect size of 0.69 (medium category), and an N-Gain in the low category. Meanwhile, the use of digital textbooks increased the score from 15.76 to 23.55, with a significance value of 0.000 (< 0.05), an effect size of 1.84 (large category), and an N-Gain in the high category. Thus, both traditional and digital textbooks have a significant influence on improving students’ learning interest. 
The Use of Podcasts among University Students in Learning English Vocabulary Musdalipah, Musdalipah; Sunra, La; Sakkir, Geminastiti
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.v2i1.20

Abstract

This study aims to describe how students use podcasts to learn vocabulary and to explore their perceptions of using podcasts in vocabulary learning. This study employed a descriptive qualitative research design. Data were collected through semi-structured interviews with ten students from the English Language Education Study Program at Universitas Negeri Makassar, selected using purposive sampling. The findings reveal that students use podcasts flexibly, either for focused learning or during daily activities, and they gain new vocabulary through exposure to authentic language.

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