The 2nd SEA-STEM INTERNATIONAL CONFERENCE

The 2nd SEA-STEMInternational Conference

24-25 November 2021

Conference organizer and host institutionHis Royal Highness Prince Khalifa Bin Salman Al Khalifa PSU STEM Center,

Prince of Songkla University, Thailand

V I R T U A L

iThe 2nd SEA-STEM International Conference 2021

Copyright 2022By The 2nd SEA-STEM International Conference 2021

Copyright and Reprint Permission: Abstracting is permitted with credit to the source. Libraries are permitted to photocopy beyond the limit of U.S. copyright law for private use of patrons those articles in this volume that carry a code at the bottom of the first page, provided the percopy fee indicated in the code is paid through Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923. For reprint or republication permission, email to IEEE Copyrights Manager at [email protected]. All rights reserved. Copyright ©2021 by IEEE.

Conference Record Number : 53614IEEE Catalog Number : CFP21AX4-ARTISBN : 978-1-6654-1680-1

ii The 2nd SEA-STEM International Conference 2021

The 2nd SEA-STEMInternational Conference 2021

The 2nd SEA-STEM International Conference is an annual premier event to provide an opportunity for educators, academicians, researchers, scientists, engineers, technologists, and practitioners to share their experiences, knowledge, and techniques in learning and teaching of Science, Technology, Engineering, and Mathematics (STEM) education.

Accepted papers will be published in the Proceedings of SEA-STEM 2021 and will be submitted for inclusion in the IEEE Xplore (waiting for an approval).

Papers related to this conference theme, including theories, methodologies, and emerging applications, are encouraged. Contributions covering theoretical developments and practical applications, including but not limited to the following technical areas, are invited:

• Sensor-based Learning Applications• Internet of Things (IOT) in Education• Artificial Intelligence (AI) in Education• Digital Learning Technology / ICT Applications• Online / E-learning / Distance Learning Systems• Computer-based Learning and Courseware Technologies• Educational Digital Games, Simulations and Animations• AR, VR and Virtual World• Learning Management Systems (LMS)• Mobile Technology for Teaching and Learning• MOOC, SPOC• Smart Classroom and Learning Environment• Social Media and Learning Network• Digital Innovations in Education• Digital Learning Materials• Instructional Design Integrated with ICTinvited:

Technology-Enhanced STEM Teaching and Learning

iiiThe 2nd SEA-STEM International Conference 2021

• 21st Century Skills• Ethical and Social Justice Issues (eg., access, equity)• Soft Skills (eg., communications, teamwork, etc.)• Laboratory Experiences (on-campus and remote)• Lifelong Learning/Education• Research Training (undergraduate and graduate)• Instructional Kits for 21st Century Skills Development

• Accreditation and Quality Assurance (QA)• Assessment and Evaluation• Curriculum Design and Development• Outcome-based Education• Education Policy, Leadership, and Administration• Examination Techniques• High School Initiatives and Partnerships• STEM for Digital Natives• STEM for TVET• Interdisciplinary Curriculum Development• Educational Kits

Skills & Re-Skills Development for STEM Literacy

Curriculum Studies and Development Focused STEM Education

Pedagogical Modes and Applications of STEM Education

Industry Linkages and Partnerships

Interdisciplinary Curriculum Development

Other related topics to STEM education

iv The 2nd SEA-STEM International Conference 2021

Honorable Keynote Speakers, Distinguished Guests, Lecturers, and Participants,

On behalf of Prince of Songkla University, I would like to cordially welcome all of you to the second SEA-STEM 2021 Virtual International Conference.

The past twelve months since the first SEA-STEM Conference was excellently hosted by Syiah Kuala University saw an astonishing number of exciting innovations and new revelations in the field of STEM education and research in the ASEAN region.

We are therefore excited to host this year’s conference as a virtual platform for the exchange of these great ideas and innovations to take place among fellow academics, researchers, students, and STEM stakeholders worldwide.

Similarly, we are honored by the great diversity of STEM professionals who have kindly chosen this venue to share their expertise with us. Thus, I am confident that the knowledge presented here will act as inspiration for practical STEM solutions to meet society’s challenges for years to come.

On behalf of PSU as the host of the second SEA-STEM 2021, I would like to take this opportunity to thank you once again, and to wish you all success in achieving your goals and objectives, making this event a resounding success for all.

Thank you.

Associate Professor Dr. Chutamas Satasuk

Vice President for Academic Affairs,

Prince of Songkla University

The 2nd SEA-STEM International Conference 2021

Welcome Message

vThe 2nd SEA-STEM International Conference 2021

It is with great pleasure that I extend a warm welcome to all participants of The 2nd

SEA-STEM 2021 International conference. In the new global economy, we need a workforce with STEM knowledge and skills to remain competitive. A new workforce of problem solvers, innovators, and inventors who are self-reliant and able to think logically is one of the critical foundations that drive innovative capacity in the world. A key to developing the required knowledge and skills is strengthening the Science, Technology, Engineering and Mathematics programme in the education system.

The strength of the STEM workforce is often viewed as a strong indicator of a nation’s ability to generate ideas towards the creation of innovative products and services. It is hoped that The SEA-STEM 2021 will be a platform to gather and disseminate the latest knowledge in recent areas of STEM covered during this conference. Academicians, Scientist, Research-ers, Educators will be able to share and discuss new finding of STEM. I hope that participants enjoy the conference and have a memorable experience. To make this gathering a success we are very grateful to the Prince of Songkla University, Thailand for their tremendous support they have provided as host and to the conference organizing committee whose members have put together and engaging programme.

Thank You very much. Yours sincerely

Prof. Dato Dr. Noraini Idris President, IMT-GT Uninet STEM

Professor Dato Dr. Noraini Idris President, IMT-GT Uninet STEM


Welcome Message

vi The 2nd SEA-STEM International Conference 2021

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, STEM research center of Syiah Kuala University 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 talk aims to address what has been done at the STEM Research Center of Syiah Kuala University 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 talk also highlights the STEM center’s plan to implement STEMC in Indonesia.

Professor Dr. Hizir SofyanUniversitas Syiah Kuala, Indonesia

Title : The integration of STEMC in Indonesia: Current Status and Future Prospects


Keynote Speakers

viiThe 2nd SEA-STEM International Conference 2021

Abstract :Gamification and Contests play an important role for learners as a source of inspiration, motivation, innovation, and attraction. When students start learning the basic concepts of Computer Science (CS), very soon they can find a place where they are able to demonstrate their skills, share interests, and to compare their work to others. Running competitions in informatics for school students for more than twenty years, we have noticed that the students consider the contest experience very engaging and exciting as a learning experience. Competi-tions are also very useful and important networking events.

Interest in contests essentially depends on the tasks and environment. Attraction, invention, tricks, surprise should be desirable features of each task presented to participants. Generating and designing interesting tasks is one of the most important issues, bringing students into the competition movement.

Beaver (in Lithuanian Bebras) is an international initiative whose goal is to promote Computer Science and Computational Thinking among pupils of all ages, also teachers. At the moment there are 66 countries Bebras network.

Annually the Bebras initiative contains two events: 1) An International Workshop for developing tasks; 2) National Contests in all Bebras network countries, usually on the second or third week of November (named as a Bebras week or weeks).

The challenge consists of sets of short questions or tasks for various age groups. These tasks can be answered without prior knowledge about Computer Science, but are clearly related to CS concepts. To solve those tasks, students are required to think in and about information, discrete structures, computation, data processing, but they also must use algorithmic concepts and problem solving skills.

Professor Dr. Valentina DagienėVilnius University, LithuaniaE-mail : [email protected]

Title : Bebras: Computational Thinking Challenge for All


Keynote Speakers

viii The 2nd SEA-STEM International Conference 2021

Abstract :The road to becoming a Science, Technology, Engineering and Mathematics (STEM) innovator and entrepreneur is challenging and difficult but can also be one of the most rewarding opportunities. A vibrant competence in STEM is central to building and increasing nation’s productivity. To remain competitive in the global economy, we needs to build a strong workforce in STEM. But educators and policymakers face immense challenges. All young people should be prepared to think deeply and to think so that they have the chance to become the innovators, educators, researchers, enterpreneurs, and leaders who can solve the most pressing challenges facing our world both today and tomorrow. STEM skills that make an entrepreneur open the door to most opportunities. STEM skills and entrepreneur skills go hand in hand for future career. To succeed in a Future STEM Career, we need to be able to problem solve, be creative, have a growth mindset and be adaptable. STEM Innovative and creativity provide the tools together with skills and entrepreneurs pushes them to solve the problem and learn how to face the challenge of future career. Program like “Mini Theater STEM” run by National STEM Association Malaysia since 2019 provides secondary schools with opportunities to network, compete, and experience real-life scenarios to be career ready. This program enables students to create their own business and commercilise the products they have invented. In this presentation, presenter will share how STEM innovation is about creating solutions for challenging problems. It’s a different way of teaching.

Keywords:STEM, innovative, enterpreneurs, career, problem solving, thinker

Professor Dato Dr. Noraini IdrisPresident, National STEM Association MalaysiaPresident, IMT-GT Uninet STEME-mail: [email protected]

Title : Stem Innovative And Enterpreneur Capabilites: Challenge Of Future Career


Keynote Speakers

ixThe 2nd SEA-STEM International Conference 2021

Abstract :NO STEM NO MONEY NO SECURITY

PwC STEM ECONOMY STRATEGY: Shift 1% of workforce to increase STEM DIGITAL ECONOMY, A$57 billion in the case of Australia.

2 CODING CHOICES to MAKE STEM Inventions: EASY CODING or DIFFICULT CODING.

PwC STEM Economy Strategy relies on DIFFICULT CODING to make STEM INVENTIONS.

The EASY CODING competitive advantage of a few lines of codes instead of hundred of lines of codes to make STEM INVENTION PROJECTS give benefit to 2 parties:1. PARENTS who buy the EASY CODING STEM INVENTIONS e.g. IoT Intruder Alarm or Smart Agri-culture robot or Smart walking Stick for vision impaired people.2. CHILDREN make EASY CODING STEM IoT AI inventions that can sell to make money.

EASY CODING gives students both young and old the competitive advantage to enhance their chances of winning 3 types of competitions:1. STEM Invention competitions2. SCHOLARSHIP competitions3. JOB competitions

EASY CODING SIGNATURE Project: Make Every House a Smart Home to implement UN SDGshttps://runlinc.com/Users/looja/SmartHome7.html

The Social Economic Impact of EASY CODING includes Distraction Management to replace harmful online activities such as INSTAGRAM with FUN EXCITING STEM IoT AI Inventions. INSTAGRAM is declared as a form of Drug Addiction or AI Drug Addiction (ADA).

A Live or Real Time EASY CODING Drone STEM Education demonstration:Malaysia opens a runlinc EASY CODING webpage which is inside an Intruder Alarm WIFI chip in Thailand. Malaysia programs the Intruder Alarm WIFI Chip webpage with a few lines instead of hundreds of lines of codes using older DIFFICULT CODING Technology. When the Intruder Alarm in Thailand is Activated a Command is sent to a DRONE to

1. Take Video of the Intruder with a AI Voice Warning Message:Police on the way. Your video and GPS position is sent to police. Go away pr go to jail! Or2. Drop Off medicine to the Person in an Emergency.

SEA-STEM conference audience will hear first hand EASY CODING experiences from Government Minister (video), STEM Professors, Students, NGOs.

Mr. Miroslav KosteckiPro-Vice Chancellor Central University of Bamenda (CUIBA) Technology Transfer CTO STEMSEL Foundation Inc, Australia

Title : STEMSEL EASY CODING for Social Good


Keynote Speakers

x The 2nd SEA-STEM International Conference 2021

Abstract :The pandemic COVID-19 outbreak has shaped how people from around the world live their life from familiarizing themselves with the everyday use of technology to working and learning in the next normal style. This hence accelerates the global emergence of digital transformation faster than expected to increase operational effectiveness and efficiency. As a result, many organizations can survive potential crisis from digital disruption. Today’s talk clearly portrays the current situation with implications to the empowerment of sustainable digital learning ecosystem for global citizenship in the era of post COVID-19 by looking in three major aspects: (1) the readiness to leverage disruptive technology as a key driver, (2) the proper selection of digital content appropriate for each profession and corresponding with required future skills, and (3) the biggest challenge to equip educators with the growth mindset to become role models/influencers for learners by demonstrating how to learn, unlearn and relearn.

Professor Dr. Jintavee KhlaisangChulalongkorn University, Thailand

Title : Empowering Sustainable Digital Learning Ecosystem for Global Citizenship in the Era of Post COVID-19


Keynote Speakers

xiThe 2nd SEA-STEM International Conference 2021

• Chutamas Satasook, Prince of Songkla University, Thailand.• Thakerng Wongsirichot, Prince of Songkla University, Thailand.• Wandee Suttharangsee, Prince of Songkla University, Thailand.• Sirilak Bangchokdee, Prince of Songkla University, Thailand.• Sinchai Kamolphiwong, Prince of Songkla University, Thailand.• Arthit Intarasit, Prince of Songkla University, Thailand.• Ophat Kaosaiyaporn, Prince of Songkla University, Thailand.• Tanate Panrat, Prince of Songkla University, Thailand.• Jareerat Ruamcharoen, Prince of Songkla University, Thailand.• Watcharawalee Tangkiptanon, Prince of Songkla University, Thailand.• Rachada Chaovasetthakul, Prince of Songkla University, Thailand.• Aziz Nanthaamornphong, Prince of Songkla University, Thailand.• Teerasak Jindabot, Prince of Songkla University, Thailand.• Supatra Davison, Prince of Songkla University, Thailand.• Wongkot Phuphumirat, Prince of Songkla University, Thailand.• Suphitcha Ek-Uru, Prince of Songkla University, Thailand.• Jaitip Na-Songkhla, Chulalongkorn University, Thailand.• Prachyanun Nilsook, King Mongkut’s University of Technology North Bangkok, Thailand.• Panita Wannapiroon, King Mongkut’s University of Technology North Bangkok, Thailand.• Thaweeksak Putsukee, Thaksin University, Thailand.• Arunrat Vanichanon, Thaksin University, Thailand.• Ninna Jansoon, Thaksin University, Thailand.• Issara Kanjug, Khon Khan University, Thailand.• Niwat Srisawasdi, Khon Khan University, Thailand.• Dato’ Noraini Idris, National STEM Movement, Malaysia.• Mas Sahidayana Mohktar, Universiti Malaya, Malaysia.• Hazeeq Hazwan bin Azman, Universiti Selangor, Malaysia.• Hizir, Universitas Syiah Kuala, Indonesia.• Rini Oktavia, Universitas Syiah Kuala, Indonesia.• Anders Berglund, Uppsala University, Sweden.• Anirut Satiman, Silpakorn University, Thailand.• Khwanying Sriprasertpap, Srinakharinwirot University, Thailand.• Surapon Boonlue, King Mongkut’s University of Technology Thonburi, Thailand.• Miroslav Kostecki, Australia.

• Wandee Suttharangsee, Prince of Songkla University, Thailand.

Steering Committee

General Chair


Organizations

xii The 2nd SEA-STEM International Conference 2021

• Ophat Kaosaiyaporn, Prince of Songkla University, Thailand.• Watcharawalee Tangkiptanon, Prince of Songkla University, Thailand.• Thaweeksak Putsukee, Thaksin University, Thailand.• Rini Oktavia, Universitas Syiah Kuala, Indonesia.

• Thakerng Wongsirichot, Prince of Songkla University, Thailand.• Sinchai Kamolphiwong, Prince of Songkla University, Thailand.• Tanate Panrat, Prince of Songkla University, Thailand.• Teerasak Jindabot, Prince of Songkla University, Thailand.• Jareerat Ruamcharoen, Prince of Songkla University, Thailand.• Hizir, Universitas Syiah Kuala, Indonesia.• Irwandi, Universitas Syiah Kuala, Indonesia.• Mailizar, Universitas Syiah Kuala, Indonesia• Arunrat Vanichanon, Thaksin University, Thailand.• Ninna Jansoon, Thaksin University, Thailand.• Issara Kanjug, Khon Khan University, Thailand.• Niwat Srisawasdi, Khon Khan University, Thailand.• Anirut Satiman, Silpakorn University, Thailand• Khwanying Sriprasertpap, Srinakharinwirot University, Thailand• Surapon Boonlue, King Mongkut’s University of Technology Thonburi, Thailand• Atchara Phumee, Walailak University, Thailand.• Miroslav Kostecki, Australia.

• Aziz Nanthaamornphong, Prince of Songkla University, Thailand.• Prapai Chan-in, Prince of Songkla University, Thailand.• Porntip Thanomkunlabutr, Prince of Songkla University, Thailand.• Benjana Thongnuy, Prince of Songkla University, Thailand.• Jaruwan Kotano, Prince of Songkla University, Thailand.• Pachisa Kulkanjanapiban, Prince of Songkla University, Thailand.• Kwannapa Pansawat, Prince of Songkla University, Thailand.

• Sirilak Bangchokdee, Prince of Songkla University, Thailand.• Kawinbhat Sirikantisophon, Prince of Songkla University, Thailand.• Supatra Davison, Prince of Songkla University, Thailand.

General Co-Chairs

Technical Program Committee

Publication Chair

Registration, Documents & Finance Chairs


Organizations

xiiiThe 2nd SEA-STEM International Conference 2021


Organizations

• Salma Kosumphant, Prince of Songkla University, Thailand.• Chongchit Ratyot, Prince of Songkla University, Thailand.• Nutchayanun Namsai, Prince of Songkla University, Thailand.• Wanida Kayem, Prince of Songkla University, Thailand.

Secretary

xiv The 2nd SEA-STEM International Conference 2021

24 November 2021 | 14.00-15.20

Parallel sessions 1

Theme Room No.

Time Presentation Code

Paper ID Title


Room 1 14.00 R1S1-01 1570761528 Node.js for Development RSTEM to Support Remote Physics Practicum During COVID-19

14.20 R1S1-02 1570763869 Lessons Learned on Developing PSU-MOOC: A Case of Introduction to Astronomy

14.40 R1S1-03 1570763896 Design PPM Instrument for STEM Teaching Aid in Exploring Nuclear Physics Topic

15.00 R1S1-04 1570765514 Intelligent Traffic Light System Using Image Processing

15.20 R1S1-05 1570766872 Development of Massive Open Online Course Integrating with Podcasts on Nursing Patients with Arrhythmia and Reading Electrocardiogram to Enhance Nursing Students Learning Achievement

Pedagogical Modes and Applicationsof STEM

Room 2 14.00 R2S1-01 1570756792 State-Of-The-Art Examples for Leading Edge Education in STEM Disciplines

14.20 R2S1-02 1570757467 Educator Personality Toward Edutainment for Preparing Youth to a Digital Society

14.40 R2S1-03 1570765096 Effect of Online Class Features on Students' Learning Satisfaction in UniMAP

15.00 R2S1-04 1570760000 Systemic Design Thinking in Urban Farming I-STEM Teaching and Learning Module

15.20 R2S1-05 1570761932 Project Based Learning for General Education Course


Room 3 14.00 R3S1-01 1570759454 E-Learning Readiness in University of Lampung During Covid-19 Pandemic

14.20 R3S1-02 1570759877 Improving Collaborative Teaching Practices in Grade 10 Science Through Action Research

14.40 R3S1-03 1570762831 Professional Learning Community on STEM Competency: COVID-19 Pandemic Issue

15.00 R3S1-04 1570762962 STEM-PBL Activity for Higher Education to Enhance the STEM Competency

15.20 R3S1-05 1570763136 Knowledge Management Model on Islamic Integrated STEM Learning Management


Presentation Schedule

xvThe 2nd SEA-STEM International Conference 2021



25 November 2021 | 10.00-12.20

Parallel sessions 2

Theme Room No.


Paper ID Title


Room 1 10.00 R1S2-01 1570765236 Lesson Learned on Development of Online Teaching Materials PSU MOOC: A Case of the Subject Entrepreneurs and New Venture Creation

10.20 R1S2-02 1570765578 Lessons Learned on Knowledge Management to Produce Online Teaching Materials for PSU-MOOC: A Case Study of the Subject 'Social Etiquette in the Digital Age'

10.40 R1S2-03 1570765716 Smartphone-Controlled 3D Printed Robots for STEM Learning

11.00 R1S2-04 1570765798 A Survey of Student's Perception on Conducting Online Learning in the Home Environment During Movement Control Order (MCO)

11.20 R1S2-05 1570766876 Development of Massive Open Online Course on Coexistence in Multicultural Society to Enhance Knowledge Construction and Awareness of Cultural Values for Undergraduate Students

11.40 R1S2-06 1570766971 Development of Massive Open Online Course on Muslim Way of Life in Food Consumption to Promote Cultural for Undergraduate Students

12.00 R1S2-07 1570767137 Results of Application of SPOC on English for Tourist Guides Course

12.20 R1S2-08 1570758397 Can Psychomotor Skills from Electrical Circuit Laboratory Be Evaluated?

Pedagogical Modes and Applications of STEM

Room 2 10.00 R2S2-01 1570764900 The Effects of RME Approach for High School Students

10.20 R2S2-02 1570765148 Awareness of Green Academic Library by KYL Dashboard Towards Sustainable Digital University

10.40 R2S2-03 1570765469 Integrated STEM with Project-Based Learning Implementation to Enhance Students' Creativity

11.00 R2S2-04 1570765708 Enhancing Creativity and Collaboration by Learning Management in STEM Education

xvi The 2nd SEA-STEM International Conference 2021

25 November 2021 | 10.00-12.20

Parallel sessions 2

Theme Room No.


