Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668080
B. Siregar, O. S. Sitompul, E. Nababan, Fahmi
STEM-based learning systems have become commonplace in developed countries today. Students who are taught STEM are expected to be able to realize their imagination and creativity from an early age by directly implementing the basic knowledge gained during school into a real product so that the level of students' understanding of a science can be deep and lasting. Early habituation for schoolage students to get acquainted and plunge into direct practice related to STEM is their main capital in facing future challenges that require adaptation to many new things and a race for creativity that is able to produce innovative products of commercial value and be utilized by mankind. The product resulting from this study received a very positive response from several students who were respondents, although of course, improvements were still needed in terms of the hardware and software that were built.
{"title":"Smartphone-controlled 3D Printed Robots for STEM Learning","authors":"B. Siregar, O. S. Sitompul, E. Nababan, Fahmi","doi":"10.1109/sea-stem53614.2021.9668080","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668080","url":null,"abstract":"STEM-based learning systems have become commonplace in developed countries today. Students who are taught STEM are expected to be able to realize their imagination and creativity from an early age by directly implementing the basic knowledge gained during school into a real product so that the level of students' understanding of a science can be deep and lasting. Early habituation for schoolage students to get acquainted and plunge into direct practice related to STEM is their main capital in facing future challenges that require adaptation to many new things and a race for creativity that is able to produce innovative products of commercial value and be utilized by mankind. The product resulting from this study received a very positive response from several students who were respondents, although of course, improvements were still needed in terms of the hardware and software that were built.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121217395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9667969
J. Ruamcharoen, Hamidah Musor, Kiedparinya Loonjang
At present, science, technology, engineering, and mathematics (STEM) education is gaining wide attention. Effort to promote and integrate STEM education in higher education has been significant in recent years. The samples of this study were 21 students studying of Bachelor of Science in the fourth year student chosen by a purposive sampling approach. STEM linked problem based learning (STEM-PBL) on polymer materials topic was implemented for 12 hours. The STEM-PBL activity was designed with six processes as follows: (1) problem identification, (2) collecting information related to the problem, (3) planning and designing to solve problem (4) development and implementation (5) testing, evaluation for improvement and (6) presenting a solution or innovation. STEM-PBL has been proven to help students develop their STEM competency and 21st century skill.
{"title":"STEM-PBL Activity for Higher Education to Enhance the STEM Competency","authors":"J. Ruamcharoen, Hamidah Musor, Kiedparinya Loonjang","doi":"10.1109/sea-stem53614.2021.9667969","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9667969","url":null,"abstract":"At present, science, technology, engineering, and mathematics (STEM) education is gaining wide attention. Effort to promote and integrate STEM education in higher education has been significant in recent years. The samples of this study were 21 students studying of Bachelor of Science in the fourth year student chosen by a purposive sampling approach. STEM linked problem based learning (STEM-PBL) on polymer materials topic was implemented for 12 hours. The STEM-PBL activity was designed with six processes as follows: (1) problem identification, (2) collecting information related to the problem, (3) planning and designing to solve problem (4) development and implementation (5) testing, evaluation for improvement and (6) presenting a solution or innovation. STEM-PBL has been proven to help students develop their STEM competency and 21st century skill.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125397331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668125
Waziruddin, I. Irwandi, Y. Away
Experiments on nuclear physics with precise measurements are exciting things to do. The experiment supports the STEM approach based on real experiments and especially if it is low-cost equipment. In this study, a preliminary study was conducted on the proton precession magnetometer (PPM) design, which will be used as a teaching aid for STEM learning to explore the atomic nucleus and as a magnetometer to determine the strength of the earth's magnetic field accurately. The PPM signal is susceptible to changes in the external magnetic field so that external magnetic disturbances such as electric currents and ferromagnetic materials in the building produce noise. So the measurements are carried out outside the building. The sensor uses two coils that are polarized opposite each other to eliminate the noise from the outside. In addition, analog filtering is also designed in a bandpass filter only to pass the desired frequency range. Since the PPM signal is tiny, the coil is coupled with a suitable capacitor to amplify the signal radiated by the protons through an inductor-capacitor resonance effect at the desired target frequency. Signal PPM measurement results in the time domain can be displayed, although visually, it is difficult to recognize because it is immersed in noise. However, when heard with the human ear, the distinctive sound of the PPM signal will be clear for about 3 seconds after applying polarizing current to the coil. Waves in the time domain can be converted into the frequency domain using audacity 3.0.2 software. The peak frequency obtained is 1914 Hz. Based on the values of these frequencies, based on the Larmor formula, the value of the earth's magnetic field obtained is 44.97 uT.
