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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 44 Documents
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Instructional Innovation in STEM: Using the ASSURE Model for Video-based programming instruction in Engineering Llewellyn Liu; Dorothy DeWitt
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.v3i2.3578

Abstract

The increasing demand for programming skills among engineering students has highlighted the need for more engaging and effective instructional methods. This study explores the application of the ASSURE instructional design model in developing video-based programming instruction tailored specifically for undergraduate engineering students. By aligning technological tools with pedagogical strategies, the ASSURE model provides a structured yet flexible framework for integrating multimedia into STEM education. The study outlines the design process, implementation, and evaluation of a video-based module for teaching VHDL (VHSIC Hardware Description Language) programming. Using the USE Usability Framework, the pilot implementation findings indicate positive feedback on the learning experience. The study concludes with practical implications for engineering educators and recommendations for future instructional design in technology-enhanced STEM education.
Artificial Intelligence for Learning Independence Among Indonesian Senior High School Students Akhir Winardi; Utami Dewi Indriyati; Maya Intan Restiyadi Putri; Rilla Sovitriani
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.v3i2.3627

Abstract

This literature review aims to examine the utilization of artificial intelligence (AI) in supporting self-directed learning for students aged 17 to 18 years. The advancement of Artificial intelligence technology offers significant potential in transforming the learning process, particularly in providing more personalized, adaptive, and interactive learning experiences.  Through a literature review method of 13 relevant journals and school research published between 2020 and 2025, this study analyzes various implementations of artificial intelligence in the context of self-directed learning. The analysis results indicate that artificial intelligence can function as personal virtual tutors, adaptive learning systems, learning chatbots, game-based learning platforms, artificial intelligence-based assessment systems, educational data analysis tools, and automatic evaluation systems.  The utilization of artificial intelligence has proven effective in enhancing students skills, abilities, and intelligence, as well as providing support to educators in the learning process.  Nevertheless, this study also emphasizes that the role of educators remains crucial, and artificial intelligence is not intended to replace the function of educators in educating and shaping students character.  Active supervision and guidance from parents and educators are necessary to ensure the wise and effective utilization of artificial intelligence in self-directed learning.
Agharmonics: Song-Based Mnemonics on Learners’ Academic Performance in Grade 8 Science Jan del Rosario; Life Adlin Mae Espiritu; Joey Weng Vitug; Lilibeth Fababe; Alexia Mizzy Castro
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.v3i2.3815

Abstract

The persistent low performance of Filipino students in science, as reflected in international assessments like PISA, highlights significant challenges in science education. This study examined the effectiveness of Agharmonics, a song-based mnemonic strategy, in improving the academic performance of Grade 8 learners in science. Using a quasi-experimental design, the study involved two groups: one exposed to traditional instruction and another taught using validated song-based mnemonics. Researcher-made pre-tests and post-tests were administered, and statistical analyses, including paired and independent t-tests, were used to measure academic gains and compare group performances. Results revealed that both groups started at comparable proficiency levels, but the experimental group demonstrated a significantly higher post-test mean score (M = 26.25) compared to the control group (M = 20.19). A highly significant difference (p < .001) was observed within the experimental group’s pre- and post-test scores, indicating the effectiveness of the strategy. Learners reported enhanced retention and engagement, particularly in mastering abstract scientific concepts. Findings suggest that Agharmonics is an effective and engaging instructional approach that may be applied more broadly to improve science education outcomes. The study recommends integrating music-based strategies in teaching and further research on their long-term effects across various educational contexts.
Improving the Students' Data Management Skills through Flipped Classroom Monique Malabayabas; Cristina E Malabayabas; Narciza M Paz
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.v3i2.3842

Abstract

The Philippines continues to face educational challenges, as reflected in the 2018 PISA results, which show low performance in reading, science, and mathematics. Limited resources, large class sizes, and high student–teacher ratios contribute to students’ disengagement, particularly in mathematics. To address this issue, the study examined the effectiveness of the flipped classroom approach, a strategy that promotes active student participation in improving college students’ data management skills in mathematics. Using a quantitative pre-experimental design, 27 students completed pretest and posttest assessments, which were analyzed using means, standard deviations, and paired t-tests. Results revealed significant improvement in posttest scores, indicating that the flipped classroom enhances engagement and academic performance in data management. Although limited by a small sample size and narrow focus, the study provides evidence that the flipped classroom can be an effective solution to improve mathematics learning in resource-constrained educational contexts.
A Phenomenological Study on Teachers’ Implementation of Think-Aloud Scaffolding Technique in Grade 4 Mathematics Gemcer Selda
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.v3i2.3845