Paper ID Title

Pedagogical Modes and Applications of STEM

Room 2 11.20 R2S2-05 1570767372 STEM Project Approach to the Topic of Sustainable Development Goals Through Online Meeting on Students' Self-Regulation

11.40 R2S2-06 1570755840 The Concept of STEAM in Science Communication: Review of Works on the Curriculum

12.00 R2S2-07 1570763644 Understanding Volcano Activity Using 2D Simulation Models of MT Data

12.20 R2S2-08 1570769368 The Role of Demographic Variables in Secondary School Teachers’ Digital Literacy: The Case of Indonesia

12.40 R2S2-09 1570780000 Matrix Factorization in Latent Semantic Indexing


Room 3 10.00 R3S2-01 1570763565 Refutation Text as an Assessment Tool in Exploring Misconceptions of Students

10.20 R3S2-02 1570765442 Development of CT Using Need Assessment and Gamification: A Systematic Review

10.40 R3S2-03 1570765594 STEM Activity Promoting 11th Grade Student’ Creative Thinking Skills: Case Study from a Pre-Service Teacher

11.00 R3S2-04 1570765691 Predicting Google Classroom Acceptance and Use in STEM Education: Extended UTAUT2 Approach

11.20 R3S2-05 1570769208 The Impact of University Facilities on Pre-Service Mathematics Teacher's Interest in Learning (a Case Study at Guangxi Normal University)

11.40 R3S2-06 1570765649 Measurement of Students Learning Outcomes Through the Application of Smartphone Microscope

12.00 R3S2-07 1570758964 Determination of Leadership Attributes for 4IR Engineering Graduates

12.20 R3S2-08 1570762975 Designing a Blended Course

12.40 R3S2-09 1570770160 The Integration of STEMC in Indonesia: Current Status and Future Prospects



xviiThe 2nd SEA-STEM International Conference 2021

Copyright 2022 ........................................................................................................................................... i The 2nd SEA-STEM International Conference 2021 ................................................................. ii

Welcome Message from Associate Professor Dr. Chutamas Satasuk, VicePresidentforAcademicAffairs,PrinceofSongklaUniversity ...................................... iv

Welcome Message fromProfessorDatoDr.NorainiIdris,President,IMT-GTUninetSTEM ............................. v

Keynote Speakers ............................................................................................................................... vi

Organizations ....................................................................................................................................... xi

Presentation Schedule ..................................................................................................................... xiv

Content .................................................................................................................................................. xvii

Node.js for Development RSTEM to Support Remote Physics Practicum During COVID-19(Irwandi Irwandi, Fashbir Fashbir, Ishafit Ishafit, Khairul Umam)..................................................... 1

Lessons Learned on Developing PSU-MOOC: A Case of Introduction to Astronomy(Nareemas Chehlaeh) ................................................................................................................................. 6

Design PPM Instrument for STEM Teaching Aid in Exploring Nuclear Physics Topic(Waziruddin,I. Irwandi Irwandi, Yuwaldi Away) ...................................................................................... 10

Intelligent Traffic Light System Using Image Processing(Basla Siripatana, Kittipong Nopchanasuphap, Somporn Chuai-Aree) ......................................... 14

Development of Massive Open Online Course Integrating with Podcasts on Nursing Patients with Arrhythmia and Reading Electrocardiogram to Enhance Nursing Students Learning Achievement(Krittaphat Ochaampawan, Ophat Kaosaiyaporn, Wasant Atisabda, Charuwan Kritpracha) .. 19

Parallel Session 1 (Room 1) : Technology-Enhanced STEM Teaching and Learning

Parallel Session 1 (Room 2) : Pedagogical Modes and Applications of STEM

State-Of-The-Art Examples for Leading Edge Education in STEM Disciplines(Juan Cristóbal Torchia-Núñez, Jaime Gonzalo Cervantes-de-Gortari) ....................................... 22

Educator Personality Toward Edutainment for Preparing Youth to a Digital Society(Nattapong Tongtep, Lerluck Boonlamp) ............................................................................................... 25

Effect of Online Class Features on Students’ Learning Satisfaction in UniMAP(B. Y. Lim, S. Abd. Rashid, N. I. M. Noh, R. R. Othman) ......................................................................... 30

Systemic Design Thinking in Urban Farming I-STEM Teaching and Learning Module(Siti Nur Diyana Mahmud, Noor Rosida Arifin)....................................................................................... 34

Project Based Learning for General Education Course(Nurin Dureh) ................................................................................................................................................. 38

The 2nd SEA-STEMInternationalConference2021

Content

xviii The 2nd SEA-STEM International Conference 2021


Content

E-Learning Readiness in University of Lampung During Covid-19 Pandemic(Heryandi Heryandi, Muhamad Komarudin, Hery Dian Septama, Titin Yulianti) .......................... 43

Improving Collaborative Teaching Practices in Grade 10 Science Through Action Research(Dino Paolo A Cortes, Voltaire Mistades) ................................................................................................ 48

Professional Learning Community on STEM Competency: COVID-19 Pandemic Issue(Hamidah Musor, Supakan Buatip, Nur-ehsan Boto, A-esoh Lanong) .......................................... 56

STEM-PBL Activity for Higher Education to Enhance the STEM Competency(Jareerat Ruamcharoen, Hamidah Musor, Kiedparinya Loonjang) ................................................. 62

Knowledge Management Model on Islamic Integrated STEM Learning Management(Nurehsan Boto, Ophat Kaosaiyaporn, Nathavit Portjanatanti, Narongsak Rorbkorb) .............. 67

Parallel Session 1 (Room 3) : Curriculum Studies and Development Focused STEM Education

Parallel Session 2 (Room 1) : Technology-Enhanced STEM Teaching and Learning

Lesson Learned on Development of Online Teaching Materials PSU MOOC: A Case of the Subject Entrepreneurs and New Venture Creation(Jirayuth Chantanaphant, Chamnan Para) .......................................................................................... 72

Lessons Learned on Knowledge Management to Produce Online Teaching Materials for PSU-MOOC: A Case Study of the Subject ‘Social Etiquette in the Digital Age’(Pratumtip Thongcharoen) ......................................................................................................................... 76

Smartphone-Controlled 3D Printed Robots for STEM Learning(Baihaqi Siregar, Erna Budhiarti Nababan, Opim Salim Sitompul, Fahmi) .................................... 82

A Survey of Student’s Perception on Conducting Online Learning in the Home Environment During Movement Control Order (MCO)(Nur Rasyidah Hasan Basri, Jadeera Cheong Phaik Geok Abdullah, Mas Sahidayana Mohktar, Zarina Aspanut) .......................................................................................... 88

Development of Massive Open Online Course on Coexistence in Multicultural Society to Enhance Knowledge Construction and Awareness of Cultural Values for Undergraduate Students(Supanida Duangjinda, Ophat Kaosaiyaporn, Wasant Atisabda, Narongsak RorbKorb) ............ 91

Development of Massive Open Online Course on Muslim Way of Life in Food Consumption to Promote Cultural for Undergraduate Students(Nisakorn Nimnuan, Ophat Kaosaiyaporn, Wasant Atisabda, Narongsak RorbKorb) .................. 94

Results of Application of SPOC on English for Tourist Guides Course(Risma Samoh, Ophat Kaosaiyaporn) ..................................................................................................... 97

Can Psychomotor Skills from Electrical Circuit Laboratory Be Evaluated?(Nor Syamina Sharifful Mizam) ................................................................................................................. 100

xixThe 2nd SEA-STEM International Conference 2021

Parallel Session 2 (Room 2) : Pedagogical Modes and Applications of STEM


The Effects of RME Approach for High School Students(Pat Vatiwitipong) ......................................................................................................................................... 104

Awareness of Green Academic Library by KYL Dashboard Towards Sustainable Digital University(Kraisri Krairiksh, Chidchanok Choksuchat) ........................................................................................... 108

Integrated STEM with Project-Based Learning Implementation to Enhance Students’ Creativity(Tanchanok Poonsin, Ninna Jansoon) .................................................................................................... 112

Enhancing Creativity and Collaboration by Learning Management in STEM Education(Kiatisak Raksapoln, Witsanu Suttiwan) ................................................................................................. 116

STEM Project Approach to the Topic of Sustainable Development Goals Through Online Meeting on Students’ Self-Regulation(Thanapohn Kanjanapan, Noppadon Nauldum, Aranya Hemman, Supaporn Kongkanon, Narumon Rattanaburee, Jareerat Ruamcharoen) .............................................................................. 119

The Concept of STEAM in Science Communication: Review of Works on the Curriculum(Tzong Sheng Deng, Lan-Yu Liu, Kuay-Keng Yang, Ming Choa Lin) ............................................... 124

Understanding Volcano Activity Using 2D Simulation Models of MT Data(Nazli Ismail, Ummi Nadra, Muhammad Yanis) ..................................................................................... 129

The Role of Demographic Variables in Secondary School Teachers’ Digital Literacy: The Case of Indonesia (Khairul Umam, Mailizar Mailizar, Wiwit Artika) ...................................................................................... 133

Matrix Factorization in Latent Semantic Indexing(Wei Shean Ng, Wen Kai Adrian Tang)...................................................................................................... 136

Refutation Text as an Assessment Tool in Exploring Misconceptions of Students(Bingo Aligo, Voltaire Mistades) ................................................................................................................ 140

Development of CT Using Need Assessment and Gamification: A Systematic Review(Athit Aroonsiwagool, Somkiat Tuntiwongwanich) .............................................................................. 146

STEM Activity Promoting 11th Grade Student’ Creative Thinking Skills: Case Study from a Pre-Service Teacher(Arunrut Vanichanon, Nilubol Nuanjunkong, Witsarut Jonjerm) ...................................................... 151

Predicting Google Classroom Acceptance and Use in STEM Education: Extended UTAUT2 Approach(Syuhaida Mahamud, Soo-Fen Fam, Hasan Saleh, Mohd Fauzi Kamarudin,Sentot Imam Wahjono) ................................................................................................................................ 155


Content

xx The 2nd SEA-STEM International Conference 2021

The Impact of University Facilities on Pre-Service Mathematics Teacher’s Interest in Learning (a Case Study at Guangxi Normal University)(Chen Jihe, Zhou Ying, Jerito Pereira, Tommy Tanu Wijaya, Neni Hermita, Maximus Tamur) .. 160

Measurement of Students Learning Outcomes Through the Application of Smartphone Microscope(Wiwit Artika, Samsuar, M. Ali Sarong, Mailizar, Intan Mulia Sari) ..................................................... 164

Determination of Leadership Attributes for 4IR Engineering Graduates(Fathiyah Mohd Kamaruzaman, Azrul A. Mutalib, Roszilah Hamid, Mohamad Sattar Rasul)... 168

Designing a Blended Course(Saras Krishnan)............................................................................................................................................ 174

The Integration of STEMC in Indonesia: Current Status and Future Prospects(Hizir Sofyan, Rini Oktavia, Irwandi Irwandi, Zainal Arifin Lubis, Wiwit Artika, Intan Mulia Sari) ............................................................................................................................................ 177


Author Index......................................................................................................................................... 181

List of Reviewers ................................................................................................................................. 183


Content

Parallel sessions 1(Room 1)

“Technology-Enhanced STEM Teaching and Learning”

1The 2nd SEA-STEM International Conference 2021

978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Node.js for Development RSTEM to Support Remote Physics Practicum During COVID-19

I. IrwandiSTEM Research Center Universitas Syiah Kuala Banda Aceh, Indonesia [email protected]

Ishafit Physics Education Department

Univeristas Ahmad Dahlan Yogyakarta, Indonesia [email protected]

Fashbir Physics Department

Universitas Syiah Kuala Banda Aceh, Indonesia [email protected]

Khairul Umam Mathematics Education Department

Universitas Syiah Kuala Banda Aceh, Indonesia

[email protected]

Abstract—Social distancing during the COVID-19 pandem-ic has changed many things in the way we teach . We are used to learning through video conferencing, e-learning, and virtu-al experiments such as PhET interactive simulation . However, the experience gained from an experiment in a real condition is still interesting to do and cannot be replaced by a virtual experiment. Therefore, we investigated several remote in-strumentation models and technologies that were more effec-tive and more efficient to develop. The results of our research show that the Node.js runtime environment is the most ap-propriate, effective choice because Node.js is based on open source, so that various microprocessors and various OS sup-port it. We run Node.js on a low-cost device, Raspberry PI 4, with Ubuntu 20.10, a very familiar open-source OS. In addi-tion, Node.js has a feature to communicate with the hardware, making it very easy to connect to experimental physics in-strumentation. Because Node.js is based on javascript, it is indeed very suitable for developing web-based applications. We succeeded to carry out initial development through meas-urements on the magnetic field generated by a coil. Students can interactively control the movement of the sensor and see it in real-time during experiments of measuring the strength of the magnetic field generated by a coil. Experimental activities are part of STEM activities, so we call this remote experi-mental platform “Remote STEM”, abbreviated as RSTEM .

Keywords—Remote Instrumentation, RSTEM, Node.js STEM Education

I. INTRODUCTION OF RSTEMThe implementation of social distancing has significantly

changed the way of learning, including the performance of conference meetings and lectures. One very efficient thing is that it can already do the theoretical physics learning process or face-to-face lectures through video conferencing applications such as zoom without spending energy and time to gather in one place[1]. The STEM Research Center experi-enced this efficiency during the implementation of the 1st SEA-STEM 2020 International Conference. It could invite nine keynote speakers without having to bring the speakers physically. In general, learning in lectures or theory can be carried out well, although there are still shortcomings due to technological adaptation in learning methods. However, practicum cannot be carried out at all, such as the Basic Physics practicum, which serves many students from various study programs. Even though, the implementation of the

practicum is essential to provide real-world experience and compare with theory obtained from llectures.

Some teachers try to use simulation or animation, such as PhET simulation. These activities are often called virtual experiments or virtual laboratories[2]. Activities carried out virtually do not give a real impression and cannot wholly replace experiments carried out in real terms, so experiments still need to be carried out in real terms. Therefore, the practi-cum implementation while maintaining a distance is considered important to be developed with the concept of a remote experiment conducted in an IoT-based remote laboratory. Because experimental activities are part of STEM activities, this remote experiment can be called Remote STEM, abbreviated as RSTEM.

II. PHYSICS OF MAGNETIC INDUCTION BY COIL

Magnetic induction by an electric current can be ex-plained by laws such as Biot Savart's law which describes the electric field produced by an electric current, as shown in Fig. 1, and expressed by equation (1). Biot Savart's law sees the current element Idl as a point element similar to Coulomb's law for electrostatics. The difference is that the electrostatic potential field is a scalar field, while the mag-netostatic potential field is a vector field. Magnetic induction by an electric current can also be described by Ampere's law from the point of view of the integral magnetic field along a closed path surrounding the current.

Fig. 1. Sketch for Biot Savart's law and the set of elements dl forming a circular coil.

dB= μ π

Idl rr

(1)

If the elements dl are always perpendicular to the vector r, then their angle is always 90 degrees so 𝑑𝑑𝑑𝑑 ^ 𝑑𝑑𝑑𝑑 Due to the symmetry effect, the perpendicular components to the

2 The 2nd SEA-STEM International Conference 2021

x-axis will cancel each other out and leave the x-component elements, as shown in equation (2).

𝑑𝑑Bx=dB =μ π

Idlr

θ (2)

Integrating the circumference of the path as long as 2𝜋𝜋 asubstituting the geometry for θ r , we get the magnitude of the magnetic field on the x-component.

Bx= μ π

Ir

cosθ∮ dl πR = μ IR

(x +R ) ⁄ (3)

If there are more than one winding, the electric current needs to be multiplied by the number of turns. Equation (3) will be tested with the RSTEM platform.

To carry out experiments, of course, you need sensors to measure the magnetic field B. Magnetic field measurements can use the Hall effect, Proton Precision Magnetometer (PPM), and fluxgate. However, with the advancement of material science, magnetoresistance technology has been found and it can be implanted into a chip that can measure magnetic field vectors for three components. In this study, we use the QMC5883 anisotropic magnetoresistance chipset at a meager price combined with signal condition ASIC. The use of this sensor is extensive, e.g. as a compass in a smartphone. The sensor has a high-resolution 16-bit ADC and can achieve an accuracy of 2 milliGauss (0.2 uT), and it is very easy to be connected with controller devices via the I2C interface [3].

III. NODEJS SOLUTION FOR PROPS AND WEB INTERFACING

A. Searching web-instrument interfacing At the beginning of the proposal, we were unfamiliar

with NodeJS technology. Still, we have experience using Common Gateway Interface (CGI) technology where web servers (such as Apache) can run external programs when needed. The program is usually written in the Perl language. After exploring some technology[4][5], we found the Node.js technology is more advanced because it can be a web server and communicate with the hardware. Another advantage of Node.js is that it is open-source software and cross-platform. Node.js was developed by Ryan Dahl in 2009 by utilizing the V8 engine from the Google Chrome web browser. Node.js is not a programming language but a runtime environment that runs on the server side using the JavaScript language to generate dynamic web pages [6].

Node.js can run web server functions using JavaScript with many libraries called modules with various main facilities. These modules provide the functions of networking tools, file system I/O, data streaming, and what is needed in the RSTEM platform is access to hardware I/O via various protocols such as UART, I2C, SPI, and parallel GPIO. To facilitate application development, frameworks such as Express.js and Socket.IO were created. To install the module, the npm package manager was developed to make the installation process more manageable. The Node.js module

uses application programming interfaces (APIs) to reduce the complexity of writing programs. For writing program code, including debugging facilities, you can use Visual Studio Code [7].

The Node.js server can be connected and accessed by multiple clients at once by utilizing web sockets and getting feedback for all clients instantly without refreshing the webpage.

B. Node.js programming Node.js requires a relatively large power and processor

and is somewhat incapable of running on a small microcontroller. Therefore, to run the JavaSciprt command, the host-client method is used. Where on the host, there is Node.js which will run JavaScript commands. For this host in this study, we use raspberry 4 running Node.js v14.17.2. Many advantages are obtained both in terms of hardware and software with the host-client method. The communication between the host-client uses the UART protocol with the help of the serial port module.

The data received by node.js is transferred to the user's web browser using the socket.io module. Socket.io is an open-source real-time engine built on top of Node.js. With Socket.io, we can communicate in real-time, two-way, and event-based communication. With event-based communication, we don't need a request to get the latest data, all we need to do is listen/subscribe to a topic. So as long as WebSocket remains active and listens to an issue, if there is new data in that topic, we will get the data automatically. Both server and web-client have main functions and APIs, namely Event emitter, Event listener, and Broadcast.To transfer from the web browser, GUI to the instrument socket.io is used using the emit () method shown in Listing 1, equipped with an updated web element. Meanwhile, the web browser detects the arrival of data from the instrument using the on () method, as shown in listing 2.

// from web to instrument var socket = io(); function clickR(evt) { var x = document.getElementById("slideServo").value; document.getElementById("labelServo").innerHTML =+x + +1; document.getElementById("slideServo").value=+x + +1; socket.emit('pipe1',{status:"a+\n"}); } Listing 1. javascript example to send data from web- browser to instrument

// from instrument to web socket.on('data',function(data){ console.log(data); data2=parseInt(data); if(data.charAt(0)=='a') { data2=parseInt(data.substring(1,data.length)); document.getElementById("labelServo").innerHTML=data2; document.getElementById("slideServo").value=data2; } } Listing 2. javascript example to received data from instrument to web-browser


IV. RSTEM PLATFORM FOR COIL MAGNETIC INDUCTION The RSTEM platform must be capable of remotely

instrumenting and observing it in real-time. Therefore, the platform must have a GUI connected via the internet with instruments and cameras for remote observation. On this occasion, we experimented with measuring the magnetic induction generated by a coil that is energized with the block diagram shown in Figure 2. Due to limited space at the USK STEM Research Center, we installed the equipment on the wall, as shown in Figure 3. The node.js web server program runs on a low-cost SBC Raspberry PI 4 with Ubuntu 20.04 operating system. The RSTEM GUI display for the magnetic induction coil experiment using the Firefox web browser is shown in Figure 4.

There is an instrument initialization button for homing positioning at the very top, which will place the leftmost sensor position until it touches the homing switch. The GUI provides facilities for writing text to the LCD. This is followed by setting the direction of the Forward, Idle, and Backward currents. Next is the menu to select the sensor-shift interval when the Left and Right buttons are pressed. After that, there is a getData button for the data acquisition process. The process can be repeated, the position can be shifted, and the results are collected in the accumulation form.

Fig. 2. Block diagram of RSTEM for magnetic induction by coil

Fig. 3. Photo of RSTEM instrument for magnetic induction by coil

Fig. 4. GUI display running on the Firefox web-browser

Data from the accumulation form can be copied and pasted into the editor. The RSTEM platform is equipped with a webcam to show that the measurements are accurate, and the camera angle can also be adjusted by setting the last Left Right button. The results of the webcam capture are shown in Figure 5. The GUI web-browser page can be accessed locally and publicly, but the web-cam page cannot be accessed from the public network, which uses port 11000. It may need to be investigated further in collaboration with the USK ICT unit as the manager of the broadband internet network.


Fig. 5. Screen shot of camera view of the RSTEM

V. RESULT AND DISCUSSION After completing the measurement from the leftmost

position to the far right, the student can plot the results using Gnuplot, octave, or a spreadsheet. This paper is planned using the LibreOffice 7.2 spreadsheet for the reverse current. Once the data acquisition, the data obtained in the form of 8 columns in the form of: no, x, Bx0, By0, Bz0, Bx, By, Bz. The HMC5883L magnetic sensor can perform the acquisi-tion of all three components simultaneously. Acquisition is done before the coil is electrified and when electrified. The purpose of the measurement before the coil is electrified and after is to be able to eliminate the background effect.

Figure 6 shows the measurement of the magnetic field when the components are Bx (red), By (blue), Bz (green) for the background effect where there is no electric current in the coil. The field of the Bz component is larger than the other components, which is consistent where the instrument is mounted on the wall of the research center, which is oriented from east to west. So the Bz position of the sensor points to the north and produces a value of about 40 uT, which is the range for the earth's magnetic field. However, the magnitude of the magnetic field is not constant along the x-axis due to the presence of a field generated by ferromagnetic materials from the bearing and stepper motor. However, this effect can be ignored when the coil generates the magnitude of the magnetic field energized by electrical current, as shown in Figure 7. In the figure, some data are far deviant, which may be due to data communication errors and need to be checked for the program. In order to eliminate the background effect, the value in Figure 7 is reduced by the value in Figure 6, and the results are shown in Figure 8.

Fig. 6. Background magnetic field without electric current in the coil

Fig. 7. The magnetic field when reverse current flows in the coil

Fig. 8. The current-carrying magnetic field is reduced by the background magnetic field, compared with the theoretical obtained magnetic field based on equation 3.

Students can compare the results of magnetic induction measurements by direct remote coil experiments with the theoretical calculations of equation 3. In this equation, it is necessary to know the current value and the geometry of the coil radius. Equation 3 applies to one winding, and if the coil is more than one winding, then the current is multiplied by the number of turns where the instrument has 175 turns. The electric current flowing in the coil is measured using a multimeter, and the value is 0.94A. These values are entered into equation 3, then the value corresponding to the measurement results is obtained after setting the offset value to zero x. The experimental measurement value is suitable with theoretical predictions, as shown in the green line in Figure 8.

VI. CONCLUSION The implementation of RSTEM has been successfully

applied to the experiment of magnetic field induction by coils by utilizing Node.js technology with web server capabilities that can interact with instrument hardware. Apart from being influenced by the earth's magnetic field, the background field is also significantly affected by the ferromagnetic components of the RSTEM device. Therefore, the calculation of the induced field by the coil must be subtracted by the background magnetic field. The hardware and software from RSTEM still need to be updated, and for example, there are still some data acquisition errors. The


appearance of the web-cam that can be adjusted for the angle view seems like an experiment is really happening. However, unfortunately, the web-cam can only be accessed from the USK local network and cannot be accessed from the public network by students. The RSTEM platform is expected to be an example to be widely applied to overcome social distancing problems during the COVID-19 pandemic and a future learning model.

ACKNOWLEDGMENT This research was supported financially by research

project Penelitian Lektor No 172/UN11/SPK/PNBP/2021 entitle "Development of an IoT (Internet of Thing)-Based Remote Instrumentation System as an Alternative for the Implementation of Physics Practicum in the Conditions of the Covid19 Pandemic". The tools and computer we used in the study came from NAS and USAID support under USAID Prime Award Number AID-OAA-A-11-00012.

REFERENCES

[1] A. Halim, E. Mahzum, M. Yacob, I. Irwandi, and L. Halim, “The impact of narrative feedback, e-learning modules and realistic video and the reduction of misconception,” Educ. Sci., vol. 11, no. 4, 2021, doi: 10.3390/educsci11040158.

[2] E. Stark, P. Bistak, S. Kozak, and E. Kucera, “Virtual laboratory based on Node.js technology,” in Proc. 2017 21st Int. Conf. Process Control. PC 2017, 2017, pp. 386–391, doi: 10.1109/PC.2017.7976245.

[3] N. Systems, S. M. T. Sensors, L. Cost, R. Packaging, and P. Offset, “3-Axis Magnetic Sensor,” Sensors (Peterborough, NH), p. 1053.

[4] I. Ishafit, T. K. Indratno, and Y. D. Prabowo, “Physics Education Arduino and LabVIEW-based remote data acquisition system for magnetic field of coils experiments,” pp. 0–7, 2019.

[5] I. Irwandi, R. Oktavia, Rajibussalim, and A. Halim, “Using the ELVIS II+ platform to create ‘learning is fun’ atmosphere with the ISLE-based STEM approach,” J. Phys. Conf. Ser., vol. 1470, no. 1, 2020, doi: 10.1088/1742-6596/1470/1/012003.

[6] S. Tilkov and S. Vinoski, “Node.js: Using JavaScript to build high-performance network programs,” IEEE Internet Comput., vol. 14, no. 6, pp. 80–83, 2010, doi: 10.1109/MIC.2010.145.

[7] C. Peters, “Building Rich Internet Applications with Node. js and Express. Js”, in Rich Internet Applications w/HTML and Javascript, Oldenburg, Germany, Feb. 6, 2017, pp. 15-20.


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Lessons Learned on Developing PSU-MOOC: a Case of Introduction to Astronomy

Nareemas Chehlaeh Faculty of Science and Technology

Prince of Songkla University Pattani, Thailand

[email protected]

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.