{"title":"Design PPM Instrument for STEM Teaching Aid in Exploring Nuclear Physics Topic","authors":"Waziruddin, I. Irwandi, Y. Away","doi":"10.1109/sea-stem53614.2021.9668125","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668125","url":null,"abstract":"Experiments on nuclear physics with precise measurements are exciting things to do. The experiment supports the STEM approach based on real experiments and especially if it is low-cost equipment. In this study, a preliminary study was conducted on the proton precession magnetometer (PPM) design, which will be used as a teaching aid for STEM learning to explore the atomic nucleus and as a magnetometer to determine the strength of the earth's magnetic field accurately. The PPM signal is susceptible to changes in the external magnetic field so that external magnetic disturbances such as electric currents and ferromagnetic materials in the building produce noise. So the measurements are carried out outside the building. The sensor uses two coils that are polarized opposite each other to eliminate the noise from the outside. In addition, analog filtering is also designed in a bandpass filter only to pass the desired frequency range. Since the PPM signal is tiny, the coil is coupled with a suitable capacitor to amplify the signal radiated by the protons through an inductor-capacitor resonance effect at the desired target frequency. Signal PPM measurement results in the time domain can be displayed, although visually, it is difficult to recognize because it is immersed in noise. However, when heard with the human ear, the distinctive sound of the PPM signal will be clear for about 3 seconds after applying polarizing current to the coil. Waves in the time domain can be converted into the frequency domain using audacity 3.0.2 software. The peak frequency obtained is 1914 Hz. Based on the values of these frequencies, based on the Larmor formula, the value of the earth's magnetic field obtained is 44.97 uT.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122614651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9667952
K. Umam, M. Mailizar, W. Artika
School closure during the pandemic requires teachers to integrate digital technology for teaching and learning. Therefore, it is necessary to examine mathematics teachers' digital literacy. The purpose of this study was to examine Indonesian secondary school teachers' digital literacy and investigate if digital literacy levels are significantly different in terms of gender, teaching experience, the level of schools, and teacher level of education. We conducted a quantitative study with a cross-sectional survey design. Data were collected from 232 secondary school teachers and analyzed by ANOVA. This study suggests that, to some extent, demographic variables do not play a significant role in teachers' level of teachers' digital literacy. It was found that, among demographic background variables examined in this study, only teachers' levels of education have a significant role in the level of digital literacy. It indicates that researchers and practitioners should take teachers' education level into account when they design and implement professional development on digital literacy.
{"title":"The Role of Demographic Variables in Secondary School Teachers' Digital Literacy: The Case of Indonesia","authors":"K. Umam, M. Mailizar, W. Artika","doi":"10.1109/sea-stem53614.2021.9667952","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9667952","url":null,"abstract":"School closure during the pandemic requires teachers to integrate digital technology for teaching and learning. Therefore, it is necessary to examine mathematics teachers' digital literacy. The purpose of this study was to examine Indonesian secondary school teachers' digital literacy and investigate if digital literacy levels are significantly different in terms of gender, teaching experience, the level of schools, and teacher level of education. We conducted a quantitative study with a cross-sectional survey design. Data were collected from 232 secondary school teachers and analyzed by ANOVA. This study suggests that, to some extent, demographic variables do not play a significant role in teachers' level of teachers' digital literacy. It was found that, among demographic background variables examined in this study, only teachers' levels of education have a significant role in the level of digital literacy. It indicates that researchers and practitioners should take teachers' education level into account when they design and implement professional development on digital literacy.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"238 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123883317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research aimed to study the effect of science learning using STEM project on Sustainable Development Goals Through alternative online application approach of the grade 10th to 11th students at Satreethungsong School, Thungsong District, Nakhonsrithammarat Province. The sample on this study was the Science and Mathematics students who were interested in the competition of YIC2021 or Young Inventors Challenge. The study was held on the 1st semester; Academic year: 2021 with a class of 25 students. The sample was chosen by purposive sampling method with the students' registration. The students were instructed by using STEM project approach for 2 hours per week every Sunday throughout the 1st semester (between April to September 2021). The research instruments consist of 1) lesson plans for the STEM project approach with 5E inquiry learning on Sustainable Development Goals 2) self-regulation test with the reliability of 0.86 and 3) The researcher's notes. The experimental research was conducted using one group pretest- posttest design of self-regulation test. The data was analyzed by percentage. The research findings were summarized that the students who attended to study the Topic of Sustainable Development Goals and learned through STEM project approach had posttest mean scores on self-regulation scores higher than pretest scores at the 0.05 level of significance. The student got average gained score on self-regulation from 69.24 to 75.12 increased 5.88%. The students can learn and gain knowledge by themselves via self-study. They can share the information, experience with friend in group and others. Then they can help and solve problems for learning together. Moreover, the students can create their innovation for SDGs to the competition completely. They gain the motivation and inspiration on learning with STEM Project. They have seen the valuable of themselves and others. Finally, the students tend to have good attitude toward studying Science Mathematics Engineering and Technology led them learn with an happiness.