Abstract

This study explored the experiences of Grade Four mathematics teachers in implementing the Think-Aloud Scaffolding Technique (TAST), particularly in classrooms with Indigenous Peoples (IPs) students in the Bongabong District. Anchored on a phenomenological approach, the research examined how TAST influenced teaching strategies, student engagement, and mathematical comprehension. Semi-structured interviews with eight teachers were conducted, and data were thematically analyzed to identify recurring patterns and insights. Results revealed that TAST strengthened students’ problem-solving and critical thinking skills through verbalized modeling and step-by-step reasoning. Teachers found the technique effective in bridging learning gaps and promoting inclusive participation among IP learners. However, challenges such as language differences and varying learning paces were noted. The findings highlight the importance of culturally responsive pedagogy, personalized scaffolding, and the integration of visual and contextual supports. Educationally, this study underscores how TAST can be adapted and scaled for broader STEM contexts to enhance inclusivity and comprehension. It provides valuable implications for teacher professional development, curriculum refinement, and policy-making aimed at improving mathematics instruction across diverse learning environments.
INSIGHT: Improving Numeracy Skills on Integers through e-Games and Hands-on Technology Renante E. De La Torre Jr; Hazel G. Andrada; Jhan Joy C. Catador; Christalyn Tan; Mary Jane Pantonial; Dannaliza Panaga
Advanced Journal of STEM Education Vol. 4 No. 1 (2026): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v4i1.3180

Abstract

Due to the school lockdown during the COVID-19 pandemic, students' numeracy skills declined. This was evident in the ERUNT conducted at Sagay National High School, which showed that among students in Grades 7 to 11, 40.77% are non-numerate in performing operations involving integers. Hence, the researchers conducted quasi-experimental classroom-based action research to propose a solution to this problem. The study was participated in by thirty-six (36) Grade 9 – Aquamarine students enrolled for the school year 2022 – 2023. The intervention used an offline e-game (Integer Saga) via immediate, hands-on technology (smartphones), which students used for fifteen (15) days in a controlled gameplay setting. Pre- and post-numeracy tests were conducted to determine the effectiveness of the intervention. The statistical tools used in the study are frequency and percentage, mean and standard deviation, paired t-test, and Pearson r. The results revealed an increase in the participants' numeracy in performing operations on integers after the intervention. A significant difference between the pre- and post-test results was observed, indicating that the intervention effectively increased participants' numeracy skills. Furthermore, the time spent using the application and the participants' post-test results were positively correlated. These results imply that the proposed intervention is effective in increasing students’ numeracy skills, specifically in algebra. Therefore, it is recommended that this intervention be used to improve students' numeracy skills, specifically to develop mastery of performing operations on integers.
Augmented Reality Markerless Implementation Method in Benign Education Application for Prostatic Mobile-Based Hyperplasia (BPH) Muhammad Fari Abiyyudhiya; Neny Rosmawarni; Hamonangan Kinantan Prabu
Advanced Journal of STEM Education Vol. 4 No. 1 (2026): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v4i1.3306

Abstract

Technological developments in recent years have brought significant changes in education, particularly through the integration of Information and Communication Technology (ICT). ICT enables broader and more flexible access to learning resources through distance learning, educational applications, and digital platforms. One notable innovation is Augmented Reality (AR), which integrates two-dimensional (2D) and three-dimensional (3D) virtual objects into real-world environments in real time, providing more interactive and concrete learning experiences. This study aims to develop a mobile-based educational application using markerless Augmented Reality to improve the general population's understanding of Benign Prostatic Hyperplasia (BPH). This common health condition remains poorly understood. The research methodology adopts the Multimedia Development Life Cycle (MDLC), which consists of concept, design, material collection, assembly, testing, and distribution stages. The application was developed using Unity and Vuforia SDK and implemented on mobile devices. The findings show that the developed application functions properly, as demonstrated by black-box testing and markerless distance testing. Questionnaire and knowledge test results indicate that users' understanding of BPH improved after using the application. Users also provided positive feedback regarding usability, visual quality, and the effectiveness of AR-based learning. In conclusion, the proposed markerless AR educational application is an effective interactive learning medium for increasing public awareness, supporting early understanding, and encouraging timely treatment of Benign Prostatic Hyperplasia.
Matrix Calculator: An Innovative Approach to Balancing Chemical Equations Zussette Candelario-Aplaon; Dionisio E. Briñosa
Advanced Journal of STEM Education Vol. 4 No. 1 (2026): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v4i1.3767

