Pub Date : 2021-11-24DOI: 10.1109/sea-stem53614.2021.9668007
N. S. S. Mizam
Evaluation of the automated testing kit used to assess a person's psychomotor skill experience has become crucial in an era that was very concerned with practical skills, especially in the engineering field. Furthermore, current testing kits need a better upgrade to access the advanced skills of individuals who use them. Therefore, a new study to improve the existing test kits with unique features better than the original testing kit. This study aims to create a new approach to test a practical experience change to assess unintentional learning related to classic psychomotor skills in engineering technology laboratory classes. The methodology used to build up the instrument is portrayed, and the empirical data collected to support its validity is presented. The testing kit's expected results to improve measuring practical skills involved in a psychomotor change in engineering laboratory classes is proven.
{"title":"Can Psychomotor Skills From Electrical Circuit Laboratory be Evaluated?","authors":"N. S. S. Mizam","doi":"10.1109/sea-stem53614.2021.9668007","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668007","url":null,"abstract":"Evaluation of the automated testing kit used to assess a person's psychomotor skill experience has become crucial in an era that was very concerned with practical skills, especially in the engineering field. Furthermore, current testing kits need a better upgrade to access the advanced skills of individuals who use them. Therefore, a new study to improve the existing test kits with unique features better than the original testing kit. This study aims to create a new approach to test a practical experience change to assess unintentional learning related to classic psychomotor skills in engineering technology laboratory classes. The methodology used to build up the instrument is portrayed, and the empirical data collected to support its validity is presented. The testing kit's expected results to improve measuring practical skills involved in a psychomotor change in engineering laboratory classes is proven.","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":"116462403","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-stem53614.2021.9667968
Heryandi, H. D. Septama, M. Komarudin, T. Yulianti
This paper focuses on the state of readiness of Indonesian higher education to integrate online courses, particularly during study from home as a result of the COVID-19 pandemic. The case study was carried out at the University of Lampung (Unila), one of the state universities of Indonesia. The result shows the rapid increase in the number of visitors to Unila's learning management system during the beginning of studies from home regulations. The Aydin and Tasci E-learning Readiness (ELR) method is used to assess Unila's readiness to implement the online course. The study is also important to show the Unila readiness to support Merdeka Belajar regulation issued by the Ministry of Education and Culture (MOEC) of Indonesia. The result shows that the average ELR score is 4.43. This result indicates that Unila is in a state of readiness for the implementation of e-learning, and the application of e-learning can be continued. However, several things can be improved, especially with regard to ELR factors which have lower scores.
{"title":"E-learning Readiness in University of Lampung during Covid-19 Pandemic","authors":"Heryandi, H. D. Septama, M. Komarudin, T. Yulianti","doi":"10.1109/sea-stem53614.2021.9667968","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9667968","url":null,"abstract":"This paper focuses on the state of readiness of Indonesian higher education to integrate online courses, particularly during study from home as a result of the COVID-19 pandemic. The case study was carried out at the University of Lampung (Unila), one of the state universities of Indonesia. The result shows the rapid increase in the number of visitors to Unila's learning management system during the beginning of studies from home regulations. The Aydin and Tasci E-learning Readiness (ELR) method is used to assess Unila's readiness to implement the online course. The study is also important to show the Unila readiness to support Merdeka Belajar regulation issued by the Ministry of Education and Culture (MOEC) of Indonesia. The result shows that the average ELR score is 4.43. This result indicates that Unila is in a state of readiness for the implementation of e-learning, and the application of e-learning can be continued. However, several things can be improved, especially with regard to ELR factors which have lower scores.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"12 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":"130508730","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}
A fast-changing world causes people to face various volatility situations. Becoming global citizens, students should have 21st century skills and can solve real-world problems effectively. Integrating STEM education is a possible way to help students become more able to tackle real-life problems implemented by standard competence teachers on STEM teaching. The purpose of this research is to examine the effect of developing STEM activity regarding COVID-19 pandemic issue on work and energy concept through professional learning community (STEM-PLC) on STEM teaching and STEM competency among 7 teachers and 45 students at secondary school in an Islamic Private School, Narathiwat Province. The quantitative methods: classroom observation and self-assessment were implemented. The results indicated that no teacher have lower standard on STEM teaching competency after incubating through professional learning community for 7 months which 4 teachers achieved STEM teaching competency at standard level and 3 teachers at beyond standard. Likewise, most of students (64.4%) have STEM competency at Developing level and 24.5% at Exemplary level. The finding proved that the STEM-PLC can help teachers and students to enrich competence of STEM including 4Cs 21st century skills at classroom level and tend to achieve the national education policy.
