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Santi Rahmawati, S.T., M.S.M.
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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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Measuring the Impact of Culturally Relevant Literature and Inquiry-based Activities on STEM Identity in Children Karen M. Collier; Wayne A. Hickman; Elizabeth A. VanDeusen; Katherine A. Barker
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.v4i1.4016

Abstract

Out-of-school activities have the potential to broaden participation in STEM, especially for groups with less access to school-based opportunities. This mixed-methods, cross-sectional study aimed to engage families in STEM activities and provide culturally relevant books at a community-based STEM Family Night (N = 9) and a university-based summer program (N = 21). The objective of the study was to measure the project's impact on individuals’ STEM identity and alignment with social justice constructs. Participants were invited to take two surveys: 1) Culturally Relevant STEM and 2) STEM Identity. A Justice-centered STEM Framework (JCSF) served as the theoretical framework, and both surveys included Likert-scale and open-response items. The research questions guiding this project include: 1) What patterns are seen in student participation across the two programs? 2) Do the survey responses support the JCSF and STEM identity, and what differences in survey responses exist between programs? 3) Do the open-response items reflect the constructs of JCSF? Data analyses included item and survey means, t-tests, and thematic coding. Findings revealed significantly higher scores on the Culturally Relevant STEM survey mean and on one item related to confidence in STEM for the summer program; commitment to community and inspiring were the most common themes. The highest-scoring subscales on the STEM Identity survey were recognition by others and self-recognition, and the most common themes identified were authentic STEM and enjoyment and engagement. This study supports the implementation of informal STEM events and the positive impact of culturally relevant books on individuals’ STEM Identity.
Instructional Praxis of Science Teachers Across Educational Levels in Kidapawan City Amidst Academic Apathy: A Multiple Case Study Kayla T. Casulla; Jaymie A. Rellon; Gemma N. Kintanar
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.v4i1.4309

Abstract

This qualitative multiple-case study examined the instructional praxis of selected science teachers in Kidapawan City, Philippines, as they addressed students' academic apathy. Despite the growing concern about academic apathy, local studies remain limited, with existing research focusing on values education, student governance, and their relationship with motivation and academic performance, leaving science classrooms underexplored. Anchored in Schön’s Reflective Practice Model, the study explored how science teachers adapted their instructional strategies, the challenges and opportunities they encountered, and the similarities and differences across the cases. Data were collected through in-depth interviews with five science teachers from selected public and private schools and analyzed using within-case thematic analysis and cross-case analysis. Findings revealed that sustaining student engagement required both teaching strategies and teacher flexibility, as teachers employed interactive questioning, gamification, technology integration, collaborative learning, and relationship-building practices. However, their effectiveness was affected by structural and contextual challenges, including limited resources, student fatigue, diverse learning needs, and institutional constraints. At the same time, opportunities such as professional development, collegial collaboration, and reflective practice help teachers improve their approaches and adapt accordingly. The study highlights that addressing academic apathy requires not only adaptive, student-centered teaching but also supportive institutional conditions, offering insights into science education from junior high school through college.
Effectiveness of the Representation–Abstraction–Prompt Interpretation (RAP) Strategy in Statistics: A Quasi-Experimental Study among College Students in One State University Angeline P. Rivad
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.v4i1.4325

Abstract

This study aimed to determine the effectiveness of Representation-Abstraction-prompt Interpretation (RAP) as a strategy in teaching Statistics among first-year college students. It used a quantitative approach and a quasi-experimental research design. The study's respondents were 50 first-year college students who took Mathematics in the Modern World. They were selected using a matching technique and divided into a comparison group and an experimental group. The research instrument was a standardized multiple-choice test to assess students’ performance and the strategy's effectiveness. The findings revealed significant differences between pre- and post-intervention test scores for both the experimental and comparison groups, indicating that students improved their performance on both the standard and RAP strategies. This implies that students were able to develop their skills in solving problems involving Statistics. Moreover, learners who used the RAP strategy performed better because they were able to transform their basic knowledge into complex ideas by representing, generalizing, and interpreting concepts when learning Statistics. It was observed that students demonstrated their mathematical abilities when they learned through a sequential teaching strategy. Hence, they may engage in more concrete statistical tasks where they can provide meaningful solutions by applying their prior knowledge, representation-abstraction, and prompt interpretation.
Mapping Mathematics Unit Allocation in Civil Engineering Programs Across Philippine SUCs: A Basis for Curriculum Enhancement Vasco Vic G. Valdez; Janvir Moses S. Escalona; Ayesha Amie G. De Leon; Arianne Jean A. David; Roddy Pete D. Mercado
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.v4i1.4367

Abstract

This study examined mathematics unit allocations in Civil Engineering programs across selected State Universities and Colleges (SUCs) in the Philippines and proposed a data-informed framework for curriculum planning. Using a quantitative document analysis approach, curricular data from 19 SUCs were analyzed using descriptive statistics to determine the total number of mathematics units, the distribution of units across major mathematics courses, and the inclusion of bridging or preparatory mathematics subjects. The Bounded Variability Unit Allocation Model (BVUAM) was applied to generate suggested unit allocations based on observed institutional patterns. Findings revealed considerable variation in the total number of mathematics units across SUCs, particularly in foundational mathematics courses such as Differential and Integral Calculus. Bridging or preparatory mathematics courses also varied widely, with some institutions allocating substantial instructional units while others offered none. In contrast, higher-level and applied mathematics courses remained largely uniform across institutions. The BVUAM-generated recommendations suggested relatively higher allocations for foundational and bridging mathematics while maintaining standard allocations for advanced mathematics courses. The model serves as a descriptive and data-informed framework for examining curriculum allocation patterns and may support curriculum review and planning in Civil Engineering programs.

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