Abstract

In the New Normal, higher education institutions are using Remote Emergency Teaching instead of face-to-face instruction. However, due to academic disruptions and abrupt shifts in learning modalities, teachers and students are encountering difficulties. Challenges are even greater in teaching and learning complex topics like balancing equations. Because of this, Chemistry teachers are devising plans and finding innovative ways to deliver effective instruction amidst pandemics. Using collaborative action research with mixed methods, this study aimed to improve the teaching and learning of balancing chemical equations in the New Normal. As an intervention strategy, the concept of the matrix in Linear Algebra is integrated. This study is the Phase II of the previously conducted expository research about balancing equations using Gauss-Jordan Elimination aided by Matrix Calculator. The mixed method design employed was the embedded approach. Fifty-two students enrolled in Organic Chemistry took part in the study. They were taught through team teaching, using traditional computation and the Matrix Calculator. They were given a test before and after the intervention, and their scores were treated using the mean and paired t-test. Ten students were selected and interviewed online. The responses during the interview were transcribed and analyzed through thematic coding. The results showed a significant difference between the pretest and post-test scores, indicating that Matrix Calculator is an effective tool for teaching and learning to balance chemical equations. Among the themes that emerged are accessibility, usability, and accuracy. Furthermore, the results indicated the need for a self-instructional module to support independent and flexible learning.
Integration of STEAM Approach into Biology Education: Enhancing Learning and Critical Thinking Novruzi Nurlana Azad
Advanced Journal of STEM Education Vol. 4 No. 1 (2026): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v4i1.3796

Abstract

The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) principles into biology education has gained increasing attention in recent years as educators seek more innovative and effective approaches to enhance student learning outcomes. Biology, as a discipline that bridges both natural and applied sciences, provides a unique platform for implementing interdisciplinary strategies that stimulate curiosity and critical thinking. This study explores current pedagogical practices for applying STEAM principles in biology classrooms, with particular emphasis on interdisciplinary project-based learning, technology-supported laboratory activities, and inquiry-driven instruction. By incorporating creative elements and cross-curricular perspectives, STEAM-oriented approaches encourage students not only to acquire factual knowledge but also to develop transferable skills such as collaboration, communication, and problem-solving. Findings from this research indicate that integrating STEAM into biology instruction significantly improves student engagement, enhances conceptual understanding, and fosters innovative thinking, which are essential competencies in the 21st-century learning context. Furthermore, the study highlights practical recommendations for educators regarding curriculum design, resource allocation, and teacher professional development to ensure effective STEAM integration. The paper also identifies key limitations of the current study. It proposes directions for future research, particularly regarding the long-term impacts of STEAM-based biology instruction on academic achievement and career readiness.
Accelerated Progress in Higher Education STEM Learning via Enhanced Practical Sessions Tamás Kovács
Advanced Journal of STEM Education Vol. 4 No. 1 (2026): Advanced Journal of STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v4i1.3955

Abstract

Higher education (HE) provides insight into learners’ future career paths and therefore plays a key role in shaping society. High-quality, professional teaching and learning strategies shape students' future orientations and interests. Students are entitled to the best possible delivery of HE modules and support from providers. This should include not only motivated and motivating tutors and practitioners but also engaging strategies and the integration of theory and practice. In practical STEM (Science, Engineering, Technology, and Mathematics) subjects, the practicals should be planned to bring students closer to their careers through everyday situations and easily digestible scenarios. This could be enhanced by involving students in academic or even educational research. An original concept to extend this approach is the Authentic-Digital Nexus (ADN) Framework. This framework is designed to bridge the gap between theoretical knowledge and real-world application in HE by strategically integrating authentic, problem-based learning with flexible, technology-enhanced delivery methods. The available modern technology allows practitioners to deliver even practical-based sessions remotely, and, as experience suggests, this fades the fear of the difference between face-to-face and remote delivery that has arisen in many cases since the Covid-19 pandemic lockdown. The proposed intervention involves a curriculum redesign within specific STEM modules, structured around the ADN framework.

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