{"title":"STEM Project Approach to the Topic of Sustainable Development Goals Through Online Meeting on Students' Self-regulation","authors":"Thanapohn Kanjanapan, Aranya Hemman, Narumon Rattanaburee, Noppadon Nauldum, Supaporn Kongkanon, J. Ruamcharoen","doi":"10.1109/sea-stem53614.2021.9668099","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668099","url":null,"abstract":"The research aimed to study the effect of science learning using STEM project on Sustainable Development Goals Through alternative online application approach of the grade 10th to 11th students at Satreethungsong School, Thungsong District, Nakhonsrithammarat Province. The sample on this study was the Science and Mathematics students who were interested in the competition of YIC2021 or Young Inventors Challenge. The study was held on the 1st semester; Academic year: 2021 with a class of 25 students. The sample was chosen by purposive sampling method with the students' registration. The students were instructed by using STEM project approach for 2 hours per week every Sunday throughout the 1st semester (between April to September 2021). The research instruments consist of 1) lesson plans for the STEM project approach with 5E inquiry learning on Sustainable Development Goals 2) self-regulation test with the reliability of 0.86 and 3) The researcher's notes. The experimental research was conducted using one group pretest- posttest design of self-regulation test. The data was analyzed by percentage. The research findings were summarized that the students who attended to study the Topic of Sustainable Development Goals and learned through STEM project approach had posttest mean scores on self-regulation scores higher than pretest scores at the 0.05 level of significance. The student got average gained score on self-regulation from 69.24 to 75.12 increased 5.88%. The students can learn and gain knowledge by themselves via self-study. They can share the information, experience with friend in group and others. Then they can help and solve problems for learning together. Moreover, the students can create their innovation for SDGs to the competition completely. They gain the motivation and inspiration on learning with STEM Project. They have seen the valuable of themselves and others. Finally, the students tend to have good attitude toward studying Science Mathematics Engineering and Technology led them learn with an happiness.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114537345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1109/SEA-STEM53614.2021.9668175
N. Ismail, Ummi Nadra, M. Yanis
2D resistivity models of magnetotelluric data had been simulated for studying magma activity within volcanic conduits. The simulated models can be used to understand the pre-eruption of volcanic behavior based on the change of resistivity responses measured on an active volcano. Four resistivity models of conduit states have been modeled using REBOCC MT forward modeling code. The models include a conduit with empty magma, the magma starts to accumulate in the conduit, the magma rises, and the conduit full of magma. The resistivity value of the empty conduit and the magma material was 10 Ohm-m and 50.000 Ohm-m, respectively. While the conduit is located within a volcano composed of three resistivity layers, i.e., 100 Ohm-m, 400 Ohm-m, and 1000 Ohm-m from the top to the bottom. The synthetic data responses generated by each model were used to analyze each state. The calculated transfer function of magnetotelluric data includes apparent resistivity and phase for TE-mode. Each data set were calculated in range of period 0.001, 0.01, 0.1, 10, 100, 1000 s. The results showed that apparent resistivity responses increase with increasing the magma height in the conduit. The simulated models can be used to predict the height of the magma before it would be reached the surface as a precursor of a volcanic eruption.
{"title":"Understanding Volcano Activity Using 2D Simulation Models of MT Data","authors":"N. Ismail, Ummi Nadra, M. Yanis","doi":"10.1109/SEA-STEM53614.2021.9668175","DOIUrl":"https://doi.org/10.1109/SEA-STEM53614.2021.9668175","url":null,"abstract":"2D resistivity models of magnetotelluric data had been simulated for studying magma activity within volcanic conduits. The simulated models can be used to understand the pre-eruption of volcanic behavior based on the change of resistivity responses measured on an active volcano. Four resistivity models of conduit states have been modeled using REBOCC MT forward modeling code. The models include a conduit with empty magma, the magma starts to accumulate in the conduit, the magma rises, and the conduit full of magma. The resistivity value of the empty conduit and the magma material was 10 Ohm-m and 50.000 Ohm-m, respectively. While the conduit is located within a volcano composed of three resistivity layers, i.e., 100 Ohm-m, 400 Ohm-m, and 1000 Ohm-m from the top to the bottom. The synthetic data responses generated by each model were used to analyze each state. The calculated transfer function of magnetotelluric data includes apparent resistivity and phase for TE-mode. Each data set were calculated in range of period 0.001, 0.01, 0.1, 10, 100, 1000 s. The results showed that apparent resistivity responses increase with increasing the magma height in the conduit. The simulated models can be used to predict the height of the magma before it would be reached the surface as a precursor of a volcanic eruption.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116814125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9667978
Supanida Duangjinda, O. Kaosaiyaporn, Wasant Atisabda, Narongsak Rorbkorb
The purpose of this research was to 1) develop the massive open online on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students, 2) compare the awareness of cultural value of undergraduate students before and after studying with MOOC on coexistence in multicultural society, and 3) study the students' satisfaction with MOOC on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students. The sample consisted of 60 students. The research instruments consisted of the cultural value awareness inventory and the student satisfaction with MOOC scale. The findings revealed that: 1) The students' multicultural learning awareness was significantly higher in the post-test than in the pre-test at .05 level, 2) the students' satisfaction with MOOC was ranked at high level.
