scholarly journals IMPLEMENTATION OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) LEARNING APPROACH TO REDUCE GENDER DISPARITY IN SCIENCE LEARNING ACHIEVEMENT.

2018 ◽  
Vol 6 (4) ◽  
pp. 308-316
Author(s):  
Maretha Zahara ◽  
◽  
Abdurrahman Abdurrahman ◽  
Chandra Ertikanto ◽  
Agus Suyatna ◽  
...  
Keyword(s):  
Science Learning ◽  
Gender Disparity ◽  
Learning Approach ◽  
Stem Learning ◽  
Learning Achievement ◽  
Science Technology ◽  
And Mathematics

scholarly journals PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM): DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN LITERASI AL-QUR’AN

2021 ◽  
Vol 9 (4) ◽  
pp. 360-372
Author(s):  
Yovi Imeysa ◽  
Farida Farida ◽  
Suherman Suherman ◽  
Tia Agnesa
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Homogeneity Test ◽  
Learning Approach ◽  
Stem Learning ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Flat Side ◽  
Analysis Technique ◽  
And Mathematics

This study aimed to determine the effect of the STEM (Science, Technology, Engineering, and Mathematics) learning approach on the ability to understand mathematical concepts in terms of students' Al-Qur'an literacy. This research is a Quasy Experimental Design research with a 2×3 factorial research design. The data collection techniques in this study were in the form of a concept understanding test and an Al-Qur'an literacy questionnaire. The data analysis technique used is the normality test and homogeneity test, and the Two-way ANOVA test. Based on the results of the study, it was concluded that there was an effect of the STEM learning approach (Science, Technology, Engineering, and Mathematics) on the ability to understand students' mathematical concepts in the material of Building Flat Side Space. There is no influence of Al-Qur'an literacy on the ability to understand students' mathematical concepts in the material of Constructing Flat Sided Space. There is no interaction between the treatment of the STEM learning approach (Science, Technology, Engineering, and Mathematics) with the Al-Qur'an literacy category on the ability to understand mathematical concepts in the matter of Constructing Flat Sided Space.

scholarly journals STEM Learning in Queensland Australia

2019 ◽  
Vol 4 (1) ◽  
pp. 95-102
Author(s):  
Wijokongko Wijokongko
Keyword(s):  
Education System ◽  
Social Relationship ◽  
Learning Approach ◽  
Stem Learning ◽  
Science Technology ◽  
Short Course ◽  
The Social ◽  
Frame Work ◽  
And Mathematics ◽  
Technology In Schools

STEM learning in Australia has been well implemented and inspires Indonesian teachers to have great experiences. In Australia, STEM is considered as an learning approach and development that integrates the interrelated of science, technology, engineering, and mathematics. The aim of the paper is to give a brief description of the implementation of STEM in Australia, the condition of transportation, the characteristic of people, as the result of observation during a short course in Australia. The result of the observation shows that STEM has been well implemented. The school has implemented STEM for their frame work. The school collaborate with the universities and industries to support their students in doing research. STEM can use 5E (Engage, Explore, Elaborate, Explain, Evaluate). The transportation system and the social relationship provide the Indonesian teachers to get good ones. The way of thinking , the education system, and the development of technology in schools can be valuable and great possibilities to implement in Indonesia.  Other advance  countries  has implemented STEM. Indonesia should implement STEM to support the success of the students among the 21th century and the revolution 4.0 era.

scholarly journals The influence of science, technology, engineering, and mathematics (STEM) learning approaches on learning outcomes

2021 ◽  
Vol 2126 (1) ◽  
pp. 012017
Author(s):  
P Andriani ◽  
Muhammad Ali ◽  
M Jarnawi
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Average Score ◽  
Control Group ◽  
Learning Approach ◽  
Stem Learning ◽  
Physics Learning ◽  
Science Technology ◽  
Scientific Approach ◽  
And Mathematics

