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Advanced Journal of STEM Education (AJOSED)
Published by Research Synergy Foundation
ISSN : 3025177X     EISSN : 30218799     DOI : https://doi.org/10.31098/ajosed
Core Subject : Education,
Education Other
Advanced Journal of STEM Education (AJOSED) is a scholarly publication dedicated to disseminating research findings and academic discussions in the realm of Science, Technology, Engineering, and Mathematics (STEM) Education. This journal serves as a platform for educators, researchers, and academics to share their insights and discoveries in various specialized areas within STEM education. The scope of AJOSED encompasses a wide array of topics and disciplines, including but not limited to: - Science Education: This area delves into pedagogical approaches, curriculum development, and learning methodologies specific to teaching science in educational settings. It covers the integration of scientific concepts and theories into classroom teaching. - Physics Education: Focusing on the teaching and learning of physics, this section explores innovative methods to make physics more accessible and engaging for students. It includes studies on conceptual understanding, problem-solving strategies, and the application of physics principles. - Chemistry Education: Dedicated to the field of chemistry teaching, this segment examines curriculum design, laboratory practices, and the effective communication of chemical knowledge. It also explores how students engage with and understand complex chemical processes. - Biology Education: This part addresses the teaching of biology, emphasizing contemporary approaches in conveying biological concepts, from cellular biology to ecology. It also includes discussions on the impact of biotechnology and environmental awareness in biology education. - Vocational Education: Here, the focus is on the integration of STEM principles in vocational and technical education, preparing students for careers in various technical fields. It involves the study of pedagogical methods that combine practical skills with theoretical knowledge. - Mathematics Education: This section explores the methodologies and practices in teaching mathematics, aiming to improve understanding, problem-solving skills, and the application of mathematical concepts in real-world scenarios. - Educational Technology: This area examines the role of technology in STEM education, including the use of digital tools, online learning platforms, and multimedia resources in enhancing teaching and learning experiences. - Interdisciplinary STEM Education: Recognizing the interconnectedness of STEM disciplines, this section encourages research that bridges multiple areas, fostering a holistic understanding of STEM fields. AJOSED aims to contribute to the advancement of STEM education by providing a forum for scholarly exchange, promoting innovative educational practices, and encouraging collaboration among professionals in the field.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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The Role of Community College: Navigating the Issues and Interventions of Mabalacat City College Amidst COVID Pandemic Glen S. Nolasco; John Dave Dicuangco; Michelle Aguilar-Ong; Marilyn S. Arcilla
Advanced Journal of STEM Education Vol. 2 No. 2 (2024): Advanced Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i2.2734

Abstract

The COVID-19 pandemic has generated a myriad of issues in educational systems across the globe. This community-based study aims to navigate the issues encountered by professors of Mabalacat City College during the pandemic and the interventions employed to address these issues. This study used a descriptive survey research design. In this study, a purposive sampling method was employed to obtain 27 professors. Survey questionnaires were distributed using Google Forms to the participants at Mabalacat City College. The data obtained from the participants were subject to the data privacy act. Thematic analysis and descriptive statistics were used to analyze the participants’ data. The results revealed two major themes faced during the pandemic which are “technical problems” and “classroom management”. The study found that the installation of DigiHubs provided opportunities for learners experiencing difficulties during the pandemic. These DigiHubs have various means, such as internet connection, gadgets, modules, and learning spaces, that foster a conducive environment. In addition, workshops/training sessions, seminars, and webinar sessions empowered technophobic professors who adhered to traditional modalities. Hence, these findings underscore the critical role of community colleges in the educational system, particularly during times of crisis.
Student Responses to Personal Digital Inquiry (PDI) Learning Integrated with Citizen Science Project (CSP) on Biodiversity Materials in a Senior High School Mahmudah Nur Cahyaningrum; Topik Hidayat; Kusnadi Kusnadi
Advanced Journal of STEM Education Vol. 3 No. 1 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i1.2770