{"title":"Development of Massive Open Online Course on Coexistence in Multicultural Society to Enhance Knowledge Construction and Awareness of Cultural Values for Undergraduate Students","authors":"Supanida Duangjinda, O. Kaosaiyaporn, Wasant Atisabda, Narongsak Rorbkorb","doi":"10.1109/sea-stem53614.2021.9667978","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9667978","url":null,"abstract":"The purpose of this research was to 1) develop the massive open online on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students, 2) compare the awareness of cultural value of undergraduate students before and after studying with MOOC on coexistence in multicultural society, and 3) study the students' satisfaction with MOOC on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students. The sample consisted of 60 students. The research instruments consisted of the cultural value awareness inventory and the student satisfaction with MOOC scale. The findings revealed that: 1) The students' multicultural learning awareness was significantly higher in the post-test than in the pre-test at .05 level, 2) the students' satisfaction with MOOC was ranked at high level.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131510832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668108
H. Sofyan, I. Irwandi, W. Artika, R. Oktavia, Zainal Arifin Lubis, Intan Mulia Sari
It is necessary to develop students to become lifelong learning of science, technology, engineering, and mathematics to meet the challenges in the 21st century. Therefore, the STEM research center of Universitas Syiah Kuala in collaboration with other stakeholders in education, namely government, industry, public, and media has launched the Science, Technology, Engineering, Mathematics, and Character (STEMC) learning approach. There are six aspects to be developed through the STEMC approach: critical thinking, creativity, communication, collaboration, computational thinking, and characters. In general, the nature of STEMC is not only a process of transferring knowledge from teachers to students but also an effort to build students' character. STEMC approach is designed to improve students' scientific abilities, motivation, and perseverance. It means that every phase of learning is designing to support students' intellectual and emotional growth. This paper aims to address what has been done at the STEM Research Center of Universitas Syiah Kuala and the plan for integrating STEMC in Indonesia. It provides an overview of some projects that have been conducted, such as the development of STEMC modules for senior high schools and collaboration with State-Owned Enterprises (SOEs) in teacher professional development programs. In addition, this paper also highlights the STEM center's plan to implement STEMC in Indonesia
为了迎接21世纪的挑战，有必要培养学生成为终身学习科学、技术、工程和数学的人。因此，吉隆坡赛亚大学的STEM研究中心与教育领域的其他利益相关者，即政府、行业、公众和媒体合作，推出了科学、技术、工程、数学和字符(STEMC)学习方法。通过STEMC方法有六个方面需要发展:批判性思维、创造力、沟通、协作、计算思维和性格。总的来说，STEMC的本质不仅是教师向学生传授知识的过程，而且是努力塑造学生性格的过程。STEMC方法旨在提高学生的科学能力、动力和毅力。这意味着学习的每个阶段都是为了支持学生的智力和情感发展而设计的。这篇论文的目的是解决在Syiah Kuala Universitas的STEM研究中心所做的事情以及在印度尼西亚整合STEMC的计划。它概述了已经开展的一些项目，例如为高中开发STEMC模块以及与国有企业合作开展教师专业发展计划。此外，本文还重点介绍了STEM中心在印尼实施STEMC的计划
{"title":"The Integration of STEMC in Indonesia: Current Status and Future Prospects","authors":"H. Sofyan, I. Irwandi, W. Artika, R. Oktavia, Zainal Arifin Lubis, Intan Mulia Sari","doi":"10.1109/sea-stem53614.2021.9668108","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668108","url":null,"abstract":"It is necessary to develop students to become lifelong learning of science, technology, engineering, and mathematics to meet the challenges in the 21st century. Therefore, the STEM research center of Universitas Syiah Kuala in collaboration with other stakeholders in education, namely government, industry, public, and media has launched the Science, Technology, Engineering, Mathematics, and Character (STEMC) learning approach. There are six aspects to be developed through the STEMC approach: critical thinking, creativity, communication, collaboration, computational thinking, and characters. In general, the nature of STEMC is not only a process of transferring knowledge from teachers to students but also an effort to build students' character. STEMC approach is designed to improve students' scientific abilities, motivation, and perseverance. It means that every phase of learning is designing to support students' intellectual and emotional growth. This paper aims to address what has been done at the STEM Research Center of Universitas Syiah Kuala and the plan for integrating STEMC in Indonesia. It provides an overview of some projects that have been conducted, such as the development of STEMC modules for senior high schools and collaboration with State-Owned Enterprises (SOEs) in teacher professional development programs. In addition, this paper also highlights the STEM center's plan to implement STEMC in Indonesia","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131961910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668138