{"title":"Professional Learning Community on STEM Competency: COVID-19 Pandemic Issue","authors":"Hamidah Musor, Supakan Buatip, Nur-ehsan Boto, A-esoh Lanong","doi":"10.1109/sea-stem53614.2021.9668016","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668016","url":null,"abstract":"A fast-changing world causes people to face various volatility situations. Becoming global citizens, students should have 21st century skills and can solve real-world problems effectively. Integrating STEM education is a possible way to help students become more able to tackle real-life problems implemented by standard competence teachers on STEM teaching. The purpose of this research is to examine the effect of developing STEM activity regarding COVID-19 pandemic issue on work and energy concept through professional learning community (STEM-PLC) on STEM teaching and STEM competency among 7 teachers and 45 students at secondary school in an Islamic Private School, Narathiwat Province. The quantitative methods: classroom observation and self-assessment were implemented. The results indicated that no teacher have lower standard on STEM teaching competency after incubating through professional learning community for 7 months which 4 teachers achieved STEM teaching competency at standard level and 3 teachers at beyond standard. Likewise, most of students (64.4%) have STEM competency at Developing level and 24.5% at Exemplary level. The finding proved that the STEM-PLC can help teachers and students to enrich competence of STEM including 4Cs 21st century skills at classroom level and tend to achieve the national education policy.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"48 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120815438","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-stem53614.2021.9667990
B. Lim, S. A. Rashid, R. Othman, N. Noh
Due to the outbreak of COVID-19, the conventional face-to-face classroom was shifted to virtual classroom with the aim to minimize physical contact among students while maintaining their learning progress. In order to ensure the success of online learning, students' satisfaction plays a vital role. This study aimed to investigate the effect of online class features on the students' satisfaction. An online questionnaire was emailed to the undergraduates who pursue their degree studies in Universiti Malaysia Perlis (UniMAP). There were 456 active students participated in the present study and they were from technical or nontechnical background. Descriptive statistics were used to analyze the responses to the satisfaction scales. Results showed that good quality of audio and video were the most important features for online learning that link to students' satisfaction. Flexible timetable and ease to browse the online courses were also helped to enhance the satisfaction of students during online learning. This study suggested that the basic features of online learning should always be taken into account during the course delivery process. It was also discovered that the psychology wellness of student was strongly linked to satisfaction of student when good online learning features were provided.
{"title":"Effect of Online Class Features on Students' Learning Satisfaction in UniMAP","authors":"B. Lim, S. A. Rashid, R. Othman, N. Noh","doi":"10.1109/sea-stem53614.2021.9667990","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9667990","url":null,"abstract":"Due to the outbreak of COVID-19, the conventional face-to-face classroom was shifted to virtual classroom with the aim to minimize physical contact among students while maintaining their learning progress. In order to ensure the success of online learning, students' satisfaction plays a vital role. This study aimed to investigate the effect of online class features on the students' satisfaction. An online questionnaire was emailed to the undergraduates who pursue their degree studies in Universiti Malaysia Perlis (UniMAP). There were 456 active students participated in the present study and they were from technical or nontechnical background. Descriptive statistics were used to analyze the responses to the satisfaction scales. Results showed that good quality of audio and video were the most important features for online learning that link to students' satisfaction. Flexible timetable and ease to browse the online courses were also helped to enhance the satisfaction of students during online learning. This study suggested that the basic features of online learning should always be taken into account during the course delivery process. It was also discovered that the psychology wellness of student was strongly linked to satisfaction of student when good online learning features were provided.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"1 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":"129142937","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-stem53614.2021.9668085
Tanchanok Poonsin, Ninna Jansoon
In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in a meaningful learning activity. STEM and project-based learning are one of the alternative teaching strategies that engaged students in meaningful learning. This research aims to investigate the impact of project-based learning that integrates with STEM on students' creativity in the topic of “Garbage Designer Who Use Waste As Inspiration For New Products”. The target group is 4th pre-service chemistry teachers at Thaksin University, Songkhla campus, academic year 2021. The data is obtained through Creativity Product Analysis Matrix (CPAM), which was analyzed from the product of pre-service chemistry teachers created. Three creativity dimensions used in this study which are novelty, resolution and elaboration dimension. The results of this research showed that pre-service chemistry teachers' creativity is obtained as much average scores of creative dimension equal to 72 %, that pre-service chemistry teachers' creativity were categorized as good. Based on the result, STEM project-based learning give a good impact on the improvement of pre-service chemistry teachers' creative thinking. Hence, integrated STEM linked with project-based learning can be implemented as alternative learning strategy.