Keywords—knowledge management, PSU-MOOC, lesson learned, lifelong learning, Introduction to Astronomy

I. INTRODUCTION In the 21st century, society’s structure and learning styles

have been changing due to technological development, which has lasted for about two hundred years. The development facilitated mankind’s improvement unbelievably [1]. Thrilling and Fadel (2009) suggest three categories of 21st century skills which consist of learning and innovation skills, digital literacy skills, and career and life skills [2]. Lifelong Learning is one of the current educational concepts of learning, which suggests that learning is not only limited to childhood or the classroom in school, but also takes place throughout life, anywhere, anytime, and in a variety of situations in life. During the last fifty years, steady scientific and technological development has had a profound effect on learning styles [3].

MOOCs, or Massive Open Online Courses, are a new innovation in education that allow students or enthusiastic adults to attend open online courses in different fields of study from universities around the world [4]. MOOCs are designed for open access and unrestrained participation through the internet connection. Many MOOCs provide interactive platforms to support connections among learners and between learners and the instructors [5]. In 2015, the number of MOOCs had grown productively to over 4000

courses, and the number of learners was more than 35 million people all over the world [6].

MOOCs provide massive advantages to learners, which can be divided into several dimensions: 1) there are no physical barriers to access MOOCs; 2) course schedules are very flexible for everyone; 3) MOOCs have low to moderate fees that are affordable for general learners; and 4) learners can select courses and schedule their own learning process [7]. Moreover, MOOCs can have a broader objective than university courses, since they are suitable for learners that are more mature and more people who take the class out of general interest than those who take it for a university degree. The normal audience for MOOCs is adult learners, who take free online classes following their interest and who do not require a university degree [8].

Astronomy is one of the oldest natural sciences in the world that studies the movement of celestial objects and astronomical phenomena. There are two popular astronomy courses in MOOCs; the first course is called “Astronomy: State of the Art” on Udemy and the other course is called “Astronomy: Exploring Time and Space” on Coursera. These courses were produced and organized by Impey (2019) and have enrolled over 110,000 learners from 150 countries all over the world. The core content was a set of video lectures, followed by activities, quizzes, and peer writing assignments [9]. Universities all over the world have developed astronomy MOOCs to attract students and explore new ways of learning astronomy, especially in the wake of the COVID-19 pandemic. The MOOC Introduction to Astronomy course is currently in its design and early development stage at Prince of Songkla University (PSU), Thailand. It is a part of PSUMOOC project in 2021. The goal of the subject was to offer a basic knowledge for people who are interested in it. The major modules in the course were: the introduction to astronomy and the history of astronomy; stargazing; telescopes and usage; Solar System; and astronomical phenomena which relate to life on Earth.

In this paper, we present lessons learned on knowledge management and experiences regarding the design and early development of the astronomy course on PSU-MOOC. The objectives of the study are presented in Section 2. The course designing and development process are described in Section 3. An example learning plan and important information about the subject of Introduction to Astronomy are presented in Section 4. Finally, results and discussion are presented in Section 5.

II. RESEARCH OBJECTIVES In general, the purpose of this paper is to share lessons

learned on knowledge management and experiences regarding the design and early development of the astronomy


online course in PSU-MOOC in Thailand. The specific objectives of this study are as follows: 1) to present an example of a learning plan and course designing for the subject Introduction to Astronomy, 2) to take the lessons of knowledge, skills, experiences, problems, and opportunities that teachers who produce online teaching materials PSU-MOOC received from the subject Introduction to Astronomy.

III. METHODOLOGY: PSU-MOOC DESIGN AND DEVELOPMENT PROCESS

There are four important steps of the MOOC design and development process: 1) pre-production, 2) production, 3) post-production, and 4) evaluation and maintenance [4]. Only parts of pre-production, production, and post-production are presented in this paper, unless the evaluation stage has not been done because the astronomy course is one of the seventy new courses in PSU-MOOC that are being launched in November 2021. For the evaluation stage, pre-test, post-test, and comprehensive examination have been prepared. The advantages of the evaluation stage are controls for participants’ prior knowledge, attitudes, skills and provides better evidence of the effectiveness of the study.

A. Pre-production The first important stage for development of the MOOCs

is a preparatory stage. During the step, it is necessary to understand the course and its scope, analyze the types of learners, identify the production tools, and calculate the project limitations including cost, capacity, quality, team members, and duration of the project development. The most important part of this stage is a well prepared project proposal.

The next stage of pre-production is an organizational stage, which begins with designing the course content, determining the learning outcomes, preparing equipment for the production stage, examining copyright problems, preparing video material and so on. All this presented in the production plan. The penultimate stage of development begins after preparing an overview for lessons, videos, pre-test and post-test, final exams, and lesson documents.

B. Production In the production step, the organizer can assort several

presentation styles of the video content. These options are based on recommendation from the PSU-MOOC organizer team and in [4]. The production of video content for the PSUMOOC has many options following:

1) An introduction to the topic or subtopic with the explaining instructor on the screen by presenting the third of the upper part of the instructor’s body. It contains plain background with inserted information on it, such as picture, diagram, graph, formulas, and so on. The main purpose of inserting information on the screen is to increase understanding to learners.

2) Instructor’s voice in the video cast with the presentation of the PowerPoint or animation. Learners can see on the video cast of the presentation, screen, annotations using iPad, PowerPoint, and so on.

3) Video taken in a specific studio or in an exact location outside a studio, such as laboratory, observatory, university,

community, etc. The instructor can present in a different context to connect the main ideas in the topic with learners.

4) Interviews, it can be a short or long interview with an academic expert on a given topic in content.

5) Summarized talk, the instructor concludes the main idea and gives the guidelines for the next video content and provides a connection between the videos.

For the Introduction to Astronomy course, we used a video editing program called MOVAVI for Education to edit video and record the instructor’s voice for all video contents. Another option, the instructor can use screen recording on a computer or tablet to record video or insert the instructor’s voice as well.

C. Post-production After the production step, all video contents were

uploaded in PSU-MOOC YouTube channel. The instructor could access to manage the classroom in http://sandbox-mooc.psu.ac.th until it is complete following the project proposal. Afterward, we checked pre-test and post-tests, final exams, lessons documents, and all video contents. Consequently, the course is going to be launched on the website of PSU-MOOC (https://mooc.psu.ac.th/) around November 2021. All learners can interact and ask questions to the instructor through the platform in PSU-MOOC.

IV. INTRODUCTION TO ASTRONOMY COURSE Introduction to Astronomy is currently in its post-

production stage after a design and early development stages (preproduction and production stages) at Prince of Songkla University (PSU). This course is a part of PSU-MOOC project in 2021, which aims to support all university lecturers to build the online course and promote lifelong learning, fiscal year 2021. In this fiscal year, more than seventy new and interesting courses are being launched on PSU-MOOC website. Table I presents the course information for the Introduction to Astronomy course, which was developed by the author.

A. Audience of Lerner Introduction to Astronomy is specifically developed for

people who are interested in astronomy and easily participate in an online learning course. The project was designed for several types of learners are as follow:

1) Those of university students who use the online platform for studying.

2) Those of students who are assigned by the lecturer to study in MOOC as a “flipped classroom” learning style.

3) A set of high school students who are preparing for national academic tests or the annual Astronomy Olympiad examination.

4) Those of astronomy and science teachers who prefer to improve their astronomy knowledge, either for their career or personal interest.

5) A set of self-motivated adults who prefer to take an online course out of interest in the subject and not to get a degree.


TABLE I. COURSE INFORMATION

Topic Information Subject Name Introduction to Astronomy

Department Faculty of Science and Technology, PSU, Thailand

Effort 5 learning hours

Price Free for all learners

Level Basic level for beginners

Target Group High school and university students, and interested person

Score to Pass Up to 60% of all score

Certificate Yes

B. Outcome of learning The outcome of learning for this subject following:

1) Learners can explain the history of astronomy.

2) Learners can apply basic stargazing knowledge to observe the sky.

3) Learners can explain the telescope usage.

4) Learners can describe the model and composition of our Solar System.

5) Learners can explain the relationship between astronomical phenomena and life on Earth.

C. Outline of Content The outline of content should correspond to the learning

outcomes. Table II provides an outline of content of Introduction to Astronomy course and duration of video content in each lesson. The language in these lectures and videos is in Thai. All learners can follow the process of learning in the Introduction to Astronomy course as shown in Fig. 1. The examples of video contents in the astronomy course are presented in Fig. 2.

V. RESULT AND DISCUSSION

A. Problems and Obstacles during Course Production “Every obstacle you overcome makes you stronger” -

unknown. The biggest problem encountered in our course development was lacking a good plan for implementation. In the beginning, the author was stuck with the idea of recording teaching videos due to no prior experience in creating courses in PSU-MOOC. This obstacle makes the author not know what format to produce a suitable instructional video to be. The second problem was wasting time searching for copyrighted teaching materials, such as pictures of astronomical phenomena, video of the movement of celestial bodies, and music that conveys the astronomy content. If there is an opportunity to make a MOOC course in the future, there should be a specific team to examine copyright problems. Lastly, the preparation of the course by one person at all stages was not a good idea. The process of course development includes preparing a learning plan, teaching description, test documents, video recording, and video clip editing, and so on. We should have a video recording and editing team to alleviate the technical workload.

TABLE II. OUTLINE OF THE CONTENT FOR INTRODUCTION TO ASTRONOMY

Section Topic and Description Duration (minutes)

Overview and Welcome VDO 2:40 Pre-test for all topics (25 items) Chapter 1 Introduction 1.1 Introduction and History of Astronomy 6:11 1.2 World famous Astronomers 7:24 Post-test (5 items) Chapter 2 Basic Stargazing 2.1 Astronomical Coordinate Systems 7:26 2.2 Telescope for Beginners 7:08 2.3 Interesting Constellations 6:58 2.4 Star Chart and Stargazing 6:23 Post-test(10 items) Chapter 3 Astronomical Phenomena 3.1 Understanding Our Solar System 7:02 3.2 The Sun, Earth and Moon Connection 7:28 3.3 Phases of the Moon 7:00

3.4 Tides and Relation to Living Things on the Earth

7:13

Post-test (10 items) Final exam for all topics (25 items)

Fig. 1. The process of learning in the Introduction to Astronomy course

Fig. 2. The screenshot examples of the video contents in the Introduction to Astronomy course


B. Good Experiences The best experience in course production was the final

results of exhaustion. The Introduction to Astronomy course was first made by the author through very hard work. Although the author had faced many obstacles during the course preparation, at the end, the outcome results are very satisfying. This is a valuable experience that can enhance the experience of producing online teaching materials in the era of COVID-19. Another good part of this work was the use of a new video editing program named Movavi for Education. In the future, the author can apply the video editing skill to produce other online teaching materials in the teaching profession.

C. What should be improved From the design and development experiences, there are

many points that should be improved in order to produce more better courses. Firstly, the organizers should have a good plan to prepare the academic descriptions and materials for teaching in advance, which will make the teaching videos look more smooth and professional. Secondly, a course in MOOCs should not be conducted by one person. The process includes preparing a learning plan, test documents, video recording, and video clip editing. At least, we should have a video recording and editing team to alleviate the technical workload. Lastly, The organizers should conduct a suitable questionnaire for high school students, university students, and interested persons in order to collect statistical data about what subjects and what form they are interested to learn in PSU-MOOC. It allows teachers and producers to produce teaching materials to meet the needs of learners.

D. Suggestion to Develop In pre-production stage, there should be systematic

planning and working as a team for the preparation of the learning plan, teaching preparation, and writing the proposal. Moreover, courses in the PSU-MOOC should be provided to cover a wide range of disciplines and careers in order to benefit a wide range of interested parties. For public relations strategies, the organizers should promote the courses on PSU-MOOC through social media platforms that students and interested person widely use, such as Facebook, Instagram, twitter etc. The second way to communicate with learners is by making an e-poster to promote the course in PSU-MOOC. In addition, the organizer should communicate with students who are studying in regular courses in the university.

VI. SUMMARY This study aims to share lessons learned on knowledge

management and experiences regarding the design and early development of the astronomy online course in PSU-MOOC,

Thailand. The subject Introduction to Astronomy is currently in its design and early development stage in PSU-MOOC, Thailand. There are four steps of the MOOC process, including pre-production, production, post-production, and evaluation and maintenance. We thus have not included the complete evaluation process of this course. Nevertheless, this preliminary study gives some insight into the roles of the teachers involved. This course was first made by the author through seriously hard work. Despite the fact that the author encountered numerous challenges while preparing for the course, the end result is very satisfying. This is a valuable experience that can enhance the experience of producing online teaching materials in the era of COVID-19. During the design and early development, instructors, a production team, and all processes should be closely linked to each other and need to be focused on in order to obtain a complete course in MOOCs. In the study, we found that course outline designers, technical specialists and expert instructors are very important factors to achieve a successful MOOC. In addition, a productive team and good preparation are also very crucial for effective design of MOOC as well.

ACKNOWLEDGMENT Thanks to Prince of Songkla University scholarship that

supported the online course and Massive Open Online Course to promote lifelong learning, fiscal year 2021, including Faculty of Science and Technology, Prince of Songkla University, Pattani Campus.

REFERENCES [1] M. Demirel, “Lifelong learning and schools in the twenty-first

century,” Procedia Soc. Behav. Sci., vol. 1, no. 1, pp. 1709–1716, 2009.

[2] B. Trilling and C. Fadel, 21st century skills: learning for life in our times. San Francisco, CA, USA: Jossey-Bass (Inc.), 2009.

[3] H. Ates and K. Alsal, “The importance of lifelong learning has been increasing,” Procedia Soc. Behav. Sci.,vol. 46, pp. 4092–4096, 2012.

[4] Z. Seidametova, “Design and development of MOOCs,” ICTERI Workshops. J. Magn. Jpn., vol. 2, pp. 740–741, Aug. 2018.

[5] A. M. Kaplan and M. Haenlein, “Higher education and the digital revolution: about moocs, spocs, social media, and the cookie monster,” Bus. Horiz., vol. 59, no. 4, pp. 441–450, 2016.

[6] C. Impey, M. Wenger, M. Formanek, and S. Buxner, “Bringing the ´ universe to the world: lessons learned from a massive open online class on astronomy,” Commun. Astron. Public J., vol. 21, pp. 20, 2016.

[7] J. Wang, H. Shen, C. Chen, and F.E. Ritter, “IN-MOOC: guidelines for improving MOOC platform interactions,” ACM Trans. Graph. vol. 37, pp. 4, Aug. 2018.

[8] C. Impey, M. Wenger, and C. Austin, “Astronomy for astronomical numbers: a worldwide massive open online class,” Int. Rev. Res. Open. Dis., vol. 16, no. 1, pp. 57-79, Feb. 2015.

[9] C. Impey and M. Wenger, “Online Astronomy for Formal and Informal Learners,” in EPJ Web of Conf., vol. 200, pp. 01001, 2019.


Design PPM Instrument for STEM Teaching Aid in Exploring Nuclear Physics Topic

Waziruddin Electrical Engineering


[email protected]

I. Irwandi STEM Research Center Universitas Syiah Kuala Banda Aceh, Indonesia [email protected]

Yuwaldi Away Electrical Engineering


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.

Keywords—low-cost PPM, STEM props; amplifier; analog filtering; digital filtering; Larmor precession; Nuclear Physics

I. INTRODUCTION Proton Precession Magnetometer (PPM) is a magnetic field

strength measuring instrument that is very useful in conducting physics experiments, especially in the field of exploration to study geological structures [1]. We can learn two things through the STEM approach [2]: designing sensors and designing frequency signals. The PPM sensor is an electronic instrument made of copper, which is measured based on physical equations. After that passing through the stages of amplifying the signal, it can be displayed visually via an audio soundcard on a computer whose frequency value is proportional to the strength of the earth's magnetism around the measurement location. The data from the measurement results can be taken for the dominant frequency by following the Larmor equation. Although this tool is quite expensive, the parts of the module can be made with readily available materials [3]. Magnetic tools are susceptible to the influence of external fields, so that a precise and systematic method is needed.

II. BASIC PRINCIPLE OF THE PROTON PRECESSION MAGNETOMETER

Measurement results are not absolute due to the limitations of various factors. Although the measurement results are the results that are considered correct, there are still deviations in the measurement results. There are other factors that also often cause measurement deviations, namely the environment. An inappropriate environment will interfere with the measurement process. However, accuracy and resolution are significant to obtain magnetic field values with high accuracy. PPM resolution can reach 0.1 nT [4]. Learning about magnetic signals is inseparable from the laws of physics. One of them is Larmor's law, which utilizes the rotation of the magnetic moment around a magnetic field, so it is called Larmor precession. Torque will be equal to the rate of change of the object's angular momentum: Δ𝐿𝐿

𝐿𝐿 𝜃𝜃𝜃𝜃∅ takes the following form:

𝜏𝜏 = 𝜇𝜇 𝑥𝑥 𝐵𝐵 = 𝑑𝑑𝐿𝐿𝑑𝑑𝑑𝑑 ()

|𝜇𝜇𝐵𝐵 sin 𝜃𝜃| = 𝐿𝐿 sin 𝜃𝜃 Δ∅Δ𝑑𝑑

()

where, µ magnetic nuclear torque; ω Larmor frequency of the proton; γ gyromagnetic core property; B external magnetic field; 𝜏𝜏 turning moment; 𝐿𝐿 is the spin of angular momentum.

Since Δ∅ 𝜔𝜔, with the result that Δ𝑑𝑑

𝜔𝜔 = 𝜇𝜇𝐵𝐵 sin 𝜃𝜃𝐿𝐿 sin 𝜃𝜃 = 𝜇𝜇

𝐿𝐿 𝐵𝐵 = 𝛾𝛾𝐵𝐵 ()

Fig. 1. showed a diagram of nuclear precession [5]. When an object is placed parallel to the magnetic field B, rotation occurs / torque L is the angular momentum causing precision about the z-axis and so the moment is proportional to the angular momentum. The torsion effect, as illustrated above, is called the Larmor effect.

From equation (3), we can see that the angular velocity will be proportional to the strength of the magnetic field B.

𝐵𝐵 𝑥𝑥 𝑓𝑓 ()

978-1-6654-1680-1/21/$31.00 ©2021 IEEE


Fig. 1. The diagram of nuclear precession [5]

By using this Larmor equation to find out how significant the magnetic field induction as shown in equation 4, where B is magnetic field uT external f frequency in units Hz. The principle of an insulated proton precession magnetometer following the direction of the earth's magnetic field that has given a current [5]. When the relay is activated, the protons will rotate inversely with the direction of the earth's magnetic field, which is to the south. When the relay is rereleased, the protons will return to the north. When the reverse proton rotates slowly, it will cause precision. The coil receives the signal and generates a magnetic wave through the pre- amplifier, which produces analog filtering. Furthermore, the signal from analog is converted to digital filtering through the ADC to get the frequency domain.

III. METHOD AND DESIGN OF THE INSTRUMENT SYSTEM

Earth's magnetic field measuring instrument consists of a sensor containing hydrogens such as kerosene inserted into two bottles made of plastic or non-metallic materials with a diameter of 5.8 cm and then wrapped around a copper wire measuring 0.6 mm and each bottle is wrapped as much as 700 roll times. The sensor designed two units, sensor 1 is for the receiver while sensor 2 is for polarization so that when the device is functioning, both sensors eliminate noise [6]. Because the proton sensor is susceptible to many external field influences that cause noise, so it takes an excellent ability to design a sensor that can withstand noise from the external magnetic field so that to get an accurate value, one must follow these steps [7]. Because the solenoid sensor designed with a coil of wire has many problems ranging from working on the winding of the coil, amplifying the signal, turning to analog to digital conversion [8], to test whether the coil is electrified, it can be detected by placing a compass near the coil. [9]. If there is a current, the compass will be deformed.

The signal amplifier module can hear a ringing sound connected to the audio jack attached to a laptop/personal computer and played with the audacity application [10]. This work does not end here. The sound obtained is not clear. The proton signal is still immersed in noise, most likely due to external magnetic field disturbances such as AC electricity The step is to eliminate the noise by filtering in a bandpass filter only to pass the desired frequency range. Because 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.

Fig. 2. Interference counteraction [4]

Fig. 3. received signal [4]

Fig. 2. and Fig. 3 are dual coil solenoidal structures [4] that consist of two coils and are opposite so that anti-inference will occur when there is an external magnetic field disturbance.

The selection of the measurement location must be appropriate because the PPM tool is hypersensitive and cannot work if it is carried out in places that contain much interference from an external magnetic field. Likewise, the PPM signal is tiny, only about microvolts, so an amplifier is needed to generate the PPM signal and sounds higher. The PPM tool developed requires several levels in the signal conditioning process, including sensors, pre-amplifier, and bandpass filtering using analog and digital filtering (ADC) displayed using the audacity application to determine peaks.

Fig. 4. The structure of signal conditioning system.

Show the structure of the PPM signal conditioning system. The sensor that has been given current will pass through the capacitor and go to the pre-amplifier because the PPM signal is very smooth. It is necessary to have a new amplification after it is filtered through analog filtering. Digital filtering


signals can also be shown through analog filtering, and we are using the Audacity application to show frequency and spectrum plots. In the application, there is a menu option to display the spectrum plot.

The data retrieval process is carried out in several stages. First, the sensor is connected to a 12V DC, paralleled to the amplifier component, and connected to the audio jack. A relay is installed as a switch so that when the relay is activated, the current will be on for 5 seconds and then turned off. Each data retrieval process will be recorded through a computer that has been connected to the audio jack. Visual data is displayed using the audacity application, but the data is not fully retrieved because there is a need for this filtering because there is still noise interference. After the filtering process, find the dominant frequency using Larmor's equation.

IV. RESULTS AND DISCUSSION Building instruments through the STEM approach is one of

the research efforts on nuclear experiments. In this way, we can understand the characteristics of hardware and software and understand the test results.

The initial stage of PPM data retrieval first directs the sensor to the north of the earth then flows 12V current to the sensor coil. In this configuration, two units of bottles wrapped in wire and placed side by side, and connected in series are made to eliminate each other's excessive noise. The first bottle is the receiving sensor and the second bottle is the polarization. The relay button provides a time delay when the coil is on, and the protons will rotate. When the relay switch is released, the protons will re-align themselves with the earth's field. They will begin to return to the north. During the process, there will be precession and electromagnetic waves. During the alignment process, the proton positions will acquire angular momentum. The signal will be recorded and then amplified through the Amplifier and displayed visually or entered through the audio range using the audacity application. The displayed data is still not audible because it is still drowned out by this noise caused by external magnetic interference such as AC power, walls, and others.

Fig. 5. Proton Precession Magnetometer signal before filtering

The choice of capacitor value must be considered because the adjustment of the measuring area 40-44 nT where the resulting ambient frequency is 1916 Hz can be seen in 9. The coil is coupled with a suitable capacitor so that the obtained signal can store electrical energy. On the other hand, it evokes the resonance effect of the signal radiated by protons, So each location adjusts the capacitance to get good results.

Fig. 6. Spectrum before filtering

Fig. 6. is the initial data before filtering. The typical sound of a PPM signal can be heard a little but still not apparent to the human ear at the intensity level of -30dB. The highest peak is at 1914 Hz, equal to -12.4 dB high enough to be drowned out by noise so that the sound of the proton signal is blocked by noise so that the sound does not sound straightforward, and it needs to be filtered to select the desired range. Then the dominant frequency is selected. In the time domain, signal analysis has not been carried out. Analysis can be done if the signal is displayed in a spectrum through the time signal to the frequency domain. The tool used to see the vibration time of the domain signal is the Fast Fourier Transform (FFT). To get the final result, namely the strength of the magnetic field, following equation (8) described previously. The following is a plot of the spectrum after a long process.

Fig. 7. Proton Precession Magnetometer signal after filtering

Fig. 7. is the initial data before filtering. The distinctive sound of the PPM signal is quite audible at a glance but is still not clear to the ear. For the sound to be heard more clearly, it is filtered to select the desired range because many signals affect it. Then the dominant frequency is selected. Then change the dominant frequency to the frequency domain. To get the final result, namely, the magnetic field strength, following equation (8) presented previously. The following shows the spectrum plot after the filtering process.