Jirayuth Chantanaphant, Chamnan Para
This research aims to: 1) use lessons from knowledge, skills, and experience gained from a lecturer who produced online teaching materials for PSU MOOC; and, 2) reflect the participation of volunteer students and participating entrepreneurs in the production of online teaching materials for PSU MOOC. The research methodology used was Classroom Action Research. In this current study, the development of a subject, namely Entrepreneurs and New Venture Creation, during May-August, 2021 is purposively selected as a case study. Regarding the case study, the authors intend to apply this methodology to determine and portray the overall learning and experiences gained from the PSU MOOC development throughout the three phases. During the planning phase, knowledge of MOOCs, skills, and criteria for MOOCs should be identified. Advisory is compulsory for inexperienced lecturers in order to understand the criteria and learn some skills. Group work is mandatory to gain some skills to accomplish the process in time. The aims of the curriculum should be established. In a second phase (the development phase), the curriculum design, as well as the production plan, should be aligned with course learning objectives. Then, the proper assessment should be established with the aim to ensure that the learners can achieve the learning objectives. In the execution phase as a third phase, the communication plan is to assure that course will be able to reach the target audience. The evaluation process is to gain feedback to improve the quality of the course. The development of the subject Entrepreneurs and New Venture Creation could be a prime example of containing lessons that could be learned by other lecturers as they create their online MOOC courses.
{"title":"Lesson Learned on Development of Online Teaching Materials PSU MOOC: A Case of the Subject Entrepreneurs and New Venture Creation","authors":"Jirayuth Chantanaphant, Chamnan Para","doi":"10.1109/sea-stem53614.2021.9668138","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668138","url":null,"abstract":"This research aims to: 1) use lessons from knowledge, skills, and experience gained from a lecturer who produced online teaching materials for PSU MOOC; and, 2) reflect the participation of volunteer students and participating entrepreneurs in the production of online teaching materials for PSU MOOC. The research methodology used was Classroom Action Research. In this current study, the development of a subject, namely Entrepreneurs and New Venture Creation, during May-August, 2021 is purposively selected as a case study. Regarding the case study, the authors intend to apply this methodology to determine and portray the overall learning and experiences gained from the PSU MOOC development throughout the three phases. During the planning phase, knowledge of MOOCs, skills, and criteria for MOOCs should be identified. Advisory is compulsory for inexperienced lecturers in order to understand the criteria and learn some skills. Group work is mandatory to gain some skills to accomplish the process in time. The aims of the curriculum should be established. In a second phase (the development phase), the curriculum design, as well as the production plan, should be aligned with course learning objectives. Then, the proper assessment should be established with the aim to ensure that the learners can achieve the learning objectives. In the execution phase as a third phase, the communication plan is to assure that course will be able to reach the target audience. The evaluation process is to gain feedback to improve the quality of the course. The development of the subject Entrepreneurs and New Venture Creation could be a prime example of containing lessons that could be learned by other lecturers as they create their online MOOC courses.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133291905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668096
Syuhaida Mahamud, S. Fam, H. Saleh, Mohd Fauzi Bin Kamarudin, S. Wahjono
The 21st century has witnessed extraordinary improvement on educational technique technologically known as E-learning. Google Classroom has officially been introduced to Malaysian schools in 2019 and all teachers have been given a training regarding this platform usage since then. Yet, very petite is known about STEM teachers' acceptance of this facility. The objective of this study is to propose an improved conceptual framework of modified UTAUT2 by introducing three new constructs namely, Self-Efficacy (SE), Trust (T) and Personal Innovativeness (PI) towards E-Learning acceptance. However, this study is mainly based on an in-depth recent literature review derived from Scopus database.
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