{"title":"Integrated STEM with Project-Based Learning Implementation to Enhance Students' Creativity","authors":"Tanchanok Poonsin, Ninna Jansoon","doi":"10.1109/sea-stem53614.2021.9668085","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668085","url":null,"abstract":"In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in a meaningful learning activity. STEM and project-based learning are one of the alternative teaching strategies that engaged students in meaningful learning. This research aims to investigate the impact of project-based learning that integrates with STEM on students' creativity in the topic of “Garbage Designer Who Use Waste As Inspiration For New Products”. The target group is 4th pre-service chemistry teachers at Thaksin University, Songkhla campus, academic year 2021. The data is obtained through Creativity Product Analysis Matrix (CPAM), which was analyzed from the product of pre-service chemistry teachers created. Three creativity dimensions used in this study which are novelty, resolution and elaboration dimension. The results of this research showed that pre-service chemistry teachers' creativity is obtained as much average scores of creative dimension equal to 72 %, that pre-service chemistry teachers' creativity were categorized as good. Based on the result, STEM project-based learning give a good impact on the improvement of pre-service chemistry teachers' creative thinking. Hence, integrated STEM linked with project-based learning can be implemented as alternative learning strategy.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"82 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":"126253004","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-stem53614.2021.9668170
N. R. H. Basri, M. S. Mohktar, Jadeera Cheong Phaik Geok Abdullah, Z. Aspanut
Due to Movement Control Order (MCO) by Malaysian government, Institutions of Higher Learning (IHLs) have implemented online learning approach for teaching and learning. Campus was off limit to all students and lecturers/instructors and laboratory access was denied. Platforms such as ZOOM, Webex, Google Meet and more were introduced to be used as online learning tools to communicate with classmates and lecturers/instructors remotely from home. This study aims to investigate the student's perception on his/her home environment for online learning during the MCO phases. An online survey was developed to assess the effect of MCO on students from several IHLs in Malaysia. The respondents consist of 525 students, 92.95% were undergraduates and 5.52% were postgraduates. 70.67% of the students enrolled in practical or laboratory classes through online learning during the MCO phase. The most used online platform for online learning was Google Meet at 88% of usage. However, through online learning, there are challenges experienced by the students during the MCO. One of the big challenges faces by them are their home environment during online classes. Approximately about 40% of the students complained on the suitableness of home environment for online classes. Without proper environment and lack of material and apparatus for experiment and practical work, it become hindrance for student learn at home.
{"title":"A Survey of Student's Perception on Conducting Online Learning in the Home Environment during Movement Control Order (MCO)","authors":"N. R. H. Basri, M. S. Mohktar, Jadeera Cheong Phaik Geok Abdullah, Z. Aspanut","doi":"10.1109/sea-stem53614.2021.9668170","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668170","url":null,"abstract":"Due to Movement Control Order (MCO) by Malaysian government, Institutions of Higher Learning (IHLs) have implemented online learning approach for teaching and learning. Campus was off limit to all students and lecturers/instructors and laboratory access was denied. Platforms such as ZOOM, Webex, Google Meet and more were introduced to be used as online learning tools to communicate with classmates and lecturers/instructors remotely from home. This study aims to investigate the student's perception on his/her home environment for online learning during the MCO phases. An online survey was developed to assess the effect of MCO on students from several IHLs in Malaysia. The respondents consist of 525 students, 92.95% were undergraduates and 5.52% were postgraduates. 70.67% of the students enrolled in practical or laboratory classes through online learning during the MCO phase. The most used online platform for online learning was Google Meet at 88% of usage. However, through online learning, there are challenges experienced by the students during the MCO. One of the big challenges faces by them are their home environment during online classes. Approximately about 40% of the students complained on the suitableness of home environment for online classes. Without proper environment and lack of material and apparatus for experiment and practical work, it become hindrance for student learn at home.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"27 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131686588","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-stem53614.2021.9668169
Fathiyah Mohd. Kamaruzaman, R. Hamid, A. Mutalib, M. Rasul
As new industrial revolution strike in, engineers are required to prepare themselves with relevant skills in order to remain significant in a challenging working environment. Leadership skills have been highlighted as important skills to be perceived by engineers in various engineering reports. While there is a dire need for instilling engineering leadership in the curriculum, limited studies have been done to identify the leadership attributes for engineering graduates. Therefore, this study was done to derive engineering leadership traits/attributes based from engineering leadership programs (ELPs) worldwide. Using a systematic review approach, a crosswalk of engineering leadership criteria from selected five ELPs were shown. Emerging themes from the crosswalk are technical skills; think outside of the box; engage with others; excellence in execution and beliefs and attitudes. Findings of the study will provide a significant set of leadership attributes for 4IR engineering graduates and also will embark the opportunities for further research by the authors.