Fig. 8. Spectrum after filtering

Fig. 8. shows the sound generated by the audacity soundcard. The filtered spectrum plot is at the intensity level of -72 dB, and the highest pic peak is 1916 Hz or with an intensity level of -27.8 dB, but apart from that, the highest pic peak is still another peak. This initial assumption is the harmonic effect of the non-linear amplifier so that there is a frequency multiple of 2 to 3 times.

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, it is based on the Larmor formula

𝐵𝐵 𝑥𝑥 𝑛𝑛𝑛𝑛() 𝐵𝐵 𝜇𝜇𝑛𝑛

then the value of the earth's magnetic field obtained is 44.97 uT.

V. CONCLUSION Building an Experimental tool on nuclear physics with

precise measurements through the STEM approach is the most effective and exciting effort and even more low cost. This paper explains as well as implements the performance of the

sensor. The test results from this tool can distinguish the value of each location point taken. Locations that are close to the external magnetic field will affect the performance of the sensor. On the other hand, data collection that is far from interference from the external magnetic field will produce an excellent magnetic field close to standard tools. The results described above can also show that the experimental tool on nuclear physics, namely the Proton Precession Magnetometer that was developed, can measure the earth's magnetic field. For the study results, this instrument can also be further developed to obtain even better results, especially overcoming the low signal to noise.

REFERENCES [1] W. Luo et al., “Research on an omnidirectional proton precession

magnetometer sensor based on solenoidal coils,” I2MTC 2019 - 2019 IEEE Int. Instrum. Meas. Technol. Conf. Proc., vol. 2019- May, pp. 1–6, 2019, doi: 10.1109/I2MTC.2019.8827001

[2] I. Irwandi, I. M. Sari, R. Oktavia, and M. Syukri, “MEMS and IoT Applications in ISLE-based STEM Physics Learning Media for Mechanics Topic with LabVIEW Integration,” J. Phys. Conf. Ser., vol. 1462, no. 1, 2020, doi: 10.1088/1742- 6596/1462/1/012066.

[3] I. Irwandi, R. Oktavia, Rajibussalim, and A. Halim, “Using the ELVIS II+ platform to create ‘learning is fun’ atmosphere with the ISLE-based STEM approach,” J. Phys. Conf. Ser., vol. 1470, no. 1, 2020, doi: 10.1088/1742-6596/1470/1/012003.

[4] J. A. Mir, “A comprehensive study on the weak magnetic sensor character of different geometries for proton precession magnetometer,” Jins, 2018.

[5] R Nave, “Electricity and Magnetism,” HyperPhysics. http://hyperphysics.phy-astr.gsu.edu/hbase/magnetic/larmor.html (accessed Oct. 11, 2021).

[6] J. A. Koehler, “Proton Precession Magnetometers , Rev 2,” Sites J. 20Th Century Contemp. French Stud., pp. 1–55, 2000.

[7] Q. Huang, Y. Song, X. Sun, L. Jiang, and P. W. T. Pong, “Magnetics in smart grid,” IEEE Trans. Magn., vol. 50, no. 7, 2014, doi: 10.1109/TMAG.2013.2294471.

[8] K. M. Sinding, C. S. Drapaca, and B. R. Tittmann, “Digital signal processing methods for ultrasonic echoes,” IEEE Trans. Ultrason. Ferroelectr. Freq. Control, vol. 63, no. 8, pp. 1172–1176, 2016, doi: 10.1109/TUFFC.2016.2557283.

[9] B. Bai, H. Liu, J. Ge, and H. Dong, “Research on an Improved Resonant Cavity for Overhauser Geomagnetic Sensor,” IEEE Sens. J., vol. 18, no. 7, pp. 2713–2721, 2018, doi: 10.1109/JSEN.2018.2800009.

[10] audacity, “Audacity,” 2021. https://www.audacityteam.org/ (accessed Oct. 11, 2021)


978 -1 -6654 -1680 -1 /21 /$31 .00 ©2021 IEEE

Intelligent Traffic Light System

Using Image Processing Basla Siripatana

Demonstration School Prince of Songkla University

Pattani, Thailand [email protected]

Kittipong Nopchanasuphap Demonstration School


[email protected]

Somporn Chuai-Aree Faculty of Science and Technology


[email protected]

Abstract— Nowadays, there are more cars used on the road. Traffic congestion problems can cause the economy and the environment both directly and indirectly problems, also part of the problem of air pollution. The traffic light management system in the current situation has used a fixed waiting time, which inability to be flexible according to the traffic at different times such as in rush hour and other. It is not efficient enough to manage traffic with fixed waiting time. The organizers came up with the idea of developing an intelligent traffic light system with flexibility according to the number of cars in real-time by reducing waiting time. The paper was designed and developed by implementing the intelligent traffic light system using image processing technology to process the appropriate waiting time from each image frame. Lazarus and OpenGL were used to program based on Pascal language. The software has been developed for receiving traffic video at the intersection to process car image segmentation of each frame and to calculate the distance of the length of the car in each route in addition. It is also possible to calculate the appropriate time for green-light and red-light duration and corresponding to the length of the waiting vehicles in each route at the intersection. This investigated software can be used to reduce the waiting time at the traffic light intersection by 45.35%. In addition, the intelligent traffic light system is also a social development towards a smart city. The project has created the learning environment and computational thinking for society through the process of STEM Education with using IoT and Artificial Intelligence.

Keywords— image processing, intelligent traffic light, smart intersection, traffic congestion, real-time traffic simulation

I. INTRODUCTION In the present, there are more cars used on the road due to

the population in each country has increased. It causes traffic major congestion problem in almost country especially in large cities. Traffic congestion problem affect the economy and the environment both directly and indirectly, as part of the problem of air pollution. It also loses waiting time for transportation and fuel consumption.

The current traffic light management system has a fixed waiting time, inability to be flexible and depending on the nature of traffic at different times. It is efficient to control many vehicles during rush hour such as in the morning, at noon and after working time. At sometimes during the green-light, there were not many vehicles pass through the intersection. As a result, the vehicles on other paths lose time for waiting. From all these problems, this indicates that the current traffic light system is one of the causes of traffic jams. The lack of discipline of the drivers can cause the accident

from breaking through a red-light and the problem of insecurity of pedestrians from congested traffic.

Therefore, the organizers need to create an intelligent traffic light system to solve the above problem by reducing a waiting time with flexible appropriate time related to number of cars in real-time situation to create more efficient traffic light system. STEM Education can be applied to solve the problem and create computational thinking. This education was used to develop lifelong learning which is a part of learning community.

II. LITERATURE REVIEW

A. Lazarus Lazarus is a Delphi compatible cross-platform IDE for

Rapid Application Development. It has a variety of components ready for use and a graphical form designer to easily create complex graphical user interfaces.

Lazarus is used to creating open-source, commercial applications, file browsers, image viewers, database applications, graphics editing software, games, 3D software, medical analysis software, or any other type of software. (https://www.lazarus-ide.org/)

B. OpenGL OpenGL is a cross-language, cross-platform application

programming interface (API) for rendering 2D and 3D vector graphics. The API is typically used to interact with a graphics processing unit (GPU), to achieve hardware-accelerated rendering. (https://en.wikipedia.org/wiki/OpenGL)

C. Image Processing for Traffic Light System Developing an algorithm to count the number of vehicles

on the road by using image processing is part of researching techniques for detecting vehicles from video cameras. Counting the number of vehicles on the road leads to real-time traffic density analysis. The paper in [3] had attached a camera to a high angle in various intersections to capture images of the traffic on the road and send the image signal to the image processing server at the central control center. Being a part of the development of intelligent traffic lights, it is possible to solve the problem of traffic congestion through the construction of a traffic light system. That is flexible to the traffic density at the intersection in real-time in [3].

D. Analysis of Traffic Problems There are two traffic problems which are the problem of

serious accidents caused by traffic light violations and the


management of the traffic lights that were not suitable for the number of vehicles in [4]. There are three ways to solve the problems which are improving and add safety equipment to get the standards and installation in the appropriate location. The adjusting pavement at the intersection should be a concrete pavement so that will be no holes to reduce the traffic jam and to improve the duration of the traffic lights to suit the traffic volume at that time. If the above problems can be solved, traffic problems can be reduced by up to 60% in [4].

E. Smart Traffic Light Control System The traffic light systems are widely used to control the

flow of vehicles in many intersections for creating a smooth transportation in the transit route. However, the coordination between multiple adjacent traffic lights has a complex problem to determine the various parameters. There is also the problem of different cars coming in at different times. The accident problems, the passing of ambulance problems including pedestrians’ problems are still unmanageable in the current traffic systems. The above problems are leading to traffic congestion. The paper in [1] has proposed a system based on the PIC microcontroller that can calculate the density of the car using IR sensors on both sides of the road to extend or reduce waiting time including mathematical model to estimate the waiting time for the car at the intersection and number of cars. To obtain the optimal timing for the green, yellow, and red lights at that time, there is also a portable control system to solve the jamming problem of ambulances by establishing communication security that use the XBee wireless system [1] to keep the path and turn on the green light until the stuck ambulances crosses the intersection.

F. Smart Roads for Future Smart Cities In the present, many developing countries around the

world are to become smart city. One of the important parts that every country will be the full smart city is developing an intelligent transportation system. The paper in [2] tried to gather information and exchange ideas about smart transportation’s development and analyze the progress to build smart roads in the future by bringing present’s various technologies as a tool for developing smart roads, whether it is a data analysis, Various sensors, IoT and Artificial Intelligence in [2]. This paper has gathered many ideas for developing smart roads as follows:

1. Road to harvest energy.

2. Road to produce music.

3. Roads with intelligent traffic violation detection.

4. Roads with smart intersections.

III. CASE STUDY Pattani hospital’s intersection was used as a case study

because the intersection is to reflect the problem of impropriety of the current traffic light system (Fig. 1). This intersection is the main road near hospitals and schools by defining the fixed waiting time for 140 seconds of traffic lights that are suitable for rush hours. In case of there are a few cars in the current green light with fixed driving time, the next route is waiting for no car about 35-45 seconds. It would be

costly for waiting time in the other routes for red light. In addition, the development of Pattani hospital’s intersection to be an intelligent traffic light system will be able to develop society to smart city. The computational thinking uses IoT as a tool to become a part of learning environment.

Fig. 1. Top view of Pattani hospital's intersection (GPS : 6.869496, 101.250498).

IV. METHODOLOGY

A. Collect Traffic Characteristics and the Movement of Vehicles at the Intersection Pattani Hospital. The traffic data were collected by capturing images and

videos of bird eye view of vehicle traffic during rush hour and regular time on the tenth floor of the new emergency building of Pattani hospital to record the movement of vehicles from the four routes of intersection. Videos recording from the start of the green light on the Phi Phit road until it returns to the same green light in the next round were recorded.

B. Observed and Recorded Video of the Traffic Lights. The traffic light is observed by recording the video at the

same time on all 4 routes, recording video from the start of the green light on the Phi Phit road until it returns to the same green light side.

C. Analyze the Observed Data. a) The traffic characteristics and the movement of

vehicles at the intersection were analyzed by counting the number of vehicles from each vehicle type in all four routes and counting the number of vehicles moving along each route shown in Table I and Table II with different time.

TABLE I. THE AMOUNT OF VEHICLE PASSED THE PATH

Time The Amount of Vehicles Passed the Path Path A Path B Path C Path D

07.30 AM. 95 58 100 10 08.00 AM. 59 70 63 6 09.00 AM. 48 39 65 9 10.00 AM. 36 37 56 6 11.30 AM. 39 56 54 11 12.00 AM. 46 58 63 7 01.00 PM. 41 53 54 5 02.00 PM. 36 22 48 8 04.00 PM. 48 34 69 19 04.30 PM. 43 73 100 19

Table I describes the number of vehicles passed the path. Path A, B, C and D are Nong Chik road, Phi Phit road, Samakkee road and Sabarang road, respectively.


V. The Amount of Vehicle Types Time The Amount of Vehicle Types

Motorcycle Car Motorcycle side car Truck Total 07.30 AM. 189 73 5 1 268 08.00 AM. 132 66 4 0 202 09.00 AM. 97 58 5 2 162 10.00 AM. 80 52 3 2 137 11.30 AM. 100 62 4 0 166 12.00 AM. 104 64 6 0 174 01.00 PM. 87 65 4 1 157 02.00 PM. 62 46 4 2 114 04.00 PM. 110 58 2 2 172 04.30 PM. 172 64 8 1 245

a) The duration of traffic lights were analyzed by considering the relationship of the green, red, and yellow lights of the intersection of Pattani hospital from video of the traffic lights of each side during one traffic light cycle.

B. Computation of Statistical Values. a) It has adopted image processing algorithm as a tool

to detect vehicles and estimate the distance form the first car to the last car by calculating statistical data of the amount of vehicles moving through the intersection.

b) The optimal waiting time that can be processed in real-time will be displayed in a number format and showed the duration of the green, yellow, and red lights on the monitor at the traffic intersection.

C. Program Development Image processing, FPC-free pascal, OpenGL, and Lazarus

were used to development the program.

D. Algorithm of the Simulation Program

Fig. 2. Flowchart of the program.

E. Working Guidelines of Software. a) Real-time video were received from installed camera

at the traffic light intersection. b) Snapshot images were captured into the output

folder when one of the roads at a traffic intersection has a red light timer for 5 seconds.

c) The captured images were stored in the output folder. It was compared with the background of the road without cars that built on the program itself. The program will compare the color value of each pixel. If any pixel has a different color value for the image captured from the video and the background image than the specified value, that pixel will be changed to red.

Fig. 3. Image segmentation.


d) The program will take the pixel coordinate of the distance measuring line and check the red coordinate of the image in the previous step. If the position of the red value matches the pixel of the distance measuring line, the program will save the pixel to be used to calculate the distance of the last car waiting at the intersection in each route.

e) Bring the recorded pixels to compare with initial pixels on distance measuring line pixels. Perform distance calculations from the beginning of the distance measuringline pixels to the last car pixel in each route using (1).

d = √(𝑥𝑥1 − 𝑥𝑥2)2 + (𝑦𝑦1 − 𝑦𝑦2)2 (1)

Where d is distance between two pixels points (x1, y1) and (x2, y2). The obtained distance was used to calculate the appropriate green light duration of each road. The duration of the red can be calculated from duration of the green light of the previous road plus the duration of the yellow light.

f) Display numbers of green light and red light on the monitor.

g) Every 1 hour, the program will make a new background by detecting the most duplicated color of each pixel from the overlay images from capturing traffic images every 5 seconds until finally getting a new background.

F. Create the Simulator to Examine the Algorithm According to the developed program, the simulator was

created to simulate and verify the functionality of the algorithm. The simulator was used to compare the average waiting times of the current traffic light system (AvgC) and the intelligent traffic light system (AvgI) by checking with 3 data sets of the number of vehicles actual entering the traffic light at the Pattani hospital’s intersection in one traffic light cycle. Equation (2) is used to calculate the percentage reduction in waiting time of an intelligent traffic light system.

%𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅 = 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴−𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 × 100 (2)

Fig. 4. Simulated intersection.

VI. RESULTS As a result of developing a program for an intelligent

traffic light system, this paper had created the traffic simulators to validate the algorithms by comparing of the average waiting times of the current light signal system and the intelligent light signal system. The results show that the

intelligent traffic light system can reduce the waiting time at the traffic light intersection by 45.35% (see TABLE III).

TABLE II. THE REDUCTION PERCENTAGE IN WAITING TIME OF AN INTELLIGENT TRAFFIC LIGHT SYSTEM

Average waiting time (s) Intelligent traffic light system (AvgI) 17.599

Current traffic light system (AvgC) 31.983

Intelligent traffic light system can reduce the waiting time by

45.35%

The investigated software can separate the vehicle from the road and the obtained data can be calculated for the most suitable time. At the intersection, there are two roads that show number format such as the green light route and the red light route that will be next green light route. Another two sides will show red circle on the monitor.

The intelligent traffic light system has been developed by the process of STEM Education. The whole process is collecting and analyzing data, mathematical calculation, and communication between software and hardware. The investigated software is planned to be installed at the intersection. The project is useful for creating the computational thinking and lifelong learning in Pattani city.

VII. CONCLUSION The investigated software can actually increase traffic

flow and reduce the waiting time at the intersection with the calculation of the green light and red light period according to the physical car quantity without setting a fixed period that is not as flexible as conventional traffic light systems. In addition, the intelligent traffic light system is also a social development towards a smart city. The project has created the learning environment and computational thinking for society through the process of STEM Education with using IoT and Artificial Intelligence. It can be implemented as a network of connecting intersection for further improvement.

The program can be developed to have more capability for example, the emergency vehicle movement management system at the traffic intersection so that emergency vehicles spend as little time as possible through the intersection and be safe for all drivers. A communication system between neighboring intelligent traffic light systems will lead to higher levels of congestion solutions including a more systematic, etc. In order to develop the program, the above capabilities require high development algorithm and spend more time to develop as well.

ACKNOWLEDGMENT This project was supported by Science Classroom in

University Affiliated School (SCiUS). The funding of SciUS is provided by Ministry of Higher Education, Science, Research and Innovation.

Authors would like to thank the director of Pattani hospital for facilitating permission to enter the hospital building for collecting still images and video at the traffic light intersection.


REFERENCES [1] B. Ghazal, K. ElKhatib, K. Chahine, and M. Kherfan, “Smart traffic light

control system,” in Proc. 3rd Int. Conf. (EECEA), Apr. 2016, pp. 140-145. [2] C. K. Toh, J. A. Sanguesa, J. C. Cano, and F. J. Martinez, “Advances in

smart roads for future smart cities,” Roy. Soc. Publ. J., vol. 476, no. 20190439, pp. 1-24, Dec. 2019.

[3] C. Wateosot and N. Suvonvorn, “Development of a Vehicle Counting Algorithms by Image Processing from Video Camera,” Princess of Naradhiwas University J., vol. 5, no. 1, pp. 35-48, Apr. 2016.

[4] T. Tanomwatthana, “The analysis of traffic problems at the intersection of highway 359 and highway 317,” B.S. Thesis. Civil Eng. Program Thammasart Univ., Bangkok, Thailand, 2015.


978-1-6654-1680-1/1/21/ $ 31.00 © 2021 IEEE

Development of Massive Open Online Course integrating with Podcasts on Nursing Patients with

Arrhythmia and Reading Electrocardiogram to Enhance Nursing Students Learning Achievement

Krittaphat Ochaampawan Department of Educational

Technology and Communication Faculty of Education

Prince of Songkla University Songkhla ,Thailand

[email protected]

Ophat Kaosaiyaporn Educational Technology and

Communications, Faculty of Education

Research Center of Educational Innovations and Teaching and

Learning Excellence Prince of Songkla university

Songkhla ,Thailand [email protected]

Wasant Atisabda Educational Technology and




Songkhla ,Thailand vassan.a@ psu.ac.th

Charuwan Kritpracha Faculty of Nursing



Songkhla ,Thailand [email protected]

Abstract— The purpose of this research was to 1) develop the massive open online course (MOOC) integrating with Podcasts on Nursing Patients with Arrhythmia and Reading Electrocardiogram to Enhance Nursing to enhance the academic achievement of nursing students, 2) study the learning achievement before and after studying with the MOOC integrating with podcasts, 3) study the students’ satisfaction with the MOOC integrating with podcasts. The samples include: 1) 208 undergraduate nursing students for studying the learning achievement before and after studying with the MOOC from the Faculty of Nursing, Prince of Songkla University and, 2) 133 undergraduate nursing students studying the students’ satisfaction with the MOOC integrating with podcasts. The findings revealed that there was significantly higher learning achievement of the students in the posttest than in the pretest at 0.01 level. and the opinions of students’ satisfaction with MOOC on integrating with podcasts unveiled the high level.

Keywords—Massive open online course (MOOC), Podcasts, Reading Electrocardiogram (ECG)

I. INTRODUCTION Thailand is currently transformed into an educational model

in which the open and distance education play an important role. leading to the growth of the open and online course via the internet. The growth of learning networks increases rapidly because distance education can facilitate the benefit of learners. and facilitates education at all levels, including the university level, in terms of organizing the learning process. This is the subject of learning as the goal of the study, and teaching is the way to learn. The teacher must be a learning manager. The Open Learning System for the Public (MOOC) resource is considered an important part of understanding students' interest.[1][2]

Before students are interested, the open learning system for the public MOOC. resources are considered an important aspect of knowledge. Level of proficiency, as well as learning trends in which direction With Open Learning Resources for the Public MOOC based on Constructivism theory, teachers support the needs and knowledge of students who are diverse and different in order to have a beneficial impact on pupils. The learner must desire to know and learn, which will act as a catalyst for him to drive to make errors as a lesson that encourages (internal motivation) to develop knowledge-building processes with the use of technology. The use of technology to acquire knowledge from a variety of sources is emphasized. [3][4]

Over the last decade, there has been a surge in interest in educational podcasts, which engage with students to improve the learning experience. Type analysis has a lot of consequences in terms of scholarly work and educational podcasting. To begin, it gives a framework for examining potential teaching and learning approaches using and through new media. It may be used by teachers and students to produce and share information in a unique and interesting way.[5][6]

Nursing may be given swiftly and effectively, ensuring the patient's safety to the greatest extent feasible. Reading of the electrocardiogram It is a crucial nursing skill that displays a wide range of knowledge and abilities. resulting in a proper nursing procedure Students must be prepared to assess ECGs in order to ensure the safety of patients. Nursing education and learning management is a challenging task.[7] Provide teaching and learning with the goal of developing nurses with nursing knowledge, attitudes, and skills, as well as the ability to advise patients successfully with a multidisciplinary team [8]. To satisfy the thoughts and imaginations of nursing students, an open learning resource for the public to access must be of a kind


that is favorable to nursing students. to make a significant contribution to the creation of knowledge that is useful to nurses.

The Importance of MOOC: It is employed in a public open learning resource that is combined with podcasts and allows nursing students to learn without restrictions and respond in accordance with the learners' abilities and potential Provide opportunities for public open system learners to access a variety of learning tools to improve their understanding of nursing care for patients with arrhythmias and ECG readings.

II. THE PURPOSES OF THE STUDY 1) To develop the massive open online course integrating

with podcasts on nursing patients with arrhythmia and reading electrocardiogram to enhance nursing students learning achievement.

2) To study the learning achievement before and after studying with the massive open online course integrating with podcasts on nursing patients with arrhythmia and reading electrocardiogram.

3) To study the students’ satisfaction with the massive open online course integrating with podcasts on nursing patients with arrhythmia and reading electrocardiogram

III. RESEARCH METHODOLOGY This study is the research and development approach. having

a specific goal to develop a public open learning resource that includes a podcast on nursing treatment for cardiac arrhythmia patients and evaluating ECG data. Students pursuing a bachelor's degree in nursing should be encouraged to develop their learning skills. The research method consisted of two phases:

Phase 1: Developing MOOC integrating with podcasts on nursing patients with arrhythmia and reading electrocardiogram to enhance nursing students learning achievement

Analyzing and synthesizing related literature and documents regarding the development of the MOOC: integrating with podcasts on nursing patients with arrhythmia and reading electrocardiogram to enhance nursing students learning achievement.

The researcher analyzed and synthesized the concepts, principles, theories, and research studies concerning on four area; 1) scope of content, 2) content development, 3) implement, and 4) evaluation. The researcher also studied more about Implementation resources, Development and delivery tools resources, and Content resources.

The researcher used the information to create the media ,resources and MOOC course which would be submitted to 2 specialists who are higher education’s administrators and instructors to get any appropriate feedback from their evaluation.

Phase 2: Implementing a try-out of MOOC integrating with podcasts on Nursing patients with arrhythmia and reading electrocardiogram on the representative samples

The population was 215 third year nursing students, Faculty of Nursing, Price of Songkla University who enrolled to the

course of “Patients with Arrhythmia and Reading Electrocardiogram ” in semester 1 academic year 2021.

The samples include: 1) 208 undergraduate nursing students for studying the learning achievement before and after studying with the MOOC from the Faculty of Nursing, Prince of Songkla University and, 2) 133 undergraduate nursing students studying the students’ satisfaction with the MOOC integrating with podcasts.