Abstract

The research was motivated by the fact that biodiversity is declining; therefore, the involvement of all parties, including students, is needed to help save biodiversity. One way to do this is to implement meaningful learning by utilizing the closeness of students and gadgets through the application of personal digital inquiry-integrated citizen science projects in the classroom, which involve experts in carrying out biodiversity conservation projects in the form of a "digital herbarium" uploaded on Instagram. Students’ responses are important as a reference to the extent to which PDI learning integrated with CSP has succeeded. This study aims to analyze students’ responses to Personal Digital Inquiry (PDI) learning integrated with the Citizen Science Project (CSP) on biodiversity material in grade X high school students. This research is a descriptive study using a survey method. Questionnaires were used to collect research data. A total of 42 respondents participated in this study. The questionnaire contains statements about the implementation of learning using six indicators, which were compiled into 34 statements using a Likert scale. The results show a score of 79.73, which is considered good. Students feel enthusiastic and happy to participate in learning, get new experiences interacting with scientists and the surrounding community, increase closeness with teachers and colleagues, and increase awareness to maintain biodiversity by utilizing social media.
Understanding the Nature of Science for Elementary School Students in Rural, Suburban, and Urban Areas Cahyana Cahyana
Advanced Journal of STEM Education Vol. 3 No. 1 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i1.2990

Abstract

Understanding science is an important component of scientific literacy, which is the main goal of science learning. This understanding can improve students’ scientific literacy and enable them to achieve quality science learning outcomes. This research examines elementary school students’ understandings of the nature of science in three areas: rural, suburban, and urban. This research aims to analyze and describe elementary school students’ understanding of the nature of science in three different areas, which have an impact on students’ understanding of science processing, and using it in everyday life. The data were collected using quantitative methods with a type of survey research, where data were obtained using a questionnaire distributed to students in the form of Google Forms and analyzed using descriptive analysis. The participants in this research were 5th-grade elementary school students in rural, suburban, and urban areas, totaling 78 students with 26 students in each region. The results of data analysis show that students’ understanding of the nature of science in rural, suburban, and urban areas achieved satisfactory results. Students responded quite well to each statement in the questionnaire. Based on these results, it can be concluded that students in these three areas are good at processing knowledge and using it in everyday life. This research occurred in various geographic environments, namely rural, suburban, and urban. This research has a wider scope compared to previous research, which only focused on one area. The sample size in this research is limited, which affects the representativeness of the findings. In addition, the accuracy of a questionnaire depends on the wording, clarity, and reliability of the questions. Measurement errors can affect the quality of the data.
Teachers’ Awareness in Artificial Intelligence and Digital Competence in the Workplace Karen A Manaig; Alberto D Yazon; Chester Alexus C Buama; Ruel T Bonganciso
Advanced Journal of STEM Education Vol. 3 No. 1 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i1.3302

Abstract

This study explores how artificial intelligence (AI) influences education, particularly in teaching, learning, and assessment. While AI offers benefits such as personalized learning, automation, and data-driven feedback, it also brings challenges such as data privacy, teacher adaptation, and equity concerns. This research examines the link between teachers’ awareness of AI and their digital competence in the workplace. Using a descriptive correlational design, data were collected via an online survey from 144 public basic education teachers in Laguna, Philippines. The study employed validated tools: the AI Awareness Scale and the Digital Competence Questionnaire. Results showed that only one factor—attendance at AI or ICT-related training—significantly influenced AI awareness (p = .044). Thus, the hypothesis was partially accepted, as the other demographic attributes showed no significant differences. However, a notable finding is the rejection of the hypothesis that no significant relationship exists between AI awareness and digital competence, suggesting a meaningful connection between the two. This research provides new insights into a relatively unexplored area: how teachers’ understanding of AI correlates with their ability to effectively use digital tools. Although AI’s role in fields such as health care and technology is well studied, its educational impact, particularly on teachers’ preparedness, remains underrepresented.
Bridging The Gap in School Leadership: Developing Management Competence and Supervisory Strategies for Improved Teacher Effectiveness Adrian G Refugio; Joseph G Refugio; Sheila S Dalumpines
Advanced Journal of STEM Education Vol. 3 No. 1 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i1.3334