{"title":"Determination of Leadership Attributes for 4IR Engineering Graduates","authors":"Fathiyah Mohd. Kamaruzaman, R. Hamid, A. Mutalib, M. Rasul","doi":"10.1109/sea-stem53614.2021.9668169","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668169","url":null,"abstract":"As new industrial revolution strike in, engineers are required to prepare themselves with relevant skills in order to remain significant in a challenging working environment. Leadership skills have been highlighted as important skills to be perceived by engineers in various engineering reports. While there is a dire need for instilling engineering leadership in the curriculum, limited studies have been done to identify the leadership attributes for engineering graduates. Therefore, this study was done to derive engineering leadership traits/attributes based from engineering leadership programs (ELPs) worldwide. Using a systematic review approach, a crosswalk of engineering leadership criteria from selected five ELPs were shown. Emerging themes from the crosswalk are technical skills; think outside of the box; engage with others; excellence in execution and beliefs and attitudes. Findings of the study will provide a significant set of leadership attributes for 4IR engineering graduates and also will embark the opportunities for further research by the authors.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"1 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":"129962978","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-stem53614.2021.9668019
N. Dureh
This study aims to identify the growth score and explore the satisfaction of the student on project-based learning. The target group for this study was the first-year students who enroll in the Answering questions with data course. The data was collected using a questionnaire containing information about the growth score and satisfaction on project-based learning and some open-ended questions. The results found that most of the students have a moderate level of growth score. However, it is revealed that the growth score was statistically different compared to before and after. Therefore, most students were satisfied with project-based learning. Moreover, the student points out that project-based learning benefits them, such as promoting relationships and teamwork, exchanging and fulfilling the knowledge to each other. However, on the other hand, project-based learning also points out some weaknesses: some group members took advantage and were irresponsible.
{"title":"Project Based Learning for General Education Course","authors":"N. Dureh","doi":"10.1109/sea-stem53614.2021.9668019","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668019","url":null,"abstract":"This study aims to identify the growth score and explore the satisfaction of the student on project-based learning. The target group for this study was the first-year students who enroll in the Answering questions with data course. The data was collected using a questionnaire containing information about the growth score and satisfaction on project-based learning and some open-ended questions. The results found that most of the students have a moderate level of growth score. However, it is revealed that the growth score was statistically different compared to before and after. Therefore, most students were satisfied with project-based learning. Moreover, the student points out that project-based learning benefits them, such as promoting relationships and teamwork, exchanging and fulfilling the knowledge to each other. However, on the other hand, project-based learning also points out some weaknesses: some group members took advantage and were irresponsible.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"45 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":"132144805","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-stem53614.2021.9668131
N. Chehlaeh
This study aims to present an example of a learning plan for the Introduction to Astronomy course in massive open online courses (MOOCs), and take the lessons of knowledge, skills, experiences, problems, and opportunities that teachers who produce online teaching materials for PSU-MOOC received from the subject Introduction to Astronomy. There are four steps in the MOOC process, including pre-production, production, post-production, and evaluation and maintenance. We present the process of MOOCs development: guidelines to develop course content, material preparation, video content production, and the course management after production. The outline of the content in the subject Introduction to Astronomy was introduced as an example for teachers who are interested in designing and developing astronomy courses in MOOCs. The conclusions of the study are as follows: 1) a massive open online course on Introduction to Astronomy has been developed, which covers five learning hours and consists of three main chapters, divided into ten lessons. In the course are basic knowledge of astronomy, celestial coordinate systems and stargazing, and astronomical phenomena related to life on Earth. 2) In the step of design and development of MOOCs, we found that curriculum designers, technical specialists, and expert instructors are very important factors to success. A productive team and good preparation are very crucial for the effective design of MOOCs.