IV. RESEARCH RESULT Massive open online course integrating with podcasts on

nursing patients with arrhythmia and reading electrocardiogram

1) MOOC - The researcher analyzed and synthesized with 10 components as follows : (1) course outline (2) staff readiness (3) instructional design (4) course content (5) learning media (6) communication (7) copyright and creative commons (8) support for students Study (9) Results of learning management (10) Improvement and development Course Evaluation [1]

2) The following is a list of the content's scope. 2.1) Do we have electrocardiograms in our hearts? Electrocardiogram (ECG) The heart's conduction system

2.2) What does a typical ECG entail? The ECG's Components The ECG's characteristics ECG reading and interpretation principles normal ECG

2.3) What is an ECG that is abnormal? Anomalies associated with the SA node Anomalies resulting from the Atrium Abnormalities of the AV junction in the heart Abnormalities originating in the ventricle

3) MOOC integrating with Podcasts for enhancing nursing students learning achievement the researcher analyzed and synthesized with 2 components as follows.

3.1.) Podcasts - The requirement to instantly catch attention, commonly achieved in this genre through buoyancy in tone of address (not be more than 10 minutes). Steps to achieve this move can include crisp and fast-paced speech, optimism in a presenter’s voice and minimal pauses in speech. The mode of address tends to be direct and curt to achieve maximum information in minimum time. Podcasts like ‘Science Underground’ might also play a soft rolling tune in the background throughout.[5]

3.2.) Video - an excellent way to attract people's attention is to ask a question. Questions should be asked (1) before each tape starts, (2) in between significant points, and (3) at the end of each clip. That type of inquiry is used to help pupils comprehend a message provided by the teacher, as well as to help them remember and retain earlier material. Students should be reminded to pay attention to what the teacher is attempting to say by asking questions in the right places. The learning capacities and revision procedures of students would be assessed. The color tone of a movie background is something that should not be overlooked. The font and background colors should complement one other rather than clash. [9]


Implementing a trial version of MOOC integrating with podcasts on nursing patients with arrhythmia and reading electrocardiogram on the representative samples

1. The result of study the learning achievement before and after studying with the MOOC

The samples consisted 208 undergraduate nursing students for study satisfaction after studying with MOOC

TABLE I. THE RESULT OF STUDY THE LEARNING ACHIEVEMENT BEFORE AND AFTER STUDYING WITH THE MOOC

The result of study the learning

��𝒙 S.D. T-test Sig.

Pretest 13.52 4.105 44.143

0.000

Posttest 28.15 3.522

a. p<0.01

In Table II the result shows that revealed there was significantly higher learning achievement of the students in the posttest than in the pretest at 0.01 level

2 The result of students’ satisfaction with MOOC

The samples consisted 208 undergraduate nursing students for study satisfaction after studying with MOOC

TABLE II. THE RESULT OF STUDENTS’ SATISFACTION WITH MOOC

Students’ satisfaction ��𝒙 S.D. Meaning 1. Overall satisfaction of massive open online course 4.259 0.738 high level

2. Overall satisfaction of media and teaching and learning activities

4.130 0.818 high level

3. Overall satisfaction of measurement and Evaluation 4.254 0.734 high level

Overall satisfaction 4.201 0.790 high level

Table II the opinions of students’ satisfaction the massive open online course integrating with podcasts on nursing patients with arrhythmia and reading electrocardiogram unveiled the high level (x = 4.201, S.D. = 0.790)

V. RECOMMENDATIONS From the implications of these results, the researcher

proposed suggestions for implementation and further research as follows:

1. The case study of this model reported to emerge learning achievement so further research should be conducted to encourage other different values or context such as problem solving.

2. A MOOC should be repeated at a certain level of development to serve the increasing number and broad range of students in the future.

3. The implementation of MOOC groups must prepare teachers and learners for the most effective teaching and learning management

REFERENCES [1] K. Kongmanus, “Digital learning tools : way of digital education era,” (in

Thai), J. Educ Naresuan Univ., vol. 20, no. 4, pp. 279-289, Sep. 2018. [2] T. Thammetar, “ Faculty development guidelines for MOOC teaching in

higher education institutes,” (in Thai), J. Educ. Stud. Chulalongkorn Univ., vol. 47 , no. 2, pp. 48-66, Jan. 2019.

[3] T. Thanakijcharoensuk and K. Punlumjeak, “Development of massive open online courses model for ubiquitous learning to promote digital citizen skills of higher education students,” (in Thai), J. Educ. Naresuan. Univ., vol. 8 , no 1, pp .123-128, June. 2020.

[4] N. Tinnawas and T. Thammetar, “The study of massive open online course model for Thai higher education,” (in Thai), Veridian. E-Journal. Silpakorn Univ., vol. 9, no. 3, pp. 1906-3431, Sep. 2016.

[5] C. Pensute, “Podcast,the new media : comparative case studies between USA and Thailand,” (in Thai), NBTC J Chiang mai Univ., vol. 1, pp. 272-289, Dec. 2018.

[6] C. Drew, “Educational podcasts : A genre analysis,” E-Learn. Digit. Media., vol. 14, no. 4, pp. 201-211, Jul. 2017.

[7] K. Pongsathonviboon, J. Chuensirimongkol, and Y. Wongrostrai “Lifelong learning characteristics of nursing students kuakarun faculty of nursing, navamindradhiraj university,” (in Thai), Kuakarun J. Nurs., vol. 25, pp. 40-55, Jun. 2018.

[8] P.J. Visudtibhan, and P. Disorntatiwat, “Learning style preferences of nursing students at ramathibodi school of nursing, faculty of medicine, ramathibodi hospital, mahidol university,” (in Thai), Nurs. J. Minis. Public. Health., vol. 1, pp. 70-82, Jan. 2015.

[9] O. Kaosaiyaporn, W.Atisabda, and K.N. Patthalung, “ Development of massive open online course model: Muslim way of life in food consumption to promote cultural understanding of undergraduate students,” Int. J. Inf. Educ. Technol., vol. 8, no. 10, pp. 754-758, Oct. 2018.


“Pedagogical Modes and Applications of STEM”


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

State-of-the-art examples for leading edge education in STEM disciplines

Juan Cristóbal Torchia-NúñezSustainable Engineering Department

Tecnologico de MonterreyMexico City, Mexico

[email protected]

Jaime Gonzalo Cervantes-de-GortariThermofluids Department

National University of MexicoMexico City, [email protected]

Abstract— Basic courses in Engineering are intended for students to learn the foundations of certain topics, whether their uses and applications will be reviewed or not in the same or in future courses. According to our experience, state-of-the-

art examples and exercises within the frontier of knowledge, should be extensively used at any level of every course of the STEM disciplines. This practice promotes several important aspects in education from the student side: development of imagination and creativity, concretion of concepts when applied in industry or some other well-established scenario, questioning the details that conveyed a basic concept from blackboard into fruition and even thought experiments to outperform those state-of-the-art examples. This article emphasizes the importance of employing disruptive, state-of-

the-art, appealing and challenging examples on basic courses in Engineering to produce a positive, shocking impact on students and lecturers.

Keywords—disruptive education, professional education, educative innovation, state of the art, STEM disciplines

I. INTRODUCTIONAccess to information changed everything the world had

known about 25 years ago. From buying food and groceries to choosing our own entertainment at home, the digital revolution has absolutely transformed the landscape of our professional and leisure activities. Education has been transformed radically as well. Students can find almost anything with their devices inside and outside the classroom. Faculty can find almost any article, chapter or book in several databases. Articles, examples and homework can be found in an instant. In need of more in-depth material, webinars, discussions, opinions, papers, manuals, protocols and whole lectures can be found without much problem.

Even more proof of this change has been the fast adaptation of Universities and Education Institutions to counter-effect this pandemic situation by using IT tools to offer lectures, digitize materials and rethink laboratory courses [1]. Whether this change in education has been for the better or worse, the table for discussion has been set from the start of this revolution and the verdict is still open.So we found ourselves in this context when the open use of digital tools to access information is a widely established practice even or specially in classrooms. Under this scenario, academic institutions, faculties, programs and syllabi are being adjusted to blend their own specific goals of high-level education with the adoption of the new tools available at hand. It is no surprise that 87% of US students use some form of portable computer in classrooms [2]. Even more, the

use of classroom technology has enabled the development of other learning strategies in engineering education such as Flipped Classroom [3], Challenge-Based Learning [4],Gamification [5] and the exploration of Education 4.0 [6].

In this article we highlight a tool that does not need a charger or a hdmi cable for the academic enrichment of classes in STEM disciplines. This enrichment comes from the ability of lecturers to use their experience and ever-updated knowledge and skills. We would like to introduce state-of-the-art examples for the state of the art education in contemporary academic institutions. The idea is not revolutionary at all: talk about something that blows away the mind of the audience about a topic not so mind-blowing.

II. STATICSIn a Statics course for engineers, the angle that aerospace

vehicles use to re-enter Earth’s atmosphere and the position of the vehicle might not make much sense within the traditional approach to study the topic of centroids in 2D and 3D bodies. Indeed, centroids in 2D and 3D are often explained with a graphic procedure for simple geometries and then a weighted average of areas to find the centroid for a compound area.

However, we use the example of the space vehicle to emphasize the importance of knowing the center of mass of bodies. The position of the center of mass allows the vehicle to direct its thermal shield towards the incoming atmosphere, protecting the crew and vessel from hypersonic phenomena.Also, it prevents moments (the physical variable) in flight that could potentially endanger the integrity of the vessel from aerodynamic forces.

One can always go back to Pappus´ theorem for revolution bodies and their respective centers of mass, for example. However, the notion that a simple concept for a piece of paper of certain geometry is of the utmost importance in aerospace navigation will surely provide the student with a surprising new insight of what is a centroid.

III. THERMODYNAMICSIn a basic course of Thermodynamics, the ideal or real

gas topic can start from Boyle-Mariotte’s and Charles’ Laws to some state-of-the-art, easy-to-grasp examples such as hydrogen storage. However, decarbonization of humankind’s activities demand a rapid energy transition. Although the hydrogen economy has been floating as a concept from some thirty years, the nowadays low electricity price of renewables and other factors such as achieving no more than a 1.5 ºC global temperature increase scenario points out to the building of an actual global hydrogen structure that can


compete with the well-established natural gas and electrical structures.

For this to happen many problems need to be solved satisfactorily. One of them is the problem of storage. The least dense gas in the universe is hydrogen, so in order to have enough storage of this energy carrier, pressure and temperature play an important part just like in the ideal gas equation! The student can analyze the context of hydrogen, climate change and energy transition while manipulating simple data for the ideal gas equation. The higher the pressure, all other variables kept constant, more hydrogen will be stored in a certain volume. The lower the temperature, again more hydrogen will be stored in the same volume.

However, there is a compromise that students will learn in the context of hydrogen storage. Higher pressures depend on the mechanical resistance of the walls of the storage vessel and at lower temperatures the hydrogen may partially or completely condense. Whether this is more or less technically feasible or economically viable, the substance is no longer a gas which means, of course, that the ideal or real gas assumption is no longer valid.

Again, we can always step back into theoretical details of physical chemistry of gases such as Van der Waals’equation for a real gas, the explanation of the compressibility chart or the ideal gas constant, but now we are certain that the student has explored a different, more compelling approach towards the topic. Also, these type of examples can be complemented with support material from digital formats to enrich the experience in the classroom

IV. INSTRUMENTATIONIn Instrumentation courses, sensors, transducers and

actuators are important part of the syllabus. The basic principles of sensors and transducers may be explained to students based on the different physical variables they operate (electrical resistance, magnetic field, pressure, among others). Actuators are divided depending on their motion (linear or rotational), their driver (electrical, pneumatic or hydraulic) and operation (on-off and partial opening). That is one approach to these topics and a very useful one because it offers a structure for understanding.However, one can build a case of explaining instrumentation using the application of microfluidics.

Microfluidics is the technology where very small amounts of liquids flow through very small channels to perform a series of functions in some sense mimicking electrons inside integrated circuits. The liquids can be driven by a pressure and voltage difference or dielectrophoretic force. Inside the channels the liquids can perform a series of useful functions such as mixing, separation, heating, classification, etc. Microfluidics allows the exploration of new ways to look upon sensors and actuators.

For example, counting cancer tumor cells (CTCs) is an important and complex part of biomedical research of cancer. Cancerous cells represent a very small percentage of global cell population in an organism making detection a very difficult task. Several techniques have been developed to identify, classify and isolate CTCs using Microfluidics technology. For example, by applying AC voltage to a blood sample where magnitude and frequency are conveniently tuned, an isolation of CTCs can be achieved. Although details of the setup can be left out, a new approach to instrumentation can be highlighted using dielectrophoretic

separation of CTCs in a blood sample due to the electrical characteristics of cells and of the applied electric field.

V. EXPERIENCES IN EDUCATIVE INNOVATIONIt is important that we situate our proposal within the

reference of the vast literature regarding innovative education and new or disruptive methodologies for teaching-learning processes. Our goal in this section is to explore the studies relating interaction between teacher-student in the teaching-learning process so that the state-of-the-art examples in the knowledge frontier or technology vanguard can be implemented as a regular stablished methodology in classrooms and laboratories.

Saxton et al., [7] presented a measurement system for STEM education. Although their model is for K-12education, it is interesting to notice in it that from instructional practices stem out concepts such as academic identity, application of conceptual knowledge and higher-order cognitive skills among others. We understand that our proposal of using state-of-the-art examples in a basic course could be located as an instructional practice and as a consequence produce higher-order cognitive skills as shown in their model that leads finally to student achievement.

The word “disruption” has been adopted recently by the digital industry to describe concepts and actions from companies or start-ups to substitute or break traditional commercial products or services with new and original ones.In education, “disruption” has been adopted to describe innovative education processes to enhance collaboration between students and professors, present and manipulate information in several formats and several other interactions with or without the use of digital tools.

Rao et al., [8] presented the results of a survey where alumni, faculty and freelancers in India were consulted regarding engineering education and skills needed in the working environment. Among their key results, both alumni and faculty expressed their concern for lack of industry involvement in teaching identifying four key attributes to remediate this absence in educational programs: skills, performance, adaptability and communication. State-of-the-art examples in courses seem a natural solution to easily mend this aforementioned gap between classrooms and companies’ offices, labs and workshops. Teachers could use their industry or scientific experience from the beginning of engineering programs to prepare students with actual problems faced by companies to excel.

Thompson & Miller [9] argued that ignoring requirements for re-envisioned educational approaches could produce risks in current successful programs.Although this study does not belong to the STEM disciplines, the authors [9] correctly noted that nowadays, students are applying for programs that specifically fulfill company-valued requirements or meet industry-standardized skills, therefore the traditional education loses impact.Furthermore, the authors reflected on future leaders need to develop skills coming from disruption of the academic environment, noting that there are conflicts between long-held values of traditional education and emerging disruptive models. From the reflection of this conflict, leaders will found the tools to excel in the uncertainty of the future working environment. We understand that state-of-the-art examples in engineering courses will provide certain aspects of these tools to develop the creative agility as mentioned by [9].


On another hand, there is a clear strategy for adopting technology in the different education approaches. Jeong et al., [10] noted in their study that educators will be in a continuous search for new technologies that could improve teaching and learning due to the rapid development of education innovation technology. Jeong et al. [10]highlighted that the strategy in the context of a large set of available technological tools is that teachers and students agree on these tools and their common interface as needed pointing out that the number of tools is not necessarily an improvement in the education process.

Finally, Caldwell [11] presented an excellent discussion regarding the role of educators, facilitators, entrepreneurs and other actors in STEM disciplines and their critical role to the development and sustainability of modern technological and scientific technological. Although his study was based on the field of spaceflight research, the author established a refreshing point of view about the access to STEM educationproducts and people and how the gap between public opinion and STEM participants is increasing due to actions of the latter. The study presented results of NASA-supported research in a public setting. Although state-of-the-art examples come from a classroom setting, it is important to recognize that educators can play an important role in other settings besides the lecture halls.

VI. CONCLUSIONIn this work, state-of-the-art examples for different

courses within the engineering disciplines have been briefly described. The reasons for using examples that go beyond the scope of traditional syllabi of engineering courses are 1)increase the student’s awareness of actual and current unsolved problems in their field of study, 2) develop the student’s imagination and creativity to understand but not solve more complex situations, 3) guide students to question the generals and the details starting from basic courses’concepts towards applications in real life, 4) trigger lecturer’s experience and knowledge to produce state-of-art examples in the classroom and 5) ultimately fade away the gap in the classroom between abstract hard-to-grasp concepts and their practical applications in actual situations.It is important to state that these examples must be a tool for developing skills much required in the STEM disciplines and not only entertaining discussions of new scientific and technological achievements. The obligation and challenge of academic and research institutions among all their important tasks and efforts such as research and training is also to

promote creativity and stimulate imagination of their student body from the very start of STEM disciplines’ programs.

ACKNOWLEDGMENT

Juan Cristóbal Torchia Núñez wishes to thank technical and financial support to Writing Lab, Institute for the Future of Education, Tecnológico de Monterrey, Mexico, in the production of this article.

REFERENCES

[1] J. Grodotzki, S. Upadhya, and A.E. Tekkaya, “Engineering education amid a global pandemic”, Advances in Industrial and Manufacturing Engineering ,vol.3, pp. 100058, 2021.

[2] S. Rekh, and A. Chandy, “Implementation of academia 4.0 for engineering college education”, Procedia Comput. Sci., vol. 172 , pp.673-678, 2020.

[3] S. Bhat., R. Raju, S. Bhat, and R. D’Souza, “Redefining quality in engineering education through the flipped classroom model”,Procedia Comput. Sci., vol.172, pp. 906-914, 2020.

[4] D. López-Fernández, P. Salgado-Sánchez, J. Fernández, I. Tinao, and V. Lapuerta, “Challenge-based learning in aerospace engineeringeducation: the ESA concurrent engineering challenge at the Technical University of Madrid”, Acta Astronautica, vol.171, pp. 369-377,2020.

[5] J. Díaz-Ramírez, “Gamification in engineering education. An empirical assessment on learning and game performance”. Heliyon,vol. 6, no.9, pp. e04972, 2020.

[6] J. Miranda, C. Navarrete, J. Noguez, J.M. Molina-Espinosa, M. S.Ramírez-Montoya, S. A. Navarro-Tuch, M. R. Bustamante-Bello, J.B.Rosas-Fernández, and A. Molina., “The core components of education 4.0 in higher education. Three case studies in engineering education.”Com. and Elec.Eng., vol.93, pp. 107278, 2021.

[7] E. Saxton, R. Burns, S. Holveck, S. Kelley, D. Prince, N. Rigelman, E. A. Skinner, “A common measurement system for K-12 STEM education: adopting an educational evaluation methodology that elevated theoretical foundations and systems thinking”. Studied in Educational Evaluation, vol. 40, pp. 18-35, 2014.

[8] R. M. Rao, G. K. Kumar, V. R. Devi, A. R. C. Reddy, “Embracing Disruption in Engineering Education", Procedia Comput. Sci. vol.172,pp. 973-978, 2020.

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[10] H. Jeong, C. E. Hmelo-Silver, K. Jo, “Ten years of Computer-Supported Collaborative Learning: A meta-analysis of CSL in STEM education during 2005-2014, Educ. Research Review vol.28,pp.100284, 2019.

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978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Educator Personality Toward Edutainment forPreparing Youth to a Digital Society

Nattapong TongtepCollege of Computing

Prince of Songkla University Phuket, Thailand

[email protected]

Lerluck BoonlampCollege of Computing

Prince of Songkla UniversityPhuket, Thailand

[email protected]

Abstract—Digital society is a group of people who communicate through electronic devices worked with computer programs and the

Internet, such as sending e-mail, texting on online social media. To

be a part of a digital society, knowing and understanding the use of

technology knowingly is necessary. Nowadays, many people, especially young citizens are in the digital society without appropriate attitude and understanding. Therefore, it is necessary to

organize learning activities by selecting learning providers (instructors and teaching assistants) who have the right person-

alities and characteristics for transferring knowledge to learners.

This research examines the characteristics and personalities of learning providers using edutainment-based active learning man-

agement. We assigned learning providers to carry out learning activities for 30 high school students to enhance the skills and knowledge needed for the digital society and take the personality questionnaire to indicate differing psychological preferences. The study indicated that personality of instructors who can prepare young citizens to the digital society using edutainment-based learning are extroverted, happy to enjoy a learning environment in

which the material is presented in a detailed and sequential manner

(Sensing) while teaching assistants emphasize issues and causes that

can be personalized while they consider other people’s motives (Feeling), and thrived when information is organized and

structured (Judgement). The specific characteristic of the instructor

is extraordinarily caring, social, and popular people, always eager

to help (Consultant) while the teaching assistant is quiet and

mystical, yet very inspiring and tireless idealists (Advocate).

Keywords—instructor, teaching assistant, active learning,edutainment, digital society

I. INTRODUCTION

This research is to analyze the personality and characteristics

of instructors and teaching assistants for preparing young citizens

for a digital society using edutainment-based learning management. The outline of the paper consists of the researchobjective, hypothesis, conceptual framework (comparisons of normal and edutainment based learning managements, normal and digital societies, youth learners and their 21st specific skills, instruction to prepare young citizens for a digital society, and

human personality), research methodology, discussed results, and

conclusion with the suggestion for future work.

II. OBJECTIVE

The objective of this research paper is to analyze the char-

acteristics between instructors and teaching assistants toward edutainment-based learning for preparing young citizens for adigital society.

III. HYPOTHESIS

The hypothesis of this research is that the basic or common characteristics of instructors and teaching assistants are similar but different for their specific characteristics in edutainment-

based learning management for preparing young citizens for adigital society.

IV. CONCEPTUAL FRAMEWORK

In this section, we describe the differences between nor-

mal and edutainment-based learning managements, compare the

characteristics between normal and digital societies, and explain

the characteristics of youth learners, instructors, and teaching

assistants including their personalities.

A. Normal and Edutainment Based Learning ManagementIn normal or traditional-based learning management, in-

structors are the main speaker while learners are listeners and readers. Based on learning materials in this style of learning management, questioning and answering among instructors and learners are the main learning activities. Figure 1 shows the

learning activity examples of normal-based learning man-

agement.

Edutainment-based learning [1] is one kind of active learning management that focuses on learners to think and do while

instructors are suggestion providers or facilitators under a happy

and fun atmosphere (see Fig. 2).

There are six steps [2] in edutainment-based learning as follows.

1) preparation: instructors need to evaluate learners’ skills and

knowledge in order to optimize learning management.

2) learning: let learners think, do, and interact with other learners and instructors in a fun atmosphere.


3) discussion: let learners share their opinion with others to

learn various points of view.

4) review: Instructors provide reflection sessions for learners to review what they have learned.

Fig. 1. Examples of normal-based learning management

Fig. 2. Examples of edutainment based learning management

5) relaxes: edutainment activities acquire listening, thinking,questioning, and writing skills from learners, so free time is

required for refreshment.

6) appreciation and encouragement: competition is one of the active learning activities for individual or group work. It encourages learners to learn, communicate, and find out the

solution within the time limit. As result, there are winning teams and losing teams. Instructors should appreciate the winning

team and encourage the losing team by speech, or awards such as

snacks, certificates, vouchers, etc.

Normal and edutainment-based learning management can be summarized and compared in terms of knowledge, skills, and

happiness as shown in Table I.

TABLE I. COMPARISON OF NORMAL AND EDUTAINMENTBASED LEARNING MANAGEMENTS

Terms Normal based learning Edutainment based learningknowledge short-term memory long-term memoryskills listening and writing listening, speaking, reading, and

writinghappiness suitable for introvert suitable for extrovert

B. Normal and Digital Societies

Normal society is a group of people who prefer face-to-face communication [3] using verbal and non-verbal communications.

Furthermore interposed communication is widely used such as

sending a letter, and telephone.

Digital society is a group of people who prefer face-to-

face communication using hardware (such as digital cameras, smartphones, etc.), and software with an internet connection.