Abstract

Inadequate leadership can impede teachers' effectiveness and diminish the quality of education. This study delves into the influence of management competence and supervisory strategies on teachers' performance to unlock their potential for delivering quality education. Using a descriptive-correlational research design and a questionnaire checklist, we investigated the relationship between these variables across fourteen public schools in Dipolog City. Our findings revealed that while most administrators were highly competent, factors such as age, experience, and educational qualifications influenced performance in specific areas. Surprisingly, the number of training sessions attended did not significantly impact competence. Administrators frequently utilized classroom visitation and demonstration strategies, revealing a strong positive correlation between their level of competence and the implementation of these supervisory approaches. However, no significant relationship was found between administrators' competence and teacher performance, indicating the need for further investigation into factors affecting teachers' effectiveness.
A Systematic Literature Review on the Use of Gamification in English Language Teaching for Young Learners Lena Amalia; Faza Amelia
Advanced Journal of STEM Education Vol. 3 No. 1 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i1.3362

Abstract

Gamification has become a popular strategy in education for increasing student motivation and engagement. In English Language Teaching (ELT) for young learners aged 5 to 12, gamification is especially important because children in this age group learn better through play, interaction, and fun activities than through memorization. However, there is still limited understanding of how gamification specifically supports young learners’ English learning. This study presents a systematic literature review (SLR) on the use of gamification in ELT for young learners. This study focuses on the intersection between two key variables—gamification and English instruction for children—and explains why their combination is meaningful. Gamification can address common learning challenges such as short attention spans and low motivation by creating interactive, engaging, and developmentally appropriate learning environments. This review followed the PRISMA 2020 guidelines and used the Scopus database to collect articles published between 2016 and 2025. Of the 75 identified articles, 14 studies met the inclusion criteria and were analyzed. Results showed that gamification enhances student motivation, improves grammar acquisition through tools like Kahoot! and Quizizz, and supports engagement in hybrid learning settings. A key limitation of this review is its narrow focus on grammar, as most studies did not explore other essential language skills such as listening, speaking, reading, and writing. Future research should examine how gamification can support a broader range of skills. This review offers practical insights for educators and researchers by highlighting how gamification can be applied thoughtfully to enhance English learning for young learners.
Design of a Decision Support System for Assessing Student Indiscipline Using the Web-Based Simple Additive Weighting (SAW) Method Susi Wagiyati Purtiningrum; Yudi Irawan Chandra; Dian Gustina; Nafisah Yuliani; Fahrul Nurzaman; Jhonny Z A; Agus Wismo; Sularso Budilaksono
Advanced Journal of STEM Education Vol. 3 No. 1 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i1.3372

Abstract

Student discipline is crucial for a conducive learning environment, yet many schools still assess indiscipline manually, leading to inefficiency. This research develops a web-based decision support system using the Simple Additive Weighting (SAW) method to objectively assess and rank student violations. The system helps educators manage offense data, assign weights to different violation criteria, and issue appropriate sanctions. Built with the Laravel framework for security and scalability, the system was tested with 50 teachers and administrators. Evaluation focused on usability, satisfaction, and the system’s accuracy in ranking student indiscipline. Results showed that 85% of top-ranked students had frequent violations, while 90% of lowest-ranked students had few. The system enables teachers to review data, generate accurate reports, and issue warnings efficiently, reducing the time spent on manual assessments. However, it is currently limited to web platforms and lacks integration with mobile notifications like WhatsApp. Despite these limitations, the system significantly enhances discipline management and provides an objective, technology-driven solution for educational institutions
Application of Machine Learning in Ethnomusicology Education under the Belt and Road Initiative Abu Bakar Modh Sheikh; Rong Li
Advanced Journal of STEM Education Vol. 3 No. 1 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i1.3375