Abstract The objective of the study is to discover the effect of the Science, Technology, Engineering, and Mathematics (STEM) learning approach on the physics learning outcomes The study is considered as quasi-experimental research by implementing the non-equivalent, pretest-posttest as the research design. There were two science classes of SMA Negeri 1 Sindue Tobata were selected as the sample of the study. The Science, Technology, Engineering, and Mathematics learning approach was applied to the experimental class while the scientific approach was applied to the control class. The learning outcomes test obtained showed that the average score of the experimental group was 15.95 and the average score of the control group was 12.25. Based on the results of hypothesis testing, obtained that tcount=3.00 and t_(0.0975(38))=2.024 at a significance level of a=0.05. It means that the value of t_count is outside the acceptance area of H_0. The findings concluded that there were differences in physics learning outcomes between the students who were taught by using STEM approach and the students who were only taught by implementing the scientific approach in SMA Negeri 1 Sindue Tobata.

IMPLEMENTING STEM APPROACH IN KINDERGARDEN

2021 ◽  
Vol 12 (1) ◽  
pp. 236-243
Author(s):  
Ivelina Velcheva ◽  
◽  
Kosta Garov ◽  
Keyword(s):  
Learning Process ◽  
Real Life ◽  
Learning By Doing ◽  
Digital Tools ◽  
Research Approach ◽  
Stem Learning ◽  
Knowledge And Skills ◽  
Science Technology ◽  
And Mathematics ◽  
Kindergarten Curriculum

The following work is devoted to the description of an innovative approach to kindergarten learning through the application of the methods of science, technology, engineering and mathematics, better known as STEM learning. The aim of the work is to increase popularity of the approach and stimulate teachers to implement it more often in the learning process. STEM increases children’s knowledge and skills, thanks to the interdisciplinarity, research approach, learning by playing, learning by doing, project-based and problem-based learning and the opportunity for touching to real-life situations. This paper addresses the main principles of STEM and the possibilities for realization different STEM situations, based on the kindergarten curriculum. Different digital tools are described, like programmable toys and devices and LEGO constructors. Various ideas for conducting experiments are presented, too. They are useful for increasing children’s motivation and interest in the approach. An example version of a plan for work on a STEM project is proposed, which includes the steps for its implementation and which is adapted to the expected learning results in the kindergarten.

Will We Ever Close the Gender Gap Among Top Mathematics Achievers? Analysis of Recent Trends by Race in Advanced Placement (AP) Exams

2021 ◽  
pp. 016235322110445
Author(s):  
A. Kadir Bahar
Keyword(s):  
Advanced Placement ◽  
Gender Gap ◽  
Gender Disparity ◽  
Gender Disparities ◽  
Women In Science ◽  
Science Technology ◽  
Ap Calculus ◽  
Recent Trends ◽  
Underrepresentation Of Women ◽  
And Mathematics

Analyzing the test scores of more than 10,000,000 students who participated in the Advanced Placement (AP) math exams from 1997 to 2019, this study examined the direction and magnitude of the trend in gender disparity by race in participation in and top achievement on AP Calculus AB, Calculus BC, and Statistics exams. The results of this study indicated that, in general, females’ representation in all three AP exams increased significantly. Although the findings indicated that the female-to-male ratios (FMRs) in participation in the AP math exams increased significantly from 1997 to 2019 and favored females for all races, the gender disparities among top achievers for all math exams are still substantial. The relationships between the FMRs in participation and top achievement for all AP math exams were also analyzed within races, and the possible impacts of these findings within the context of the underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields were also discussed.

scholarly journals Representation of Industry in Introductory Biology Textbooks: A Missed Opportunity to Advance STEM Learning

2018 ◽  
Vol 17 (4) ◽  
pp. ar61 ◽  
Author(s):  
Sharotka M. Simon ◽  
Helen Meldrum ◽  
Eric Ndung’u ◽  
Fred D. Ledley
Keyword(s):  
Text Analysis ◽  
Business Practice ◽  
Business Practices ◽  
Stem Learning ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Textbooks ◽  
Science Technology ◽  
And Mathematics ◽  
Missed Opportunity

The majority of students who enroll in undergraduate biology courses will eventually be employed in non-STEM (science, technology, engineering, and mathematics) business occupations. This work explores how representations of industry in undergraduate biology textbooks could impact STEM learning for these students and their ability to apply this learning in their chosen work. We used text analysis to identify passages with references to industry in 29 textbooks. Each passage was categorized for relevance to health or environment, for implied positive or negative connotations, and for descriptions of synergy or conflict between science and industry. We found few passages describing applications of STEM learning in non-STEM business occupations and a paucity of content to support context-based learning for students aiming at business careers. A significant number of passages embodied negative connotations regarding industry. Notable passages highlighted irregular or fraudulent business practices or included simplistic caricatures of business practice. We discuss how the representation of industry in these textbooks may impact student engagement, context-based learning, the ability of students to critically apply STEM learning in industry or business occupations, and heuristics that guide intuitive perceptions about the intersection between science and industry.