Verbal and non-verbal communications are shown through the camera. Examples of interposed communication in the digital society are e-mail, messaging through online social media (such as Facebook, Twitter, etc.). However, three important skills

required in this society are touch typing, emailing, and searching

using search engines as follows.

• Touch typing: use all fingers to type characters on the keyboard. Digital citizens need to have touch typing skills in at least two languages, native language, and second language.

• Emailing: Electronic mail or e-mail is one of the online identification. Each person is possible to have more than one e-mail accounts for different purposes. Basically,digital citizens need to understand the difference between TO, CC (Carbon Copy), and BCC (Blind Carbon Copy)

while communicating using email.

• Searching using search engine: The search engine is one of the important tools to extract various kinds of details queried by using keywords. Digital citizens need to knowhow to choose the right keywords wisely.

Table II summarizes the important skills required for prepar-

ing youth citizen in normal and digital societies.

TABLE II. SUMMARY OF PREPARING YOUTH CITIZENS TONORMAL AND DIGITAL SOCIETIES

Preparing Youth Citizento Normal Society

Preparing Youth Citizento Digital Society

face-to-face communication skills are mandatory

information and communicationtechnology skills are required for digital communication

C. Youth Learner

Youth based on the royal institute dictionary B.E. 2554 basically means a person who is 14-18 years old while United Nations defines youth as a person who is 15-25 years old.

However, this research focuses on youth who is studying at secondary school and high school levels because these levels are required for fundamental education in Thailand, and are

important for STEM education (Science, Technology,Engineering, and Mathematics).

D. 21st Learning Skills for YouthCharacteristics and personality for youth in the 21st century

[4] are 11 skills or so-called 3R8C, R1: Reading, R2: wRiting, R3:

aRithmetic, C1: Critical thinking and problem solving, C2:


Creativity and innovation, C3: Communication informationand media literacy, C4: Computing and IT literacy, C5: Cross-

cultural understanding, C6: Collaboration teamwork and lead-

ership, C7: Career and learning skills, and C8: Compassion.

E. Preparing Youth Citizen for a Digital Society

There are five main components for preparing youth citizens for a digital society [2].

• Software: WYSIWYG or What You See Is What You Get software is appropriate for youth learners to see the result immediately

• Learning Materials: More graphics, fewer texts, colorful design, and clear explanation step by step are preferable for youth.

• Required Skills: touch typing, emailing, and searching using search engines are necessary.

• Instructors and teaching assistant: From the point of viewof learners, instructors and teaching assistants who treat learners like brothers and sisters with politeness and calm are admired by youth learners.

• Learning management: The main purpose of learning man-

agement for youth especially preparing young citizens for a digital society is to let them think and do with fun. Six steps for such learning management are 1) preparation, 2) learning, 3) discussion, review, relax, and appreciation and encouragement

F. Human Personality

Each human has different experiences which affect interests, needs, and norms. Psychologists studied human personality using

several techniques. One of the well-known human personality tests

is MTBI or Myers-Briggs Type Indicator [5] which classifies

human personality into four dimensions and 16 types using eight

terms [6] as follows.

• Dimension 1: Extroversion - Introversion. Extrovert loves to do activities and is interested in everything while introvert loves to stay away from other people, and likelyto think before act.

• Dimension 2: Sensing - iNtuition. Sensing person pays attention to details with practical action while iNtuition person trusts in data and prediction, and finds new waysof working.

• Dimension 3: Thinking - Feeling. The thinking person makes a decision based on reasoning and proper steps while the Feeling person tends to make a decision from feeling and norm, pays attention to other people’s feeling, and love to work with other people.

• Dimension 4: Judgement - Perception. Judgment persons live their life in a systematic way with high self-control while Perception persons have highly flexible and easy-

going with life, and are ready to adjust their life to the situation.

The 16 MBTI personality types are summarized [6] as shown

in Table III.

TABLE III. MBTI PERSONALITY TYPES

V. RESEARCH METHODOLOGY

A. The sample and populationThe learner group consists of 33 young students studying in

the science and mathematics program from a high school in

Phuket, Thailand. The group of instructors and teaching assistants consists of voluntary ten third-year students studying in the

electronic business program from the College of Computing, Prince of Songkla University, Thailand.

B. Creation and development of learning measurement toolsThe goal of edutainment-based learning management in this

research is to prepare the young generation for the digital society, so the evaluation can be categorized into two sections, young learners and learning providers (instructors and teaching assistants).

1) The evaluation for learner: There are six parts of learner’s collected data used for evaluation.

• Part 1: Learner general information such as name, lastname, and gender

• Part 2: The level of knowledge and basic skills of learners before participating in this experiment, consists of basic touch typing skills, knowledge, and the software uses

Group Personality Traits Personality Highlight

Analysts

INTJ - Architect Imaginative and strategic thinkers,with a plan for everything.

INTP - Logician Innovative inventors withan unquenchable thirst for knowledge.

ENTJ - Commander Bold, imaginative, andstrong-willed leaders.

ENTP - Debater Smart and curious thinkerswho cannot resist an intellectual

Diplomats

INFJ -Advocate Quiet and mystical, yet very inspiringand tireless idealists.

INFP - Mediator Poetic, kind, and altruistic people,always eager to help a good cause.

ENFJ - Protagonist Charismatic and inspiring leaders,able to mesmerize their listeners.

ENFP- Campaigner Enthusiastic, creative,and sociable free spirits

SentinelsISTJ - Logistician Practical and fact-minded individuals

ISFJ - Defender Very dedicated and warm protectors.

ESTJ - Executive Excellent administrators,unsurpassed at managing things.

ESFJ - ConsulExtraordinarily caring,

social, and popular people, always eagerto help.

Explorers

ISTP - Virtuoso Bold and practical experimenters,masters of all kinds of tools.

ISFP - Adventurer Flexible and charming artists,always ready to explore and experience.

ESTP - Entrepreneur Smart, energetic, andvery perceptive people.

ESFP -Entertainer Spontaneous, energetic,and enthusiastic people.


skills such as Gmail, Google Search Engine, Google Drive, knowledge and skills in creating websites, and knowledge and skills in creating portfolios.

• Part 3: Knowledge and skill levels after participating in this experiment e.g., additional knowledge gained from using Gmail, Google Search Engine, Google Drive, ad-

ditional knowledge gained from creating websites, andcreating portfolios using the Wix program. Furthermore, happiness and the fun from participation are also mea-

sured.

• Part 4: Instructors and teaching assistants assessment consists of the level of adequacy of knowledge from the instructors and teaching assistants, the level of teaching intention and enthusiasm, the suitability level of learning providers’ personalities, the satisfaction level of sugges-

tion and feedback provided by instructors and teaching assistants.

• Part 5: Assessment of activities and venue consisting of the appropriateness of teaching time, teaching materials, the location and atmosphere at the event venue, the duration of the activities, and the overall satisfaction of the activities.

• Part 6: Recommendations and others details such as the needs of edutainment-based learning activities, suggested topics for preparing young citizens for the digital society,other suggestions (if any).

2) The evaluation for learning providers: The evaluation of characteristics and personality of learning providers acquired from the MBTI personality test was conducted by instructors and

teaching assistants.

C. Data collection and analysisThe assessment for learners is collected using the online

survey form provided by Google forms after the completion of

the activity. The characteristics and personality assessments of

learning providers are collected and measured by the online MBTI form. The researchers analyze the data collected from learners and learning providers using statistical methods.

VI. RESULT AND DISCUSSION

There are 27 out of 33 (or 81.81%) youth learners who responded to the assessment. The experimental results of learners

and learning providers are shown in Table IV and Table V, respectively.

TABLE IV. THE EXPERIMENTAL RESULTS OF PARTICIPATEDLEARNERS

From Table V, it can be summarized that 75 %of instructors have Extroversion and Sensing personality types and 50 %asconsul (ESFJ). These personalities will be supporting others and

organize activities to ensure that everyone is happy. For teaching

assistants, there were 83% and 67% of the Feeling and Judgement personality types, and 50% of advocate (INFJ). These personalities will think that helping other people is their main

purpose in life, understand the main problems and be able to find the appropriate solutions. In summary, it can be seen that the characteristics of instructors and teaching assistants for preparing young learners for a digital society using

edutainment-based learning management, instructors will provide

the learning experiences as consultants while teaching assistants

will guide learners by using practices as advocates or

supporters.

Topic Detailed ResultsPart 1: Learnerinformation

Male 37%, Female 63%

Part 2: The level ofknowledge and basicskills of learners before participation

- Touch typing skills = 3.59/5- Knowledge and the software uses skills = 3.53/5- Knowledge and skills in creating websites =3.56/5- Knowledge and skills in creating portfolios =3.48/5

Part 3: Knowledge and skill levels after participation

- Knowledge gained from using selected software =4.15/5- Knowledge gained from creating websites =4.22/5- Knowledge gains from creating portfolios =3.93/5

- Happiness and the fun from participation = 4.81/5

Part 4: Teacher and teaching assistant assessment

- The level of adequacy of knowledge = 4.70/5- The level of teaching intention and enthusiasm =4.67/5- The suitability level of providers’ personalities =4.59/5- The satisfaction level of suggestion and feedback= 4.52/5

Part 5: Assessment of activities andvenue

- The appropriateness of teaching time = 4.15/5- The appropriateness of teaching materials =4.44/5- The appropriateness of the location andatmosphere = 4.74/5- The appropriateness of the duration of theactivities = 4.26/5.- The overall satisfaction of the activities = 5/5

Part 6:Recommendations and other details

- The needs of learning activities = 88.9%- Suggested topics: video and image editing.- Other suggestions: increasing recreational activities.


TABLE V. THE RESULTS OF THE MBTI PERSONALITY TEST OFINSTRUCTORS AND TEACHING ASSISTANTS

Respon-sibility

Dimen-sion

1

Dimen-sion

2

Dimen-sion

3

Dimen-sion

4MBTI Definition

E I S N T F J P

Instructor / / / / ISFP Adventurer

Instructor / / / / ESFJ Consul

Instructor / / / / ESFJ Consul

Instructor / / / / ENFP Campaigner

0.75 0.25 0.75 0.25 1.00 0.5 0.5

Teachingassistant

/ / / / ESTP Entrepreneur

Teachingassistant

/ / / / INFJ Advocate

Teachingassistant


Teachingassistant

/ / / / ENFP Campaigner

Teachingassistant

/ / / / ESFJ Consul

Teachingassistant


0.50 0.50 0.33 0.67 0.17 0.83 0.67 0.33

VII. CONCLUSION AND SUGGESTION

The characteristics of instructors and teaching assistants are one of the important factors in edutainment-based learning, especially for preparing the youth for the digital society.

Instructors and teaching assistants should have the personality of

consulting and supporting. Furthermore, instructors should have

the ability of entertainment, which will help young people as

learners enjoy seeking knowledge, leveling up the skills with happiness, and have a positive attitude towards technology.

The additional suggestions are measuring the level of knowledge

and skills of learners before providing learning activities and

selecting appropriate roles for instructors and teaching assistants

by using the personality tests. The responsibility of learning

providers can be changed or adjusted depending on the learner’s

behavior.

REFERENCES

[1] T. Pasawano, “Edutainment: New trend in education with focus on entertainment,” Valaya Alongkorn Review, vol. 3, no. 2, pp. 159–167,

2013.

[2] N. Tongtep and L. Boonlamp, “Preparing young citizen for a digital society through active learning,” in Proc. of the 6th PSU Education Conf., Hatyai, Thailand, Dec. 19–20, 2017, pp. 420–421.

[3] F. P. Lapjit, Principles and Theory of Communication. Bangkok, Thailand: Kasetsart University, 2013.

[4] W. Jatuporn, “Alternative school and learning management for 21stcentury learners,” J. of Education Khon Kaen Uni., vol. 41, no. 2, pp. 1–17, 2018.

[5] I. B. Myers and P. B. Myers, Gifts Differing: Understanding PersonalityType. Mountain View, CA: Davies-Black Publishing, 1995.

[6] 16 personalities, NERIS Analytics Limited, (2021). [Online]. Available:

https://www.16personalities.com


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Effect of Online Class Features on Students’ Learning Satisfaction in UniMAP

B. Y. Lim Centre for Sustainability Leadership

Development Universiti Malaysia Perlis

Perlis, Malaysia [email protected]

S. Abd. Rashid Centre for Sustainability Leadership



N. I. M. Noh Centre for Sustainability Leadership



R. R. Othman Centre for Sustainability Leadership



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 non-technical 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.

Keywords—online learning features, e-learning, students’ satisfaction, COVID-19

I. INTRODUCTION Due to coronavirus disease 2019 (COVID-19),

Malaysia government had implemented Movement Control Order (MCO) nationwide on 18 March 2020. As social distancing was known to be an effective preventive measure, the citizens were encouraged to stay at home. Under MCO, all the schools, universities and education institutions were closed to avoid the spread of virus. This dramatic closure had affected the learning process of students. The students were no longer allowed to participate in face-to-face learning with educators and peers in the respective learning institution. Therefore, many universities had taken up the initiative to conduct 100 % online learning to ensure the learning process of students can be continued during the pandemic.

Long before the pandemic, some of the educators had tried to embed electronic and online media in the conventional teaching and learning process, which was known as blended learning. The use of online resources

was found to enhance the teaching and learning process and had been reported widely [1-4]. Many educators utilised the online resources to support the conventional learning process. Some lecturers had replaced parts of the physical lectures with online lectures through synchronous video conferencing or asynchronous recorded video. Besides that, many learning activities and assessments can also be conducted online rather than in face-to-face context.

However, under the sudden launch of MCO, the lecturers now had to conduct the teaching and learning process 100 % through online without any physical contact with the students. It is not an easy shift from physical classroom to fully online learning. This unplanned and sudden shift of remote teaching was known as Emergency Remote Learning [5]. During this sudden transformation, the educators and students were required to participate in fully online learning regardless their digital competencies and readiness [6].

The student learning satisfaction is defined as a student’s subjective assessment towards the service provided by lecturers in the learning process [7]. The enjoyment of students in class can lead to high learning satisfaction. Meanwhile, the student learning satisfaction was reported to be associated with the student dropout rate, success rates and determination to complete the online course [8]. Hence, it is important to understand the influencing factor of the students’ satisfaction during the online learning.

The instructors are expected to make sure effective interaction with the students take place in virtual classroom. Alqurashi [8] had highlighted importance of effective interaction rely on the quality not quantity and it only happened if the learning and instruction were well designed. Moreover, students’ engagement and attention during the lecture session are also crucial to ensure the success of online learning. Therefore, different approach would be required to fulfil this criterion. Besides, lecturers also must design the course content, course delivery and assessment that are capable to address the learning outcomes of the subject matters.

Under the pressure of pandemic, both the lecturers and students are required to adapt to new technologies and


challenges in learning process. In this study, we would like to investigate the effect of online class features towards students’ online learning satisfaction in Universiti Malaysia Perlis (UniMAP).

II. METHODOLOGY The study was conducted at Universiti Malaysia Perlis

(UniMAP), a local university located at the north Malaysia. During pandemic, the students were required to join the virtual class instead of physical class. Therefore, it was a good time to investigate the objective of the study, which was to measure the online class features on the students’ satisfaction. A descriptive survey design was used, and a structured questionnaire was used as instrument of data collection. The questionnaire was constructed in Google Form and was circulated through student official emails. The survey was conducted in 2 weeks, from April 8th to 22th, 2021, which was the end of Semester 2, Academic Session 2020/2021. This was a suitable timing as students had gone through two semesters of online learning fully. The number of responses were 456, which was a sufficient sample size for a finite population of 10 000 students in UniMAP [9]. The respondents of the study were those active degree undergraduates that registered from 2017 to 2020. These undergraduates came from technical and non-technical background.

The questionnaire consisted of two parts, where Part 1 included the demographic information and Part 2 involved the satisfaction of online learning features with various satisfaction scales. It consists of 12 items that involves set up of the courses for online learning. The questionnaire used a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree) to record responses. The data collected were analysed using Statistical Package for Social Science (SPSS). Descriptive statistics were selected to analyse the responses to the satisfaction scales.

III. RESULTS Table I shows the demographic distribution of students

that responded to the survey. It shows that only 9.9 percent of the respondents were Year 1 students, while 18.9 percent of the students were in their Year 2 studies. Meanwhile, the Year 3 and Year 4 respondents were contributed to 45.0 percent and 26.3 percent, respectively.

TABLE I. DEMOGRAPHIC DISTRIBUTION OF STUDENTS

Students Frequency Percent Year 1 45 9.9 Year 2 86 18.9 Year 3 205 45.0 Year 4 120 26.3 Total 456 100.0

Table II shows the mean scores and standard deviations of the twelve items related to online class features. From the feedback of the respondents, clear audio and good video showed the highest mean, which were 4.25 (± 1.328) and 4.17 (± 1.315), respectively. Next, “online course content that is easy to be browsed” and “flexible timetable” also helps to increase students’ satisfaction with a mean score of 4.01 (± 0.837) and 4.09 (± 1.323), respectively.

TABLE II. MEAN SCOREAS AND STANDARD DEVIATION OF STUDENT SATISFACTION

Items Mean Std. Deviation Easy access to online learning materials 3.97 0.642

Easy to browse the online courses 4.01 0.837 Learning platform is easy to use during online class 3.98 0.856

Useful information guidelines is provided 3.96 0.785

Flexible timetable 4.09 1.323 Appropriate online class duration 3.98 1.263 Clear audio during online class 4.25 1.328 Good video display 4.17 1.315 Availability of chat function during online class 3.95 1.273

Active participation in learning activities 3.75 1.195

Availabity of breakout rooms 3.59 1.271 Use of various tool during online class 3.63 1.269

Besides, “easy access to online learning materials”, “the learning platform is easy to use during online classes”, “useful information guideline is provided”, “appropriate online class duration” and “chat function is available” were five items that had similar mean scores of 3.95 to 3.98. Finally, “availability of breakout rooms” and “use of various tools during online class” had recorded the lowest mean scores of 3.59 (± 1.271) and 3.63 (± 1.269), respectively.

Table III shows the correlation between online class features and the satisfaction of students in the aspects of psychology and assessment. The results revealed a significant correlation between the online class features and psychology of students (r = 0.099). Meanwhile, the correlation between online class features and assessment of students was not significant (r = 0.056).

TABLE III. CORRELATION BETWEEN ONLINE CLASS FEATURES AND SATISFACTION OF STUDENTS.

Satisfaction Online class feature - Psychology 0.099* Assessment 0.056

a. *. Correlation is significant at the 0.05 level (2-tailed)

IV. DISCUSSION The fully online learning might be new experience to

the students in Year 1 and Year 2. They might not have much experience in online learning before entering the tertiary studies. On the other hands, students in Year 3 and Year 4 had more exposure towards online learning. Many of them had encountered online learning through flipped classroom and blended learning during their studies in Year 1 and Year 2. Hence, most of them should be familiar with online learning and the related learning activities. They would be able to adapt the online learning in the new normal.

In the current study, it showed that the online learning features that gave that the highest satisfaction to students were good quality of audio and video during the online class. These two features allow the teaching and learning process to be conducted smoothly either synchronously or


asynchronously. Clear audio and video display help to make sure the information from the lecturers can be disseminated to the students behind the screens without disturbance. In addition, smooth audio and video display also encourage communication to take place mutually and effectively between lecturers and students. This is especially crucial during the synchronous session with students. Our funding is in agreement with the study of Tarah [10] that recognized the importance of video conferencing and establishment of social presence in online environment.

Next, students were also satisfied with the flexible timetable during online learning. Previously, the traditional classroom required students to attend class physically according to fixed timetable. However, with the help of internet, now the students can decide when and where they want to learn. The launch of online learning allows students to assess learning materials and learning activities at their preferred time and pace. They can even watch the video repeatedly if they do not understand it at the first time. In addition, students can also conduct self-assessment through the resources provided by lecturers. It gave greater flexibility and satisfaction to students when they were in control of their time and learning process. Elshami and co-workers [11] had reported similar findings in their study that was conducted in medical and health sciences colleges. In addition, the learning management system provided by UniMAP allowed students to browse the online courses easily whenever they want to learn. It encouraged students to practice active self-learning and gain satisfaction.

In addition, the students’ satisfaction towards online learning also was associated to the learning platform that is easy to use. Currently, the official learning management system in UniMAP is Moodle. However, some of the lecturers also utilized Google Classroom and Microsoft Teams as learning platforms in some of the subjects. The use of leaning platform helps the lecturers to organise course learning materials and assessments systematically. It also allows the students to reach the learning resources almost instantly in one place. Most of the resources provided by lecturers in learning platforms are compatible with single click, that lead to downloading of the files or redirecting to other websites. With the help of learning platform, students can manage their learning easier especially for those have to handle several subjects in one semester. At the same time, the learning progress of student can also be monitored by the lecturers through analytics and reports in learning platforms.

Meanwhile, students were satisfied with the provision of useful related information guidelines for online learning. These guidelines would be beneficial to help students fulfil the requirements of the different courses. It also makes sure students can follow the subjects until the end of semester as the guidelines were clear. Moreover, the current study also showed that satisfaction of students was linked to the availability of chat function in online learning. This feature encouraged students to ask questions if they have any doubts or uncertainties during the learning process. Besides, lecturers also can provide timely feedbacks and responses. The lecturers are advised to give feedback frequently to students and offer individual guidance for students. That interactions could motivate

students and reduce dropout rate of students [12]. As a results, two-way communication between lecturers and students can take place easily. Moreover, it also encouraged students’ engagement and interaction during online learning.

On the other hand, other additional features such as active participation in learning activities, use of breakout rooms and various tools during online learning also help to grant satisfaction to students. With the active participation in the learning process with lecturers and peers, the students’ motivation to study can be cultivated continuously.

After underwent two semesters of fully online learning, the online learning features provided by UniMAP was found to have strong correlation with the psychology wellness of students. Good online learning features allow students to enjoy their learning process and directly helps to ensure the psychological wellness of students. Though the online learning features were important aspects that brings satisfaction to students, its correlation towards assessment is only satisfactory. In another word, proper online learning features did not necessary lead to good online assessments. The lecturers should look into this aspect and further improve the assessments.

V. CONCLUSION In conclusion, it showed that the online features

provided in the current study were capable to provide high satisfaction to the students in UniMAP during the pandemic of COVID-19. These online learning features are able to enhance delivery but for assessment more details should be focused in order to ensure better students’ satisfaction.

ACKNOWLEDGMENT The authors would like to thank all respondents in

UniMAP for their feedback and cooperation in participating the survey. The authors would also like to acknowledge the financial support from Special Research Grant under a grant number of 9004-00073 from Research Management Centre, UniMAP.

REFERENCES [1] R. Castro, "Blended learning in higher education: Trends and

capabilities," Educ. Inf. Technol., vol. 24, no. 4, pp. 2523-2546, 2019.

[2] D. Keržič, N. Tomaževič, A. Aristovnik, and L. Umek, "Exploring critical factors of the perceived usefulness of blended learning for higher education students," PloS one, vol. 14, no. 11, pp. e0223767, 2019.

[3] P. Mozelius, and E. Hettiarachchi, "Critical factors for implementing blended learning in higher education," Int. J. Inf. Commun. Technol. Educ., vol. 6, no. 2, pp. 37-51, 2017.

[4] D. R. Serrano, M. A. Dea‐Ayuela, E. Gonzalez‐Burgos, A. Serrano‐Gil, and A. Lalatsa, "Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning," Eur. J. Educ., vol. 54, no. 2, pp. 273-286, 2019.

[5] Z. N. Khlaif, S. Salha, and B. Kouraichi, "Emergency remote learning during COVID-19 crisis: Students’ engagement," Educ. Inf. Technol., vol. 26, no. 6, pp. 7033–7055, 2021.

[6] N. Almusharraf, and S. Khahro, "Students satisfaction with online learning experiences during the COVID-19 pandemic," Int. J. Emerg. Technol. Learn., vol. 15, no. 21, pp. 246-267, 2020.

[7] A. Basith, R. Rosmaiyadi, S. N. Triani, and F. Fitri, "Investigation of Online Learning Satisfaction During COVID 19: In Relation to


Academic Achievement," J. Educ. Sci. Technol., vol. 6, no. 3, pp. 265-275, 2020.

