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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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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.

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