Abstract

The integration of machine learning has transformed the landscape of music education. To address the challenges of assessment accuracy and personalized instruction in ethnic music education along the "Belt and Road Initiative" regions, a sophisticated teaching recommendation system was developed, combining collaborative filtering with advanced clustering techniques. This framework demonstrates adaptability across diverse cultural contexts while ensuring pedagogical effectiveness in varied learning settings. The system's recommendation engine synthesizes explicit user feedback with implicit behavioral metrics to generate a holistic profile of student preferences across cultural boundaries. By integrating Canopy and K-Means clustering algorithms through an optimized fusion approach, the system achieves precise modeling of musical learning preferences. This two-tiered clustering strategy optimizes computational efficiency while maintaining recommendation quality, particularly beneficial in settings with limited technological resources. The platform continuously calibrates feature importance based on cultural relevance and educational goals, ensuring culturally sensitive and pedagogically effective recommendations. Empirical testing demonstrates the enhanced algorithm's superior performance in precision, recall, and scope compared to conventional approaches. The system achieves a parallel processing efficiency ratio of 3.326 across four nodes, showing robust scalability for extensive educational applications. This innovation facilitates personalized learning experiences in ethnic music education throughout the Belt and Road nations while fostering cultural preservation and exchange. The system successfully bridges traditional musical heritage with contemporary educational techniques, supporting both conservation and advancement in ethnic music pedagogy.
A Framework for Ethical AI in Grade 4 Lesson Planning Cristopher Sobremesana; Meileen Joy Abad; Vanessa Padilla; Maricris Surio
Advanced Journal of STEM Education Vol. 3 No. 1 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i1.3428

Abstract

The integration of artificial intelligence (AI) in education is rapidly transforming teaching practices, particularly in lesson planning. In the Philippines, Grade 4 teachers are beginning to explore AI tools to enhance instructional design, personalize learning experiences, and improve student engagement. However, this technological shift raises critical ethical concerns, including data privacy, algorithmic bias, and the adequacy of teacher preparation. These issues are especially pressing in diverse educational contexts where disparities in access and cultural relevance must be addressed. This study aims to develop a framework for the ethical use of AI in lesson planning for Grade 4 educators. It investigates teachers’ perceptions of AI, identifies perceived benefits and challenges, and explores how ethical principles can be embedded in AI-supported teaching practices. The research employs a mixed-methods approach, combining qualitative data from interviews and focus group discussions with quantitative survey analysis. Triangulation ensures a comprehensive understanding of the ethical dimensions of AI integration. Key findings reveal that while teachers are optimistic about AI’s potential to support personalized and efficient instruction, they express concerns about the risks of bias, loss of human connection, and insufficient training. Teachers in urban and rural settings emphasize the need for culturally responsive AI tools that reflect Filipino learners' developmental needs and identities. The study also highlights a strong demand for professional development focused on AI ethics and responsible implementation. The resulting framework offers practical guidance for educators, policymakers, and developers. It promotes inclusive, transparent, and accountable AI use in education, ensuring that technological innovation aligns with human-centered values. By foregrounding teacher agency and ethical governance, this study contributes to the creation of a future-ready educational system that leverages AI responsibly while safeguarding equity and integrity in learning environments.
Teaching Tomorrow: Global Education in the Age of Technology Sayed Mahbub Hasan Amiri; Md. Mainul Islam; Naznin Akter; Sayed Majhab Hasan Amiri
Advanced Journal of STEM Education Vol. 3 No. 2 (2025): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v3i2.3535

Abstract

This article explores the transformative impact of technology on global education and curriculum development in the 21st century. It examines how digital tools such as coding, artificial intelligence, and virtual learning environments are reshaping traditional educational models to meet the demands of a rapidly evolving knowledge economy. Through a comparative qualitative study of diverse international contexts, including developed and developing countries, the article highlights emerging global trends such as the integration of digital literacy, hybrid learning environments, and flexible curriculum design aligned with Sustainable Development Goal 4 (SDG 4). The research identifies significant challenges related to equity, access, and cultural relevance, underscoring the persistent digital divide and institutional resistance. Drawing on theoretical frameworks like constructivist learning and Technological Pedagogical Content Knowledge (TPACK), the study advocates for adaptable and inclusive education systems that blend local needs with global competencies. The article concludes with recommendations emphasizing holistic curriculum development, investment in teacher training, equitable access policies, and international collaboration in educational technology innovation. These insights aim to inform policymakers, educators, and stakeholders seeking to harness technology for quality education worldwide. Ultimately, the paper calls for a coordinated global effort to ensure that educational technology contributes to equitable, forward-looking learning environments that prepare learners for future societal and economic challenges.

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