Computational Thinking in K–12

2013 ◽  
Vol 42 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Shuchi Grover ◽  
Roy Pea
Keyword(s):  
Computational Thinking ◽  
Stem Learning ◽  
Policy Makers ◽  
Academic Literature ◽  
Current State ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

scholarly journals THE EFFECTS OF MODEL PROJECT-BASED LEARNING APPROACH ON STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) ON SCIENCE LEARNING TO JUNIOR HIGH SCHOOL STUDENT’S CRITICAL THINKING SKILLS AND COOPERATIVE SKILLS

2020 ◽  
Vol 4 (1) ◽  
pp. 5-10
Author(s):  
Riyani Septi Indriyana ◽  
Susilowati Susilowati
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Science Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Science Technology ◽  
Model Project

The research aimed to (1) analyzes the effects of model project-based learning approach on  STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills. The research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. The sample of the study was selected with cluster random sampling techniques and obtained grade-VIII B as an experimental class and grade-VIII C as a control class. Learning in the experimental class with a project-based learning model was STEM-oriented and the control class used a scientific approach. The data were pretest and posttest of critical thinking and observation sheets of cooperation. The analysis used the normality test, homogeneity test, MANOVA  test, and effect size. The results showed that (1) there was an effect of project based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project based learning model on STEM approach on critical thinking and collaborative skill was on medium category.

scholarly journals A CASE STUDY OF NEEDS ASSESSMENT OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION IN LOWER SECONDARY SCHOOLS

2021 ◽  
Vol 6 (1) ◽  
pp. 242-264
Author(s):  
Loh Su Ling ◽  
Vincent Pang ◽  
Denis Lajium
Keyword(s):  
Secondary Schools ◽  
Needs Assessment ◽  
Stem Education ◽  
Secondary Level ◽  
Learning Approach ◽  
Integrated Stem ◽  
Science Technology ◽  
And Mathematics ◽  
Lower Secondary Schools

Background and Purpose: Science, Technology, Engineering and Mathematics (STEM) education in the formal school curriculum can be described as a STEM-related individual subject; as a learning package offering learning pathway for STEM elective subjects and as an integrated STEM learning approach. This study focuses on the needs assessment of STEM education as a learning approach among lower secondary school teachers in a local district in Malaysia. The current and desired situations were analysed as well as the causal factors which guide the choice of any intervention programs to address the actual needs.   Methodology: Three schools were selected through heterogenous purposive sampling. The teachers from each school were selected through criterion sampling based on predetermined criteria.   31 teachers from the lower secondary level who teach STEM related subjects as well as the head of panel and departments of the STEM subjects, were selected as the participants. Focus group and one-to-one interviews were conducted with the participants after receiving their consent.   Findings: There is a gap between the desired situation and the current situation in the implementation of integrated STEM education. The implementation of STEM education at the lower secondary level can be facilitated through various means such as a comprehensive STEM education professional development or training for teachers, collaborations between STEM subjects teachers through lesson studies or professional learning community, and working together with local STEM expertise or community of practice.   Contributions: The findings provide relevant information and guidance on the selection of intervention for the integrated STEM education in addressing the needs. It also initiates the planning of the integrated STEM education programs which focuses on the gaps as the means to achieve the desired results.   Keywords: STEM education, needs assessment, case study, gap, interventions   Cite as: Loh, S. L., Pang, V., & Lajium, D. (2021). A case study of needs assessment of science, technology, engineering and mathematics (STEM) education in lower secondary schools. Journal of Nusantara Studies, 6(1), 242-264. http://dx.doi.org/10.24200/jonus.vol6iss1pp242-264

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