Science Technology Engineering Research Articles

THE EFFECT OF THE READ, ANSWER, DISCUSS, EXPLAIN, AND CREATE LEARNING MODEL BASED ON AN STEM APPROACH ASSISTED BY AUTOGRAPH ORIENTED TO STUDENTS' MATHEMATICAL LITERACY ABILITY

The purpose of this study was to determine whether there is an influence in the application of the STEM-based Read, Answer, Discuss, Explain, and Create (RADEC) learning model assisted by the Autograph application oriented to the mathematical literacy skills of ninth-grade students. The type of research used was Pre-Experimental with one pretest-posttest design. The population in this study was all grade IX. The approach used in this research is Science Technology Engineering and Mathematics (STEM). The research design used was pre-experimental with a one-pretest-posttest design. The sample in the study only used 1 class, namely class IXa, sampling using purposive sampling. Before being given treatment on the learning model and the ability, students were given an initial ability test (pretest), which obtained an average value of 68.23. Then, students will be given treatment in the form of learning by applying the STEM-based Read, Answer, Discuss, Explain, and Create (RADEC) learning model assisted by the Autograph application oriented to students' mathematical literacy skills. After the learning was completed, the final ability test (posttest) was given so that the posttest value was obtained with an average of 85.55. Furthermore, the -test results show that is 11.330 and at significance is 1.68, so that (11.330> 1.68), which means that is rejected and is accepted. Thus, it is obtained that there is an effect of the STEM-based Read, Answer, Discuss, Explain, and Create (RADEC) learning model assisted by the Autograph application oriented to students' mathematical literacy skills in class IXa.

Changes in high school students attitudes toward health sciences following a hands-on outreach STEM program.

Despite attempts to diversify healthcare workplaces and education, racial and ethnic minorities (REM) remain underrepresented in these fields. This study investigated changes in high school students' health science interest following a single exposure, hands-on anatomy laboratory visit. One hundred and eighty-eight high school students participated in a single day, one-hour visit to a human anatomy laboratory on a university campus. Participants engaged in hands-on activities centered around both human and animal specimens led by university mentors. Using a modified Science Technology Engineering and Mathematics-Career Interest Survey (STEM-CIS) questionnaire, health science STEM interest was calculated before and after the visits and compared using a paired t-test (α = 0.05). A 2 × 2 ANOVA (α = 0.05) was run on pre-to-post-visit interest score differences with factors of Race (White/REM) and Gender (Male/Female) to determine if race/ethnicity and/or gender moderated the gains observed. Overall, health science STEM interest increased significantly from pre- to post-visit (p < 0.001), and these gains were greater in REM students (p < 0.05) but did not differ as a function of gender. These findings indicate that a single visit to an anatomy laboratory with hands-on activities can be used as a tool to engage high school aged students in STEM and may be particularly beneficial for racial/ethnic minority students, potentially influencing health science STEM interest.

Health and wellbeing in the face of crises associated with climate or conflict: how can knowledge from the humanities and social sciences help us respond to disasters?

This commentary considers how SHAPE (Social-Sciences Humanities &amp; the Arts for People and the Economy) disciplines contribute to interdisciplinarity, inclusiveness and international cooperation in work to address the challenges to health and wellbeing arising from crises and to inform strategies for crisis preparation, response and recovery. It reviews examples of strategies to address growing international concerns about the global challenges we face, given the increasing scale and frequency of crises arising due to geopolitical conflicts and climate change. In spring 2023, the British Academy, aided by funding from the Wellcome Trust, held three virtual workshops to discuss how we can protect and sustain good health during and after crises precipitated by extreme events associated with climate change or conflicts in various settings around the world. The discussion highlighted the need for Interdisciplinary perspectives, and how knowledge and experience from SHAPE disciplines can complement STEM (Science Technology Engineering and Mathematics) perspectives, helping to inform disaster response strategies and to develop more ‘systemic’ preparedness to protect health during crises. The significant roles of governmental agencies and non-governmental organisations, and the importance of international cooperation were acknowledged. The discussion also emphasised the need to acknowledge the importance of using effective means to engage with stakeholders in communities at the local scale, whose lived experience and knowledge, often embedded in cultures and traditions, can usefully inform ‘joined-up’ policy and practice. A case was also made for more inclusive strategies: for example, acknowledging the vital roles of women during and after disasters.