[8] E. Alqurashi, "Predicting student satisfaction and perceived learning within online learning environments," Distance Educ., vol. 40, no. 1, pp. 133-148, 2019.

[9] R. V. Krejcie, and D. W. Morgan, "Determining sample size for research activities," Educ. Psychol. Meas., vol. 30, no. 3, pp. 607-610, 1970.

[10] T. H. Fatani, "Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic," BMC Med. Educ., vol. 20, no. 1, pp. 1-8, 2020.

[11] W. Elshami, M. H. Taha, M. Abuzaid, C. Saravanan, S. Al Kawas, and M. E. Abdalla, "Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges," Med. Educ. Online, vol. 26, no. 1, pp. 1920090, 2021.

[12] P. Gómez-Rey, E. Barbera, and F. Fernández-Navarro, "Measuring teachers and learners’ perceptions of the quality of their online learning experience," Distance Educ., vol. 37, no. 2, pp. 146-163, 2016.


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Systemic Design Thinking in Urban Farming I-

STEM Teaching and Learning Module

Siti Nur Diyana Mahmud Faculty of Education

Universiti Kebangsaan Malaysia Bangi, Malaysia

[email protected]

Noor Rosida ArifinFaculty of Education


[email protected]

Abstract—This study aims to develop an Urban Farming I-

STEM teaching and learning module for STEM literacy and problem-solving skills through STEM integration by applying systemic design thinking into the Problem-Oriented Project Based Learning (POPBL) approach. This study was conducted in four phases to address the research questions, i) need analysis, ii) design and development, iii) experts’ evaluation, and iv) usability evaluation by the users. Three experts and 30 students were involved in this study. The usability of the module was measured using a usability questionnaire consisting of three constructs.

The first construct is effectiveness measured in terms of the effectiveness of modules for implementing STEM literacy. The second construct is competency which includes the competency of the module to integrate STEM and the third construct is satisfaction which is to measure the level of satisfaction with the use of the module. All constructs evaluated obtained high mean score values.

Keywords—design thinking, systems thinking, STEM integration, sustainable development, STEM literacy.

I. INTRODUCTION

To date, the emphasis on Science, Technology, Engineering, and Mathematics (STEM) integration in education is flourishing. Notwithstanding, STEM education implementation in school is focused on improving science and mathematics as a separate discipline with little integration and attention to technology or engineering, art, creativity, and design. The integration of STEM disciplines needs to be done because the way of thinking acquired through traditional learning is insufficient to deeply understand complex problems.

STEM education is often associated with the real world, innovative, and exciting learning experience which require interdisciplinary approaches. Nevertheless, in reality, over the past few decades, there is vagueness in STEM education and how effective it is in school [1]. STEM education remains as disconnected subjects [1]. Furthermore, STEM subjects are often taught separately from environmental education [2] as well as art, creativity, and design [3]. Although design thinking is always associated with problem-solving skills and user-

centred [4], it is given less emphasis in STEM education at the school level.

The integration of STEM disciplines needs to be done because studies have shown that students involved in an integrated curriculum performed better than their peers in

traditional teaching with a separation of disciplines [5].

Through several studies of STEM integration programmes, it is found that STEM integration programmes usually used complex real-world problems as a teaching context in which students apply knowledge and practices from various disciplines [6,7,8,9].

STEM integration approach can be applied to solve global problems on energy, health, and the environment [10],population growth, environmental problems, agricultural production, and many more. It requires a global approach supported by in-depth research in science and technology to address this issue [11]. The traditional way of thinking is inadequate to deeply understand the complex problems that can affect the environmental, social, and economic domains [12]. Systems thinking is seen to increase students' ability to recognize the characteristics of complex problems that arise in the environment [12]. Notwithstanding, STEM learning in schools does not focus on a systemic way to integrate STEM disciplines [1] and there is few research on teaching and learning methods used to integrate STEM disciplines [13].

Systems thinking and design thinking are two approaches that go through two different processes. Despite this, the combination of these two approaches has great potential [14,15]. Integrating systems thinking and design thinking will increase the opportunity of making the right, sustainable designs. Through the systems thinking, designers can understand the world around them better [14]. Watanabe et al.

[15] stated that systems thinking makes design thinking goal-

oriented intentionally and strategically, hence it can deliver new value creation to the society. Therefore, the application of these two approaches in the field of education has started to gain attention. Furthermore, the application of systems thinking and design thinking in STEM education has great potential, especially in the interdisciplinary nature of integrated STEM education.

Thus, this study aims to develop an Urban Farming I-

STEM teaching and learning module for STEM literacy and problem-solving skills through STEM integration by applying systemic design thinking into the Problem Oriented Project Based Learning (POPBL) approach

This study objective is to:

1. Design and develop Urban Farming I-STEM teaching and learning modules for STEM integration.


2. Identify the usability of the module for STEM integration in terms of effectiveness, efficiency and satisfaction of the module by users/students.

II. METHODOLOGY

This research was conducted in four phases to address the research questions.

A. First phaseNeeds analysis in this study focuses more on the

integration of STEM, sustainability practices and digital applications to sketch in the STEM teaching and learning process to ensure these developed modules are relevant to student needs. Thus, the needs analysis phase of this study was conducted to identify appropriate module components for teachers to do teaching and learning before designing modules that are able to apply problem solving skills and sustainability practices in students through STEM integration.

Next, the findings and recommendations obtained in the analysis phase are applied to the design and development phase of the module.

B. Second phaseSecond phase was the module design and development

phase. In this stage the instructional goals and objectives of the E-STEM module are be established based on the finding of the analysis phase. In the design phase, the focus is on learning objectives, content, subject matter analysis, exercise, lesson planning, and assessment instruments. The approach inthis phase is systematic with a logical, orderly process of identification, development and evaluation of planned strategies which target the attainment of the project’s goals.

The framework by Pourdehnad et al., [14] for systems thinking and design thinking integration was utilized in designing the lesson in this module.

In designing the activities in this module, the researchers taken into consideration this process:

1. Deep dive into the realities of users and others who come in contact with the challenge to understand who is affected and invite them to the design table.

2. Define the challenge or challenges the team aims to prioritize.

3. Create the space for the multiple stakeholders to give their perspective and generate a map with all the different interconnected parts and actors of the system.

4. Identify the key points for intervention where actions will have a strong leverage and minimize negative consequences.

5. Facilitate a process where the different stakeholders ideate possibilities for a future state of the system where the mess of interconnected problems has been dissolved.

6. Prototype possibilities.

7. Test the prototypes.

8. Evaluate the results and incorporate the knowledge gained into the next iteration.

This module aims to assist teachers in implementing STEM literacy to secondary school students through solving real world problems related to population issues, food security and the environment in urban areas to support the Sustainability Development Goals in terms of food security and environmental sustainability. around. Problem -solving skills are fundamental to STEM literacy. There are five objectives to be achieved through the development of this module. The first objective is to implement STEM literacy among secondary school students. The second objective is to apply problem -solving skills among high school students.

The third objective is to inculcate design thinking among theschool students. Finally, the fourth objective is to apply systems thinking among the school students.

Table I showed the details of activities and objectives for each session.

TABLE I. SESSION, ACTIVITIES AND OBJECTIVES IN THEMODULE

Session Activities ObjectivesProblem orientation and analysis

Oh My Food Identify the relationship between population, food security and environmental sustainability.

Activation of Existing Knowledge

Did I know? Identify the conditions of seed germination

Project objectives BOT-

Behaviour Over Time

Identify behavioral patterns (population and food production)

My City Gather information on urban agriculture

Water, Hydro and Aqua

Provide exposure to NFT hydroponics

Project Commencement

Let's Get to Know TinkerCAD

Understand and use TinkerCAD applications for design

Project Implementation and Evaluation

I’m A Master Builder

Build a creative product model based on NFT hydroponics for urban agriculture

Project Presentation

Pitch like a pro!

Present the results of the project


C. Third phaseThe third phase was the evaluation from the experts. The

experts’ background showed in Table II. Recommendation and comments from three experts were taken into consideration in amendment and improvement of the module.

Table III showed the score from each expert. All the item received high score from all the experts (out of 5 marks).

TABLE II. EXPERTS’ BACKGROUND

Name Position Expertise experience

Dr.

HUniversity Lecturer

> 10 years

Dr.

NUniversity Lecturer

> 10 years

Dr.

RIndustry expert

> 20 years

TABLE III. SCORE FROM EACH EXPERT

No. Item Score from each expert

%

Dr. H Dr. N Dr.R

1. The content of this module meets the target population

5 5 4 93.3

2. The content of this module can be implemented perfectly

4 4 4 80.0

3. The content of this module corresponds to the time allocated

3 4 3 66.7

4. The content of this module is able to develop students' problem-solving skills

4 5 4 86.7

5. The content of this module is able to develop students' design thinking abilities

3 5 5 86.7

6. The content of this module is able to develop the students’

systems thinking abilities.

3 5 4 80.0

7. The content of this module is able to strengthen students' environmental sustainability practices

4 4 5 86.7

8. The content of this module is able to integrate all STEM fields.

4 5 4 86.7

Total score 30 37 33 83.3Percentage of agreement according to experts

75% 92.5% 82.5%

D. Fourth phaseThe last phase was the usability of the module was

evaluated. The samples for the usability test are 30 students.

The perception of students using the module were evaluated through a survey.

III. FINDINGS

The students’ demographic are male (n=11) , female (n=19),total number of students are 30. The usability of the Urban Farming I-STEM Module was measured using a module usability questionnaire consisting of three constructs. The first construct is effectiveness measured in terms of the effectiveness of modules for implementing STEM literacy.

The second construct is competency which includes the competency of the module to integrate STEM and the third construct is satisfaction which is to measure the level of satisfaction with the use of the module. The findings of this study questionnaire were interpreted based on the mean score determined using the cut-off point method.

Table IV showed the mean score of module effectiveness, efficiency, and students’ satisfaction.

TABLE IV. MEAN SCORE OF MODULE EFFECTIVENESS,EFFICIENCY, AND STUDENTS’ SATISFACTION.

n Mean S.D. Interpretation

Effectiveness 30 4.40 0.55 High

Efficiency 30 4.44 0.49 HighSatisfaction 30 4.29 0.51 High

The score interpretation of the module effectiveness, efficiency, and satisfaction from the students are high. Asection for students' suggestions and opinions on the module was provided at the end of the questionnaire which included the strengths and weaknesses of the module as well as suggestions for improvement. Of the 30 respondents, only 17 responded for this section.

TABLE V. SUMMARY OF SUGGESTIONS AND OPINIONS FROMSTUDENTS

Item Suggestion/ opinion

Activity you are most interested in

‘I’m Master Builder’ activity (2 people)

‘Let’s Get to Know TinkerCAD’ Activity (15 people)

Special features of this module

Sharpen students’ talent in producing 3D models (1person)

Encourage creativity (4 people)

Exciting activities (9 people)

Easy to use (2 people)

TinkerCAD activities provides a new experience (1person)

Weaknesses of this module

Takes long time to complete the lesson (13 people)

Not suitable for students without computer skills (1 person)

Suggestions for improvement for this module

Use smartphone -accessible applications only (10 people)


IV. CONCLUSIONAll constructs evaluated obtained high mean score values.

This shows that the Urban Farming I-STEM module is effective in applying STEM literacy among students, able to integrate STEM and able to provide satisfaction to users.

Through the analysis of suggestions and opinions, students think that the activities developed in this module are interesting although the allocation of a longer period of time may be required to implement the activities properly.

ACKNOWLEDGMENTThis study was funded by grant GGPM-2019-010.

REFERENCES[1] J. M. Breiner, S.S. Harkness, C.C. Johnson, and C.M. Koehler, “What Is

STEM? A discussion about conceptions of STEM in education and partnerships,” Sch. Sci. Math, vol.112, no.1, pp.3–11, 2012, doi:10.1111/j.1949-8594.2011.00109. [Online]. Available: https://onlinelibrary.wiley.com /doi/abs/10.1111/j.1949-8594.2011.00109.x

[2] A. E. J. Wals, M. Brody, J. Dillon, and R.B. Stevenson, “Convergence between science and environmental education,” Sci., vol. 344 , no. 6184 , pp. 583–584 , 2014, doi:10.1126/science.1250515.

[3] G. Hoachlander and D. Yanofsky, “Making STEM real”.

Educ.Leadership, vol.68 , no.6, pp.60-65, 2011.

[4] T. Brown, “Design thinking,” Harvard Business Review, vol.86, no.6,pp.84–92, 2008.

[5] E.T. Hinde, “Revisiting curriculum integration: A fresh look at an old idea,” The Social Studies, vol.96, no.3, pp. 105–111, 2005,doi: 10.3200/tsss.96.3.105-111. [Online].Available:https://www.researchgate.net/publication/254351218_Revisiting_Curriculum_Integration_A_Fresh_Look_at_an_Old_Idea

[6] F. Banks and D. Barlex, Teaching STEM in the secondary school: Helping teachers meet the challenge. New York, NY, USA: Routledge,2014.[Online].Available:https://books.google.com.my/books/about/Teaching_STEM_in_the_Secondary_School.html?id=1mYKBAAAQBAJ&redir_esc=y

[7] L.A.Bryan, T.J. Moore, C.C.Johnson, and G. H. Roehrig “Integrated stem education,” in STEM road map :A framework for integrated STEM education, Eds., New York , USA: Routledge, 2015, ch.3,pp.23-37.[Online].Available:https://www.taylorfrancis.com/chapters/edit/10.4324/9781315753157-3/integrated-stem-education-lynn-bryan-tamara-moore-carla-johnson-gillian-roehrig

[8] E.A. Dare, J. A. Ellis, and G. H. Roehrig, “ Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study,” Int. J. of STEM Educ, vol.5,no.4, 2018, Art. no. 4 (2018) doi: 10.1186/s40594-018-0101-z

[9] T. R. Kelley, and J. G. Knowles, “A conceptual framework for integrated STEM education,” Int. J. of STEM Educ., vol.3, 2016, Art.no. 11 (2016), doi: 10.1186/s40594-016-0046-z

[10] R. W. Bybee, “Advancing STEM education: A 2020 vision,” Tech.and Eng. Teacher, vol.70, no.1, pp.30–35, 2010.

[11] B.Thomas and J. J.Watters, “Perspectives on Australian, Indian and Malaysian approaches to STEM education,” Int. J. of Educ.Development, vol.45, pp. 42–53, 2015,doi:10.1016/j.ijedudev.2015.08.002

[12] A. C. Davis and M. L. Stroink, “The relationship between systems thinking and the new ecological paradigm,” Syst. Res. Behav. Sci.,vol.33,no.4, pp. 575–586,2016, doi:10.1002/sres.2371

[13] G. Pearson, "National academies piece on integrated STEM", The J. of Educ. Research, vol. 110, no. 3, pp. 224-226, 2017, doi: 10.1080/00220671.2017.1289781

[14] J. Pourdehnad, E. R. Wexler, and D. V. Wilson, “Systems & design thinking: A conceptual framework for their integration,” Organizational Dynamics Working Papers. Uni. of Pennsylvania Scholarly Commons.

10. 2011. http://repository.upenn.edu/od_working_papers/10[15] K. Watanabe, Y. Tomita, K. Ishibashi, M. Ioki, and S.Shirasaka,

“Framework for problem definition - A joint method of design thinking and systems thinking,” INCOSE Int. Symposium, vol.27 , vol.1, pp. 57–

71, 2017, doi:10.1002/j.2334-5837.2017.00345


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Project Based Learning for General Education Course

Nurin Dureh

Department of Mathematics and Computer Sciences Faculty of Science and Technology

Prince of Songkla University Pattani, Thailand [email protected]

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.

Keywords—Project based learning, General education course, Growth score.

I. INTRODUCTION Nowadays, we are living through a period of rapid change

in an increasingly globalized environment. People around the world have to adapt their life in every manner. The education system is one of important part need to adjust, not just through a one-off reform, but continuously.

The courses or classrooms in every level of education, especially higher education, have to provide essential skills rather than just the theory or content. Those skills comprise of three domains, including learning skills (critical thinking, creativity, collaboration, communication), literacy skills (information literacy, media literacy, technology literacy), and life skills (social flexibility, leadership, initiative, productivity, social skills). Therefore, the primary focus on the education system should be concerned with transforming teaching and learning that can develop student competencies and the application of knowledge and skills [1]. Answering questions with data is one of the subjects in general education courses. It is provided for first-year students from every major. The expected learning outcome of this subject is the learners could develop the research question according to the interesting topics or problems, primary data collection, data management, data analysis using basic statistics, and drawing the conclusion from the data. Moreover, they could do the data gathering from various sources using technologies. In overview, after students

finished this class, they should experience those 21st-century skills. Thus, the lecturer needs to apply teaching methods that can support the learning of these skills. One of the teachings and learning techniques that have been used in various studies and levels of education is project-based learning (PBL). The study [2] mentioned that this learning approach contains essential features that can benefit the learners to apply for their real world. For instance, “Learning by doing” refers to the idea that learning is most effective when learners put the theory into practice. The second feature is “Real-world problem,” this meat that the PBL centers on a real-life problem requiring a solution and which, notably, drives the research and the learning process. The third feature is “Role of the tutor: a guide-on-the-side” in PBL, the teacher’s role changes from a distributor of knowledge to a facilitator or mentor, helping students in their learning process by providing the reflection and supporting them. Fourth, “Interdisciplinarity,” the project can cross disciplines within the physical sciences or combine the natural and social sciences. The last two features are “Collaboration and group work” and “An end product,” PBL students have to work in a group to drive up their output which can be any form, such as a report, presentation and or even part of an exhibition.

PBL approaches have been applied to various fields and levels of education in any research design, both in survey and experimental. Here is some evidence: It is stage that using the PBL approach can improve student engagement by enabling knowledge and information sharing and discussion [3]. Similar to finding by [4] mentioned that using PBL affected the students' cognitive engagement. However, there is no evidence indicated an effect of PBL on students' behavioral and emotional engagement. The confirmation for the impact of PBL on improving the critical reading skills of students was staged by [5]. This research compared the essential reading skills and their relation to 21st-century skills between the experimental group (PBL) and control group (traditional teaching method). It is found that the reading skill of students in the experimental group was significantly higher than that of the control group at 0.5 level. Moreover, it is also shown that PBL benefited students' 21st-century skills, including collaboration skills, IT skills, communication skills, and self-esteem. Apart from seeking the effect of PBL on students learning, consider the satisfaction or opinions towards PBL. Several studies have shown that the students are most satisfied with PBL. The study [6] was conducted in a Statistical


modeling subject for 3rd year students. It found that the students' satisfaction was high, and the growth score was statistically increased when compared before and after the PBL was delivered. Additionally, the findings [7] revealed that the PBL lessons could enhance the students' Chinese vocabulary learning achievement and improve their necessary skills of the 21st century, such as teamwork and self-directed learning.

The implementation of PBL is widely used in classroom research. Most of the studies have been shown the benefits to the learners. However, the application to the general education courses is still limited. Therefore, this research aims to identify the satisfaction of using PBL in general education classes. The finding from this study can be the initial step for conducting further research, which concerns the relationship between this teaching technique and the achievement of the learners.

II. THEORIES AND LITERATURE REVIEW

A. Definition of PBL Project-based learning (PBL) is a student-centered

approach in which students learn about a subject by working in groups to the problems. This teaching technique generally reflects the types of learning and essential skills in the everyday world outside the classroom. Some of the definitions defined by study [8], the PBL is a model activity that organizes learning around projects. It is also defined as an interdisciplinary, student-centered activity with a clearly defined project outcome. It is characterized by students’ autonomy, constructive investigations, goal setting, collaboration, communication, and reflection within real-world practices.

In a traditional classroom, students often focus on memorizing facts to pass a test. PBL classroom is being used to encourage scientific inquiry, pushing students to apply authentic reasoning practices, including experimentation and trial and error. While students still learn facts, they also learn to use those facts in open-ended projects that they help design. This conversion is driven by the 5E model, which avoids a traditional “scope and sequence” approach in which students progress along a fixed path of concepts and skills throughout the school year. Instead, instruction is organized around five phases as follows [9].

Fig. 1. The 5E MODEL for PBL classroom

B. Advantages of using PBL The list below summarizes the advantages of using the

PBL in the classroom. This information was gathered by [2].

The studies that focus on the effect of PBL on academic achievement have been increasing over time. The researchers tried to put the evidence in their findings related to the benefits of PBL. As the study [10] proposed, applied the PBL method provides the undergraduate students’ achievement in The Science and Technology Teaching Course has increased more than the students who were instructed by using the traditional way. The finding from [11] shows that using PBL in the speaking class significantly affects the students’ speaking ability. Moreover, the reviews paper by [2] mentioned that using PBL helps students develop a comprehensive set of skills beyond traditional academic subject knowledge. The most frequent of self-reported by the students is teamwork or collaboration skills. Problem-solving skills and increasing motivation are similar frequency. They were followed by oral communication skills, written communication skills, and subject knowledge, respectively. These are some of the skills which can be improved by using the PBL in the classroom. The study [12] revealed that the implementation of PBL could enhance the student's critical thinking skills, which is one of the essential elements of STEM education.

Similarly, the study [13] aims to discover the effect of PBL on improving 21st-century skills (4Cs) among Emirati secondary level students who participated in the Think Science National Competition 2019. They found that the PBL approach has a significant effect on improving 21st-century skills, comprised of communication skills, collaboration skills, Creative Skills, and Critical Thinking skills. The same finding by [14] stated that PBL had improved their related 21st-century skills.

PBL affects the academic improvement or the skills, and an effective methodology in teaching influenced student engagement. The study [11] described that using PBL in speaking class made the students more active and innovative in doing the task and joining the course. Another study sample was done by [15], the students’ engagement was compared between class with PBL and traditional class. The surveys revealed that the students’ engagement was increased in PBL classrooms. In addition, the PBL can implement in all types of classrooms; study [16] was applied to sciences laboratory classes. The results suggest a high level of student satisfaction and significant improvement in student learning outcomes and engagement. The study [17] also compared the student engagement between PBL types in Civil Engineering courses. They found that the factors that affected the students’ attention consisted of a type of PBL, students’ prior experience with PBL, and team dynamics. This finding has supported the management of change from lecture-based mode to PBL.

Engage: Students’ interest is piqued with novel ideas.

Explore: Hands-on activities deepen understanding.

Explain: Students describe ideas in their own words.

Elaborate: Ideas are applied to a broader context.

Evaluate: Students provide a rich picture of their understanding.


III. METHODOLOGY

A. Participants The 60 first-year students who enrolled in the Answering

Question with Data course in 2020 academic year were the target group for this study.

B. Instruments and data collection 1) The project-based learning course outline is divided into

two parts; the first eight weeks before the mid-term exam will be learning about the content of the course. Then, eight weeks later will be a project-based part. In this part, the students have to conduct a baby research project starting from setting up the research question, research design, data collection, data analysis, and presentation through the infographic. The example of the project’s results were shown in Fig 2.

2) The structured questionnaires was used in this study, and it is comprised of two parts.

Part 1: This part contains the self-evaluation for the growth score, lying from 0 to 10. And the open-ended question related to the opinion of students on the use of Project-based learning.

Part 2: Contains the questions asking for the satisfaction levels. The questions were in 4 satisfactions levels (4=Very satisfied, 3=Satisfied, 2=Dissatisfied, 1=Very dissatisfied). The questionnaires were done using a google form and delivered to students through the group Facebook.

3) The project evaluation form using a rubric score as shown in Table I.

TABLE I. RUBRIC SCORE FOR INFORGRAPHIC EVALUATION

IV. RESULTS AND DISCUSSIONS A. Growth score

The growth score was obtained from the student self-evaluation before and after the project-based learning was delivered. The hypothesis test provides the results as shown in Table II.

TABLE II. THE LEARNING DEVELOPMENT SCORE AND HYPOTHESIS TEST FOR THE MEAN SCORE

* The growth score was in moderate levels (26-50%), ** Significant levels (0.05) The students’ growth score was at a moderate level (48%).

However, the growth mean score differences before and after were statistically increased with the significance level at 0.05 (t=-4.26, p-value = 0.0001).