{"title":"Lessons Learned on Developing PSU-MOOC: a Case of Introduction to Astronomy","authors":"N. Chehlaeh","doi":"10.1109/sea-stem53614.2021.9668131","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9668131","url":null,"abstract":"This study aims to present an example of a learning plan for the Introduction to Astronomy course in massive open online courses (MOOCs), and take the lessons of knowledge, skills, experiences, problems, and opportunities that teachers who produce online teaching materials for PSU-MOOC received from the subject Introduction to Astronomy. There are four steps in the MOOC process, including pre-production, production, post-production, and evaluation and maintenance. We present the process of MOOCs development: guidelines to develop course content, material preparation, video content production, and the course management after production. The outline of the content in the subject Introduction to Astronomy was introduced as an example for teachers who are interested in designing and developing astronomy courses in MOOCs. The conclusions of the study are as follows: 1) a massive open online course on Introduction to Astronomy has been developed, which covers five learning hours and consists of three main chapters, divided into ten lessons. In the course are basic knowledge of astronomy, celestial coordinate systems and stargazing, and astronomical phenomena related to life on Earth. 2) In the step of design and development of MOOCs, we found that curriculum designers, technical specialists, and expert instructors are very important factors to success. A productive team and good preparation are very crucial for the effective design of MOOCs.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"36 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":"132261275","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-stem53614.2021.9667954
Nur-ehsan Boto, Nathavit Portjanatanti, O. Kaosaiyaporn, Narongsak Rorbkorb
This research is experimental research that aims to study the result of using the approach of the Knowledge Management Model of the STEM Master Teachers to develop and design the Islamic integrated STEM Learning Management Plan. The target group used in this research is the STEM Master Teachers of Darussalam School, Ra-ngae District, Narathiwat Province. The research process is divided into 3 sub-steps:1) Before applying the Model which was to educate the STEM Master Teachers in order to make an understanding about the Knowledge Management Model and develop the Knowledge Management Action Plan. 2) During applying the Model which the STEM Master Teachers implemented the Knowledge Management Action Plan to design the Islamic integrated STEM Learning Management Plan. 3) After applying the Model which was to evaluate the quality of the Islamic integrated STEM Learning Management plan. Moreover, the tools used to conduct the research were the Assessment Form of the Knowledge Management Action Plan and the Assessment Form of the Islamic integrated STEM Learning Management Plan of the STEM Master Teachers. The data were analyzed by using Arithmetic Mean and Standard Deviation, then compared with the assessment criteria. The results are shown as the following: 1)The quality of the Knowledge Management Action Plan to promote the Islamic Integrated STEM Learning Management is at a very good level. 2)The quality of the Islamic integrated STEM Learning Management Plan under the title of ‘The COVID Labour-Saving Machine Built Based on Islamic Principle’ of the STEM Master Teachers of Darussalam School, Ra-ngae District, Narathiwat Province as overall and individual aspects ‐‐Learning Analysis, Learning Design, and Learning Assessment‐‐ is at a very good level.
{"title":"Knowledge Management Model on Islamic Integrated STEM Learning Management: Case Study: Darussalam School, Ra-ngae District, Narathiwat Province","authors":"Nur-ehsan Boto, Nathavit Portjanatanti, O. Kaosaiyaporn, Narongsak Rorbkorb","doi":"10.1109/sea-stem53614.2021.9667954","DOIUrl":"https://doi.org/10.1109/sea-stem53614.2021.9667954","url":null,"abstract":"This research is experimental research that aims to study the result of using the approach of the Knowledge Management Model of the STEM Master Teachers to develop and design the Islamic integrated STEM Learning Management Plan. The target group used in this research is the STEM Master Teachers of Darussalam School, Ra-ngae District, Narathiwat Province. The research process is divided into 3 sub-steps:1) Before applying the Model which was to educate the STEM Master Teachers in order to make an understanding about the Knowledge Management Model and develop the Knowledge Management Action Plan. 2) During applying the Model which the STEM Master Teachers implemented the Knowledge Management Action Plan to design the Islamic integrated STEM Learning Management Plan. 3) After applying the Model which was to evaluate the quality of the Islamic integrated STEM Learning Management plan. Moreover, the tools used to conduct the research were the Assessment Form of the Knowledge Management Action Plan and the Assessment Form of the Islamic integrated STEM Learning Management Plan of the STEM Master Teachers. The data were analyzed by using Arithmetic Mean and Standard Deviation, then compared with the assessment criteria. The results are shown as the following: 1)The quality of the Knowledge Management Action Plan to promote the Islamic Integrated STEM Learning Management is at a very good level. 2)The quality of the Islamic integrated STEM Learning Management Plan under the title of ‘The COVID Labour-Saving Machine Built Based on Islamic Principle’ of the STEM Master Teachers of Darussalam School, Ra-ngae District, Narathiwat Province as overall and individual aspects ‐‐Learning Analysis, Learning Design, and Learning Assessment‐‐ is at a very good level.","PeriodicalId":405480,"journal":{"name":"2021 2nd SEA-STEM International Conference (SEA-STEM)","volume":"6 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":"132769419","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}
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