ERANDA PATRA (Ricinus communis L.) AS A KRIMIGHNA DRAVYA (ANTIMICROBIAL DRUG) WITH SPECIAL REFERENCE TO ESCHERICHIA COLI BACTERIA- AN IN VITRO STUDY

One of the Department of Educations (DepEd) programs is the K-12 program. They extended it for two more years to give students more time to consider their options for the future. The Senior High School (SHS) program had four tracks: Arts and Design, Sports, Technical and Vocational, and Academic, which included the Science Technology Engineering and Mathematics (STEM) strand. STEM is understood to be an integral part of math and science courses at the school level. It also contributed to the development of 21st-century abilities for all learners. This study determined the status of STEM students in the Philippines. Through descriptive research, this study described and analyzed the trends in the enrolment of STEM students as well as the factors that explain the dropout rate of STEM students. The data under this study came from a trusted source, which is the Department of Educations reports of enrollment from 2016- 2021. The enrollment rate and completion rate of SHS-STEM students are steadily increasing year after year. Thus, different intervention activities were proposed to address the identified factors that led to students dropping out of the STEM track. In addition, the findings of this study were used to improve the STEM strands implementation in SHS and helped future generations as well as the Department of Education in the effective implementation of STEM education across the country. KEYWORDS: STEM, Department of Education, SHS, Enrollment rate, Completion rate.

INTEGRATING SYSTEMS THINKING AND PROJECT BASED LEARNING IN SUPPORTING BASIC PSYCHOLOGICAL NEEDS: A PROPOSED MODEL FOR FILIPINO STEM STUDENTS

INTEGRATING SYSTEMS THINKING AND PROJECT BASED LEARNING IN SUPPORTING BASIC PSYCHOLOGICAL NEEDS: A PROPOSED MODEL FOR FILIPINO STEM STUDENTS

Instructors’ beliefs and practices regarding mathematical modelling at the periphery of STEM

This paper reports a study of 10 post-secondary STEM (Science, Technology, Engineering, Mathematics) instructors’ beliefs about mathematical modelling and the role of mathematics in STEM coursework. The participants were selected from STEM disciplines that are atypical to the literature base (e.g. anthropology and geography), in order to extend what is known about STEM instructors’ beliefs to other disciplines. We conducted episodic narrative interviews to hypothesise the genesis of participants’ most salient beliefs. We then conducted a cross-case synthesis to reflect on the similarities between our participants’ beliefs and findings previously reported in STEM education literature. Our participants held many beliefs in common with typical STEM instructors with regards to how they define modelling, the role of modelling in STE (Science, Technology, Engineering) courses, and their views of students as learners of mathematics and modelling. Our analysis suggests participants’ commitments within these categories are interdependent and arise from lived experiences. Additionally, participants within the same field held competing beliefs about modelling, suggesting that constituting ‘major’ as an independent variable in future research may not be straightforward.

INTEGRATING TECHNOLOGY WITH SCIENCE IN STEM EDUCATION FOR K-12 STUDENTS

Science Technology Engineering and Mathematics (STEM) Education is vital for the economy and future employment in developing countries. However, STEM education in Pakistan is still an emerging topic, especially in Hyderabad. Numerous challenges have been found in introducing STEM education as it is complex, unavailable, lack of usability in the education curriculum. STEM education is found to be a suitable learning technique for both teachers and students of Kinndergarten-12 (K-12) grade. This paper introduces an integrated technology and science-based web application that provides an animation-based learning and teaching application prototype. A preliminary survey was conducted from teachers to assess their Information Technology (IT) knowledge and its use in learning and teaching. There were 60% teachers used projectors in the lectures, while the 33.3% used class board and markers, and the remaining 6.7% used only hand gestures to teach their students. Later, the prototype was experienced to see the feasibility and understanding of teachers. 46.7% of teachers voted for the prototype interface as interesting to use while the remaining percentage voted as an average and confusing interface. It was noted that teachers with less education levels had less interest to use this prototype application, however, teachers who were familiar with basic IT skills were likely to use this application. In the end, the last question about using the prototype application in their lectures showed that 80% of teachers will use this application in every practical lecture while 20% of teachers would use this application whenever they get time to prepare for it.

Students’ Perspectives about Science Technology Engineering Art and Math in Application to Physics Measurement Equipment Projects

This research aims to describe student perspectives about STEAM in application to Measurement Physics Measuring Instrument Projects. Research focuses on 23 students enrolled in the Physics Education Study Program at the Palangka Raya State Islamic Institute. The research used descriptive qualitative-quantitative and utilize a Likert scale to conduct a survey. Five projects implemented in this research are DC voltmeter project, galvanometer project, project to determine spring constants, vernier caliper project made from bamboo, sensory equipment project to detect water levels. The integration of STEAM with each project is a holistic methodology that commences with empathetic identification of a problem, followed by ideation through testing, and culminating in the acquisition of knowledge from prototypes and literature to inspire further innovation. According to the results, the five projects described for the science component ( ), technology component ( ), engineering component ( ), art component ( ), and mathematics component ( ). In conclusion, five projects strongly approved as constructive project with STEAM application.

Effectiveness of Science Technology Engineering Mathematics Problem Based Learning (STEM PBL) and Science Technology Engineering Mathematics Project Based Learning (STEM PjBL) to Improve Critical Thinking Ability

This research sought to compare the effectiveness of Science Technology Engineering Mathematics Problem Based Learning (STEM PBL) and Science Technology Engineering Mathematics Project Based Learning (STEM PjBL) learning models in fostering critical thinking abilities. Quantitative research with a pretest posttest comparison group design is the methodology employed. Based on the outcomes of an investigation of normal and homogeneous data. The increase falls into the high category because the average N-gain value for STEM PjBL on all facets of critical thinking skills is 0.76. STEM PBL, however, is 0.66, thus the growth is in the middle range. The independent t-test results revealed that there was a difference between the two courses in the development of critical thinking abilities, with sig. (2-tailed) of 0.01. The study's findings indicate that both STEM PjBL and STEM PBL can be utilized to enhance critical thinking abilities, but STEM PjBL is more beneficial in this regard.

Developing of STEM-based charta learning media to improve critical thinking ability student on plant structure and function material

This research was motivated by several obstacles, including teachers in the learning process only focusing on thick textbooks and the student worksheets provided by the school were less interesting and effective. The aim of this research is to develop chart learning media based on Science Technology Engineering Mathematics (STEM) to improve critical thinking skills. This development research was carried out at Junior High School 7 of Bengkulu, Bengkulu Province - Indonesia using the Thiagarajan 4-D model which consists of four stages. The instruments used were media suitability validation questionnaires, teacher responses, student responses, and students’ critical thinking ability tests on STEM-based graphic media. Data from questionnaire analysis by calculating the percentage of achievement for each component is 86.6% (material expert), 100% (linguist), 98.75% (media/design expert), and 88.3% (test question expert) with the category suitable for use. The practicality of graphic learning media based on student response data and science teacher responses conducted in limited trials shows that STEM-based graphic learning media on Plant Structure and Function material includes very practical criteria for use without revision with percentages of 92, 80%, and 94%. The effectiveness of media has an important role and helps students develop their potential in the learning process. The conclusion of this research is that the media developed has been practically and effectively used as a learning medium in supporting the teaching and learning process on the structure and function of plants in improving the critical thinking skills of class VIII junior high school students.

Environmental and Disaster Risk Reduction literacy among Senior High School students in Sibagat Agusan del Sur

Abstract. The study aimed to determine the level of environmental and disaster risk reduction literacy among Senior High School students in Sibagat, Agusan del Sur, Philippines. The study utilized a modified questionnaire to collect data from various Senior High School strands. The study found that social media was the most used source of information on environmental and disaster risk reduction. Earthquakes and floods were the most experienced hazards, with early evacuation as the most popular coping strategy. Students possessed high levels of awareness on environmental issues contributing to disaster risk and high level of practices towards disaster risk reduction. The study has significant differences in both awareness and practices among different senior high school strands. The level of practice strongly and positively correlates with the level of awareness. The Science Technology Engineering and Mathematics (STEM) strand had the highest mean score for awareness and the Agricultural crop production strand had the highest mean score for practices toward disaster risk reduction. The study found a negative correlation between awareness on environmental issues and Electrical Installation and maintenance (EIM) strand. Conversely, practices towards disaster risk reduction exhibited strong positive correlation with agricultural strand while demonstrating a strong negative correlation with EIM strand and both correlations were statistically significant. The study recommends prioritizing the promotion of environmental and disaster risk reduction literacy among secondary school students by incorporating the topic into the school curriculum, reinforcing related programs and activities, and institutionalizing eco-movement through student organizations.&#x0D; &#x0D; Keywords: Environmental literacy, Disaster Risk Reduction literacy, Sibagat Agusan del Sur, Philippines&#x0D;

DEVELOPMENT OF ELECTRONIC STUDENTS’ ACTIVITY SHEETS USING KVISOFT FLIPBOOK MAKER APPLICATION AND A STEM-BASED APPROACH ON HYDROCARBON MATERIALS

Using the Kvisoft Flipbook Maker application, this study seeks to develop an Electronic Student Activity Sheet (e-LKM) based on a STEM (Science Technology Engineering and Mathematics) approach to Hydrocarbon Materials. This research is Research and Development (R and D) employing the Plomp model, which consists of Preliminary Research (introduction), Prototype Stage (development), and Evaluation. Utilizing material and media expert validation sheets, this study's data acquisition method is based on expert validation sheets. The validity of e-LKM was demonstrated by material expert validation of 0.93 and media validity of 0.92 for the appropriate category, as determined by Aiken V analysis. The percentage of material validity results is 94.8 per cent, while the percentage of media with intriguing categories is 93%. The results of user responses from lecturers and students yielded percentages of 87% and 90% for the category "interesting." e-LKM's series of activities were founded on a STEM methodology encouraging students to be active, interactive, collaborative, and independent

Upaya Penerapan Kecerdasan Emosional Dalam Meningkatkan Prestasi Akademik

&lt;p&gt;&lt;em&gt;Accounting is a precise field of science, meaning it only provides a small tolerance for error. Therefore, a thorough and detailed learning pattern is needed for Accounting teaching staff. To achieve this, it is necessary to grow the role of emotional intelligence of accounting educators in order to further motivate students to continue studying complex accounting knowledge. In addition, students are also expected to continue to adapt and be willing to learn to develop themselves, have strong competitiveness, as well as be able to think logically and critically. Lastly, they are also expected to keep abreast of technological developments and the digital world in order to be able to apply them in the field of accounting (Accounting as a STEM – Science Technology Engineering Mathematics Subject). From the calculation of the correlation coefficient between the survey results for the level of emotional intelligence of educators and the results of observations of all students through the average value of the assignments obtained; it is revealed that there is a relationship rate of 54.9%. Through the acquisition of these results, it can be concluded that there is a relationship between the emotional abilities of UBM teaching staff in reading situations during the teaching and learning process with the needs of the students so that the results (output in the form of values) obtained can be more optimal.&lt;/em&gt;&lt;/p&gt;

Synergistic Collaborations among K-12 Technology, STEM Coaches, and Tech-Industry Partners

This project focused on how two technology coaches, a K-12 Technology Coach and a Science Technology Engineering Mathematics (STEM) Coach collaborated with their coach colleagues and tech-industry partners to offer teachers resources and embedded professional learning (PL). As part of a multiple-case study of coaching models of PL, over the course of two academic years, the researchers gathered observational data during classroom coaching sessions, small group professional learning sessions, and professional development workshops hosted by a tech-industry partner. Additionally, the coaches and a subset of middle school teachers participated in one-on-one interviews and the coaches had discussions in a focus group. Data analyses distilled two main themes: (1) coaches appeal to and collaborate with tech-industry partners; and (2) coaches solicit support and collaborate with school district administrators. Conclusions suggest that technology and STEM coaches serve an integral role in the implementation of technology across the district when collaborating with tech-industry partners. Recommendations include the need for technology coaches to be resourceful and initiate and foster tech-industry partnerships as well as dedicate time to collaborate with other coaches to enhance their own professional knowledge and skills.

Development of E-Module with STEM Nuances to Improve Students' Creative Thinking Skills

One of the factors for improving the quality of education in schools is teaching materials. Based on the results of observations at SMAN 1 Sitiung that students have not used e-modules but use electronic teaching materials in the form of pdf files downloaded from the internet and only in the form of writing and a few pictures. Based on the results of the questionnaire, it is known that students have difficulty understanding the concept of the respiratory system material. This causes low student learning outcomes. Based on the results of the creative thinking questionnaire, it was found that students' creative thinking ability is still low with an average score of 33.8, so it is included in the less creative category. So it takes teaching materials that can help in visualizing the subject matter. This type of research is Plomp model development research which consists of three stages, namely the initial investigation stage, the development or prototyping stage, and the assessment stage. The research subjects were class XI students at SMAN 1 Sitiung for the 2022-2023 academic year. Validation results by the validator on nuanced e-modules Science Technology Engineering And Mathematics (STEM) shows an average grade 88.05% (very valid). Practical results by Biology teachers showed an average score of 87.5% (very practical) and 88.28% students (very practical). The test data for the effectiveness of creative thinking was obtained from the average essay questions 81.22% (very creative).

The Integration of Science Technology Engineering and Mathematics (Stem) in Home Science: Teachers' Understanding and Challenges

The integration of Science Technology Engineering and Mathematics (STEM) education was introduced in Home Science subjects in the year 2017. It aims to enable Home Science students to be competitive in facing the challenges of the 21st century. However, the integration of STEM was not fully implemented due to time constraint, lack of STEM knowledge, as well as heavy workload among the teachers. This study was conducted to explore the integration of STEM among Home Science teachers. Three research questions were derived. Firstly, by exploring Home Science teachers' understanding of STEM and the challenges faced by them in integrating STEM. This qualitative case study involved three Home Science Teachers in Larut Matang and Selama District, Perak. The research informants were selected by using purposive sampling technique. Data were collected using semi-structured interviews. The findings indicated that Home Science teachers understand the concept of STEM integration. They successfully integrate elements of Science and Mathematics, but lack the knowledge to integrate the elements of technology and engineering in Home Science. Only certain topics were chosen to inculcate the STEM elements. Findings also showed that the teachers are not confident in planning STEM projects because there is no guidance and course given to them. Three main challenges faced by the teachers are time constraint, no allocation or budget, and limited creativity to implement STEM projects. The involvement of Home Science teachers in STEM-related activities organised by the District Education Office, State Education Department, or with STEM organisations need to be increased to make sure they get enough exposure to STEM integration in the classroom. Comprehensive training should also be given to Home Science teachers through a continuous Professional Learning Community (PLC) to improve their level of competence in teaching STEM.

Urban Farming Prototype Design and Development with IoT System using STEMSEL and Runlinc IDE

Urban farming technology is getting more acceptable with the increase in population. Running urban farming with IoT becomes more important as urban farming has many constraints. This project aimed to design and develop an automated urban farming system operated with an IoT system using Science Technology Engineering Maths Social Enterprise Learning Artificial Intelligence (STEMSEL AI), and Runlinc Integrated Development Environment (IDE) to ease urban farming. The prototype consists of three major components: the structural part, the water piping system, and the IoT operating system. Idea generation was applied to develop various conceptual designs in the structural component. Concept evaluation was performed to choose the final design. The IoT operation system was designed and developed using the STEMSEL module and Runlinc IDE. A few challenges were identified throughout the design process. Overall, STEMSEL is much simpler and easier to set up than other controllers.

Attitudes and beliefs toward physics: A mini review

A mini review of attitudes and beliefs toward physics has been carried out. The purpose of this study was to address aspects that influence attitudes and beliefs toward physics and various learning models that can increase attitudes and beliefs toward physics. The method used in this study was literature review. Literature review was done by searching for keywords, i.e.: attitudes towards physics and beliefs towards physics. This keyword search was done through Google Scholar, Base, and Core search engines. We have obtained 25 articles that matched the keywords and have been screened with the limitation of the year of publication, namely the last 10 years. Through this literature review it can be obtained that physics attitudes and beliefs were influenced by gender and personality, grade level, type of school, and age. Contradictions regarding aspects that influence attitudes and beliefs about physics occur in the gender aspect. Various learning methods to improve attitudes and beliefs about physics were cooperative learning models with jigsaw, Science Technology Engineering and Mathematics (STEM), concept maps, peer instruction methods, open inquiry methods, learning integrated with music, and learning using a computer simulation model.

Kurikulum untuk Pengembangan Modul Pembelajaran Peningkatan Bobot Kambing di Era New Normal

The purpose of this study was to analyze the curriculum for entrepreneurship courses as a learning module development for the Science Technology Engineering Mathematics approach in the New Normal era, feed for increasing the weight of goats in the growth phase. The respondents of this study were students in semester 5 of the 2021/2022 academic year of Chemistry Education, Faculty of Teacher Training and Education, Sriwijaya University. This research method is descriptive, researchers analyze data from interviews with chemistry education students in semester 5 of the 2021/2022 academic year and documentation. The results of the questionnaire on 6th semester chemistry education students who strongly agreed were 61.90% for item 1) The learning module for entrepreneurship courses contained material about raising goats to increase the weight of goats. A total of 47.61% of students strongly agree with point 2) The revised curriculum is revised in order to foster entrepreneurial attitudes and motivation. A total of 38.09% stated strongly agree to item 3) Entrepreneurship curriculum characterized by chemistry (chemo-entrepreneurship). as much as 52.38% strongly agree with item 4) The entrepreneurship curriculum uses the STEM approach. a total of 52.38% strongly agree with point 5) In the New Normal era the curriculum must be carried out with entrepreneurs. The conclusion of the study is that the entrepreneurship curriculum needs to be revised so that students can adapt in the New Normal era so that a learning module with the topic of feed types is needed to increase goat weight.

Schools’ Readiness, Teachers’ Proficiency, and Science Technology Engineering and Mathematics (STEM) Students’ Preparedness for Higher Education

Students’ preparedness is the extend to which students possess the skills, knowledge, and disposition necessary to succeed academically and socially in higher education practices. The purpose of this study was to determine schools’ level of readiness along funding resources, teacher training and curriculum, and teachers’ level of proficiency along pedagogies, qualification and training, classroom instruction and adequate resources, and STEM students’ level of preparedness for higher education and test the significant difference between the different factors that influence students’ preparedness for higher education. The researcher utilized descriptive-correlational method of research with the help of survey questionnaires as the main source of data. A value of 0.000 indicates a high level of the predictions of the dependent variable (STEM students’ preparedness for higher education). Further, the ANOVA shows that that the independent variable curriculum under the school readiness being statistically significantly predicted the dependent variable STEM student’s preparedness with an F-value of 6.331 and probability value of 0.000 which is less than the 0.05 significance level. This study is hoped to be a useful reference in sustaining schools’ readiness in terms of curriculum design. Curriculum defined as a complex, dynamic, and contested entity that is not limited to a prescribed set of content or outcomes, but it shaped by various actors and forces, including policy, culture, history, and social context.