B. The satisfaction on the project based learning The students were satisfied with the project-based

learning in every aspect, similarly with the finding by [18]. The highest score for satisfaction was “The project-based learning makes the students responsible for themselves and the group” and “Group activities or projects enabling learners to research and lifelong learning.” Among these, the students provide the lowest score for the content about “Project-based learning make students more understand the content of the course,” “Doing projects encourages creativity”, and “Project-based learning helps students in decision making,” as shown in Table III.

C. Opinion of the students on the use of project base learning in the general education couse

Based on the open-end questions, asking for the advantages and disadvantages of the project-based learning. As a result, we obtained different opinions in words but similar meanings. Therefore, the statements were categorized into groups and counts, as shown in Table IV.

From Table 4, alike to [19], the highest frequency for the advantages or what the students gained from the project-based

evaluation criteria

score 3 2 1

1. Content and workload

Students understand the project. and clearly presented, conveying meaning The amount of work is complete according to the objectives. and presented in its entirety

Students understand the project. But the presentation is not complete. and only partially conveys the meaning The amount of work is in accordance with the intended purpose. But there are some parts that are still unclear.

The students had little understanding of the project and presented the work that did not meet the objectives. Lack of interest and unclear meaning

2.Creativity The works are very creative. The works have a fair level of creativity. The works are creative to a lesser extent.

3. Placement The work has proper placement of images, text, font size, color.

The work has the placement of images, text, font size, color that is only partially appropriate.

The work has inappropriate placement of images, text, font size, color.

Knowledge transfer

The works convey educational results at a good level, convey meaning and readers can understand and access the work.

The results of the study can be conveyed at a fair level, partly meaningful and the reader can understand the work

The results of the study can be conveyed at a low level and meaningless

growth score score mean s.d. min max t

Before 10 7.71 1.79 1 10

-4.26** After 10 8.81 1.11 4 10


learning is “build relationships within the group and foster teamwork” followed by “exchange and fulfilled the knowledge to each other” and “make the students come up with harmoniousness.” However, there were some other comments such as “It can make students more understanding on doing the research project,” “It helps to work in a systematic and step-by-step manner,” etc. On the other hand, the students also point out that using project-based learning has some disadvantages. For example, someone takes advantage when working in a group, having a controversial opinion, irresponsibility has difficulty managing the time, and a group member does not cooperate.

TABLE III. SATISFACTION LEVELS OF THE STUDENTS ON THE USE OF PROJECT-BASED LEARNING IN THE GENERAL EDUATION

COURSE

Although PBL provides many benefits to the learners, to

make the PBL more effective, the teacher must focus on the formative assessment parallel to the summative assessment. Otherwise, it might be misleading in the conclusions. Moreover, the teacher needs to clarify each process's objectives in doing the project to remind the learners to be consistent with the learning, making the PBL more efficacious [20].

TABLE IV. THE OPINION OF THE STUDENTS ON THE USE OF PROJECT BASED LEARNING IN THE GENERAL EDUCATION

COUSE

Fig. 2. The example of the infographics from research project

V. CONCLUSIONS The results from this study reveal that most of the students

have a moderate level of growth score. However, it is staged 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. This finding suggested that using PBL in general education courses can be one of the learning techniques. It was provided a way of learning to students and also improved their essential skills for real-world living. Once the students have a favorable view or are satisfied with the way of learning method, then the teacher can be applied to the class, and the performance of this method can be evaluated in further study. This research evidenced that using PBL in the classroom can be applied in any level and type of classroom.

No. Content Satisfaction levels

Mean (SD.)

Meaning

Q1 Doing the project allows students to express their opinions

3.38 (0.49)

Satisfied

Q2 Project based learning make students more understand the content of the course

3.26 (0.54)

Satisfied

Q3 Make the students responsible for themselves and the group

3.50 (0.55)

Satisfied

Q4 Group activities or projects enabling learners to research and lifelong learning

3.50 (0.51)

Satisfied

Q5 Doing the project provide an opportunity for students to think or create work independently.

3.40 (0.63)

Satisfied

Q6 Make students come up with a variety of ideas.

3.36 (0.62)

Satisfied

Q7 This teaching activity provide the opportunity to work with others.

3.48 (0.59)

Satisfied

Q8 Doing projects encourages creativity. 3.26 (0.63)

Satisfied

Q9 The student can apply the learning method to other subjects

3.36 (0.62)

Satisfied

Q10 Enabling students to develop more organized and procedural thinking skills

3.36 (0.58)

Satisfied

Q11 Project based learning helps students in decisions making.

3.29 (0.55)

Satisfied

Overall Satisfaction 3.39 (0.42)

Satisfied

content percent

Advantages

Build relationships within the group and foster teamwork.

34.04

Exchange and fulfilled the knowledge to each other

23.04

Harmoniousness 12.76 More understanding on doing the

research project 8.51

Applied the learning skill from the class 6.38 It helps to work in a systematic and step-

by-step manner 6.38

Promote responsibility 2.12 More understand the content in the class 2.12 More sociability 2.12

Disadvantages

- Someone take advantage/ being selfish 42.10 - Dissent/controversial opinions 15.78 - Irresponsibility 13.15 - Difficult to manage the time 13.15 - Member does not cooperate 10.52


ACKNOWLEDGMENT The authors wish to thank all students for their helpful

and invaluable collaboration. This study cannot be done without the participation and collaboration from the students.

REFERENCES [1] H. Delaney. “Education for 21st century, placing skills development at

theh eart of education,” UNICEF Thailand .https://www.unicef.org/thailand/stories/education-21st-century (accessed Aug. 20, 2021).

[2] N. Harmer. “Project-based learning: Literature review. School of Geography”. Earth and Environmental Sciences, Plymouth University.https://www.plymouth.ac.uk/uploads/production/ document/path/2/2733/Literature_review_Project-based_learning.pdf (accessed Aug. 21, 2021).

[3] M.A. Almulla, “The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning.” SAGE Open. pp. 1-15, Jul-Sep. 2020.

[4] C.S. Johnson, and S. Delawsky, “Project-Based Leanring and Student Engagement,” Acad. Res. Int.. voll. 4, no. 4, pp. 560-570, Jul. 2013.

[5] S. Yimwilai, “The Effects of Project-based Learning on Critical Reading and 21st Century Skills in an EFL Classroom”, J. Liberal Arts Maejoe Univ, vol. 8, no. 2, pp. 214-232, Sep. 2020.

[6] N. Dureh, “The Project-Based Learning and Growth Score for Statistical Modeling Subject,” J. Educ. Khon Kaen Univ, vol. 44, no.1, pp. 65-76, Jan-Mar. 2020.

[7] J. Jincheng, and A. Chayanuvat, “The Effects of Project-Based Learning on Chinese Vocabulary Learning Achievement of Secondary Three Thai Students”, Walilak J. Learn. Innov., vol. 6, no. 2, pp. 133-164, Dec. 2020.

[8] M. Aksela, and O. Haatainen, “Project-Based Learning (PBL) in Practice: Active Teachers' Views of Its' Advantages And Challenges,” presented at Integrated Education for the Real World: 5th Int.STEM in Education Conf. Post-Confer.Proc., Queensland University of Technology, Nov. 2018.

[9] Y. Terada, “Boosting Student Engagement through Project-Based Learning.”https://www.edutopia.org/article/boosting-student-engagement-through-project-based-learning, (accessed Aug. 27, 2021).

[10] I. Bilgin, and Y. Karakuyu, “The Effects of Project Based Learning on Undergraduate Students’ Achievement and Self-Efficacy Beliefs Towards Science Teaching.” Eurasia J. Math. Sci. Technol. Educ, vol. 11, no. 3, pp. 469-477, Jun. 2015.

[11] N. Mafruudloh, and R, Fitriati, “The Effect of Projuect Based Learning to the Students’ Speaking Ability,” J. Lang. Lit. Cult., vol. 7, no. 1, pp. 57-64, Jun. 2020.

[12] N. Alawi, and T.M. Tuan Soh, “The Effect of Project-Based Learning (PjBL) on Critical Thinking Skills Form Four Students on Dynamic Ecosystem Topic “Vector! Oh! Vector!”,” Creat, vol. 10, no. 12, pp. 3107-3117, Jan. 2019.

[13] A.M.H. Bani-Hamad, and A.H. Abdullah., “The Effects of Project-Based Leaning to Improve the 21st Century Skills among Emirati Secondary Students,” Int. J. Acad. Res. Bus. Soc. Sci., vol. 9, no. 12, pp. 546–559, Dec. 2019.

[14] A.M. Essien, “The Effects of Project-Based Leaning on Students English Language Ability.” The 2018 Int. Academic Research Conf. in Vienna. 2018.

[15] A. Sia, “The Effect of Project Based Learning on Student Engagement in a Middle School Setting,” M.S.thesis, Gordon Albright School of Education., CityU., WA, Univ, 2016.

[16] M. Smallhorn, J. Young, N. Hunter, and K.Burke da Silva. “Inquiry-based learning to improve student engagement in a large first year topic,” Stud. Success, vol. 6, no. 2, pp. 65-71, 2015.

[17] K. K. Naji, U. Ebead, A. K. Al-Ali, and X. Du, “Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar,” Eurasia J. Math. Sci. Technol. Educ, vol. 16, no. 8, pp. 2-16, 2020.

[18] N. Nuiplot, “Developing Students Systematic Thinking and Problem- Solving Skills Using Project-Based Learning in Science Subject of General Education Courses,” J. Educ. Innov. Learn., vol. 1, no. 1, pp: 45-59. 2021.

[19] M. Matej, and Z. Ivica, “Professors’ and Students’ Perception of the Advantages and Disadvantages of Project Based Learning,” Int..J. Eng Educ. vol. 33, pp.1737-1750, 2017.

[20] S. Ballantyne, “Project-Based Learning: Utilization in a Thai EFL classroom,” J. Lib..Arts. Sci.,vol. 8, no. 2, pp. 47-77, 2016.


“Curriculum Studiesand Development Focused

STEM Education”


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

E-learning Readiness in University of Lampung during Covid-19 Pandemic

HeryandiDepartment of Law

University of LampungBandar Lampung, Indonesia

[email protected]

Muhamad KomarudinDepartment of Electrical and Informatics Engineering


[email protected]

Hery Dian SeptamaDepartment of Electrical and Informatics Engineering


[email protected]

Titin YuliantiDepartment of Electrical and Informatics Engineering

University of LampungBandar Lampung, [email protected]

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.

Keywords—design thinking, systems thinking, STEM integration, sustainable development, STEM literacy.

I. INTRODUCTION

The coronavirus outbreak in late 2019 led to a seriousinfectious disease known as coronavirus 2019(COVID-19).The COVID-19 pandemic has had a more significant impactin many industries around the world .The Indonesia COVID-19 Acceleration Task Force regularly updates COVID-19case information .Through Monday, July 20, 2020, 1,693new COVID-19 cases have been added .As a result, the totalnumber of positive cases of COVID-19 nationally became88,214 people .Furthermore, the task force also noted thatthere were 1,576 patients who had recovered, for a total of 46,977 people .Meanwhile, there were 96 more deaths,bringing the total to 4,239 .Globally, COVID-19 has affected216 countries, totaling 14,348,858 confirmed cases and603,691 deaths [1].

The COVID-19 pandemic has caused not only a healthcrisis, but also in the socio-economic sectors as well as in theeducational sector .According to the United Nations, 94

percent of students from pre-primary to higher education in200 countries around the world have been affected by thepandemic .This means that 1.58 billion students cannotattend school or university since the government should close

school operations to reduce the spread of COVID-19.

Governments then adopted a policy to continue the educationprocess during the COVID -19 pandemic using onlineinfrastructure .However, inequality of online infrastructureduring education closure will create inequities in the longterm.

The Indonesian Ministry of Education and Culture(MOEC) has released a policy known as Merdeka Belajar .The term of Merdeka Belajar means freedom of learning,which is to give students and teachers to be innovative andpromote creative thinking .This policy also gives educationalinstitutions opportunities to become independent indetermining learning policies .The policy specific to highereducation is called Kampus Merdeka .This policy supportsthe independence and flexibility of the learning process inhigher education .This policy also hoped to create a learningculture that is innovative, not restrictive, and according to theneeds of students that will fulfill the future needs [2].

The purpose of this research is to determine whether

the University of Lampung is ready to implement e-learning to support the learning process during the

COVID-19 pandemic and to support Kampus Merdeka.

II. RELATED WORKSThe learning process outside the classroom is often

related to e-learning or e-learning or distance learning .TheICT-based learning process or e-learning implements alearning process that utilizes ICT-based media tocomplement or replace classroom learning activities [3],[4] There is also a lot of work that studied the effectiveness ofonline learning or ICT based learning conducted .The workin] [5],[6] studied the effectiveness of blended learning thatcombines traditional learning with online learning and alsoflipped classroom method .The work in[7] shows the studyon synchronous learning and asynchronous learning throughICT .The problem -based learning method with the supportof ICTs to increase student engagement and skills is studiedin[8].


However, during the COVID-19 pandemic, demand foronline learning increases rapidly as a result of home studypolicies issued to limit the spread of the virus .Work in[9] focuses on the critical success factor in online learningduring the COVID-19 pandemic .The results show thattechnology management and management support willenhance student awareness of the use of the e-learning

system. The study also find that the most influential factor to

implement online learning during covid-19 pandemic is knowledge management, support, student characteristics, and

information technology.

This paper will explore the state of preparedness for e-

learning or e-learning during the pandemic, particularly in

higher education. Aydin and Tasci's work in developed a model for measuring readiness to implement e-learning used in this

research. The University of Lampung data will be used as a case

study to study the state of readiness to implement e-learning

during the pandemic and the Kampus Merdeka policies.

III. RESEARCH METHOD

A. MethodIn terms of the effectiveness of e-learning, what is also

important is the personal acceptance of new information and

communication systems. The ability of students to use e-

learning is the most important factor in determining the

effectiveness of e-learning along with other factors. According

to [10] there are four factors that determine e-learning. The first

is the technology factor which investigates ways of streamlining

the adaptation of e-learning as a technological innovation in a

university. The innovation factor considers the human resources

experience at the university in adopting online learning as a new

innovation. The human factor is based on the characteristics of

human resources at the university. The self-development factor

considers the university's confidence in self-development in the

application of eLearning.

TABLE I. AYDIN & TASCI ELR FACTOR

Each of the above factors must be formed of three sides,namely resources, skills and attitudes as in Table I .An onlinelearning readiness analysis) ELR (is required to measure theimplementation of online learning .Research findings on e -learning readiness can demonstrate that there are still parts ofuniversities that are not ready for the application of e-learning .Knowing the category for which the university isnot prepared, the researcher and management can provide asolution .Proposed solutions include good management,improved infrastructure, and increased human resourcecapacity in information and communication technologies.

This study uses a descriptive research method with aquantitative approach .This study aims to consider the stateof preparedness for the implementation of e-learning as thebasis of Unila policies on campus using the ELR Aydin andTasci models .For the readiness level category, this studyuses an index model adapted from Aydin & Tasci[10],namely :- Not Ready, it needs a lot of preparation toimplement e-learning (Index 1 - 2.59) - Not Ready, but itonly needs some preparation only to implement e-learning(Index 2.6 - 3.39) - Ready but need improvement inimplementing e-learning(Index 3.4 - 4.19) - Ready toimplement e-learning(Index 4.2-5).

Fig. 1. Aydi Tasci ELR Scale

B. Data gatheringRespondents in this study were top executives of Unila,

namely the rector and vice-rector, the dean of faculties andthe director of the graduate program .The Head of Bureau atUnila, consists of Academic and Student Bureau (BAK),General and Finance Bureau (BUK), Planning and PublicRelations Bureau (BPHM) .The last is Head of Institute forLearning Development and Quality Assurance(LP3M) andInformation and Communication Technology Unit (UPT .TIK) .In total, 23 respondents responded to thisquestionnaire .Sampling of respondents based on the criteriaand considerations for applying e-learning readiness, asfollows

1. Respondents are seen to be in a position to provide clear descriptions and conclusions about the information held by the institution.

2. Respondents are considered to have general opinions and knowledge of institutional data.

3. Respondents are considered to have expertise in the application of e-learning in an institution

Factor Resources Skills AttitudesTechnology Access to

computers and

internet (Q2, Q3, Q4)

Ability to use

computers

and the

internet (Q5, Q6, Q7)

Positive attitude

towarduse of technology

(Q8, Q9, Q13, Q16, Q17, Q 32)

Innovation Barriers (Q28) Ability to

adopt innovations

(Q26)

Openness to

innovations (Q10, Q15, Q33, Q34)

People -Educated

students (Q1)

-Experienced

lecturer (Q21)

-An e- learning

champion(Q22)

- Vendors and

external parties

(Q25)

Ability to

learn via/with

Technology

(Q23, Q24)

-Cooperation

between

students in using e- learning (Q35)

-Cooperation

betweenstudentsand lecturer (Q36)

-Cooperation

between

employees and

teachers in

managing the e-

learning system

(Q37)

Self-

developme nt

Budget (Q18, Q19)

Ability to

manage time (Q12)

Belief in self-

development (Q11, Q14, Q20, Q27, Q29, Q30,

Q31


This study used a questionnaire containing 37 questionsbased on the Aydin & Tasci ELR model with someadaptation for four factors :humans, self-development,technology and innovation .Respondents should place thechecklist on the appropriate answer selections on theassessment sheet .The score used is Likert scale (1 – 5) foreach evaluation of the response to each question .Once alldata is collected, the analysis is performed using an Aydin &Tasci ELR model .The average rating of 3.41 is theminimum grade for e-learning readiness .Therefore, x elr =3.41 which means the minimum average score .The totalaverage of all questions must be x ≤ x elr to be consideredready for the application of e-learning.

IV. RESULTS AND DISCUSSION

A. Unila e-learning situation during a pandemic periodAt the University of Lampung Integrated Academic

Information System(SIAKADU) for the winter semester2020/2021, a total of 6419 courses was opened .This classwas taught by 1,512 teachers with a total number ofmeetings of 98,057 which had to be held online due toCOVID-19 pandemic.

Fig. 2. Total class of Unila during winter semester 20/21

Figure 2 shows the total class broken down by thefaculties that organized the class .This class is a regularclass, since Kampus Merdeka policy, Unila needs to openanother class to accommodate students from variousuniversities to study at Unila every semester .Therefore, thetotal number of classes that need an online course will beincreased as well.

The University of Lampung itself has implemented theapplication of ICTs in the learning or e-learning processbased on the Learning Management System (LMS) since2005 .The number of LMS users has also grown year-over-year, particularly in the early days of the pandemic, whenthe learning process was moved online .LMS is anapplication created by providing virtual courses based oninformation and communication technologies that teacherscan then fill with lecture material, assignments, learningresources and more [11]. LMS also facilitates

communication between teachers and students through bothchat and forums .With adequate bandwidth available,attendees can also use synchronous media,

for example, with Zoom, Google Meet, Skype that can beused for video conferencing.

Organizing e-learning activities in the context of theCOVID-19 pandemic at the University of Lampung is basedon President's Decree No .1047/UN26 /KM/2020 March 31,2020 concerning the Study Period of the University ofLampung Education Program during Covid-19 pandemic

Fig. 3. Statistics of Unila LMS visitor during beginning of the

pandemic (April, 2020)

At the start of the online home study period, the visitor to the

Unila virtual classroom or the Learning Management

System (LSM) grows rapidly. Figure 3 shows an increase in

visitors who have accessed http://vclass.unila.ac.id or LMS

Unila's. LMS Unila visitors per day, which were generally

less than 1,500 visitors, jumped very quickly to over 500,000

people per day on weekdays. To support these activities, Unila already has an Internet bandwidth of 2.5 Gbps with a

link division of the 1.5 Gbps International and 1 Gbps

Domestic link. The increase in the number of courses

available online at LMS Unila has increased by over 100% and

continues to rise.

However, Unila also permits online courses by using other

LMS outside Unila such as Google Classroom, Canvas or

similar. The increase will then be continued because Unila also facilitate e-learning training for lecturers. The training

process is also provided by the relevant unit to educate the

lecturer to use the online module so they can leverage LMS in

the implementation of their presentations during the pandemic.

B. Unila’s e-learning readinessAccording to the research method mentioned above,

the questionnaire is distributed to the Unila management as a

respondent. The questionnaire score was then collected and

calculated for every ELR factor. The summary results of the

ELR factor are presented in Table II.

TABLE II. UNIVERSITY OF LAMPUNG ELR RESULTS

200018001600140012001000800600400200

01 2 3 4 5 6 7 8 9

Class 508 468 1748 943 1116 776 687 91 82

Num

ber o

f cla

ss

1 = Faculty of Economics and Business 2 = Faculty of Law3 = Faculty of Teacher Training and Education 4 = Faculty of Agriculture5 = Faculty of Engineering 6 = Faculty of Social and Political Studies7 = Faculty of Math and Science 8 = Faculty of Medicine9 = Postgraduate program

ELR Factor Average

Score Category

People 4.48 Ready, the application of e-

learning can be continued

Self-development 4.52 Ready, the application of e-

learning can be continuedTechnology 4.46 Ready, the application of e-

learning can be continuedInnovation 4.28 Ready, the application of e-

learning can be continued


Table II shows that ELR University at Lampung has anaverage ELR score (x ) = 4.43 > 3.41. With this ratingfollowing a predetermined scale, Unila is in a state ofreadiness to implement e-learning, and the application of e-learning may be continued.

The detailed output for each question is shown in Figure 4.

The result shows that the score for each question is already

above the minimum readiness target.

(a) People (b) Self-development

(c) Technology (d) Innovation

Fig. 4. Detailed ELR score results

However, several things can be improved, especially withregard to ELR factors which have lower scores .The lowestquestion score is Q10(Students receive every technologicalupdate) = 3.82 .The total score of innovation factor has thelowest score, then Unila needs to improve the LMS systemto be more user friendly and easy to use .As for the humanfactor, there is still room for improvement by training thelecturer to make a good online course material or a module toattract student commitments.

The highest question score is Q17(Agree if e-learningbecomes the flagship program on campus) = 4.82 .This scoreresults show that Unila management and the academiccommunity has a strong commitment in e-learningimplementation .It is the basic foundation of Unila in order tobe able to continue to improve other components that stillhave a lower ELR score.

C. Validity testThe validity test is used to determine if a questionnaire is

valid or invalid. A questionnaire is considered valid if the

questionnaire questions reveal something to be measured by the

questionnaire. The validity test in this paper uses to construct

validity. As for the decision making criteria, the instrument is

said to be valid if the coefficient of correlation rcalc >table with a level of significance 5%, and vice versa.

The calculation of the validity test using SPSS can befound in Table III .The test results of 37 questions for 23respondents, def = N-2 = 21 with a probability of 0.05 wereobtained table is 0,4132 .Then the coefficient correlation foreach question is also calculated and compared with the table .The results in Table III show that all of the questions havecoefficient correlation above table(rcalc > table) .Therefore,the research instrument items used in this paper are valid.

TABLE III. VALIDITY TEST

ELR Factors Question # rcalcrtable

(sig.5%)Status

People

Q1 0.547 0.4132 ValidQ21 0.554 0.4132 ValidQ22 0.574 0.4132 ValidQ23 0.78 0.4132 ValidQ24 0.676 0.4132 ValidQ25 0.469 0.4132 ValidQ35 0.542 0.4132 ValidQ36 0.478 0.4132 ValidQ37 0.773 0.4132 Valid

Self-

development

Q11 0.817 0.4132 ValidQ12 0.493 0.4132 ValidQ14 0.585 0.4132 ValidQ18 0.838 0.4132 ValidQ19 0.676 0.4132 ValidQ20 0.656 0.4132 ValidQ27 0.815 0.4132 ValidQ29 0.604 0.4132 ValidQ30 0.838 0.4132 ValidQ31 0.542 0.4132 Valid

Technology

Q2 0.581 0.4132 ValidQ3 0.738 0.4132 ValidQ4 0.593 0.4132 ValidQ5 0.488 0.4132 ValidQ6 0.478 0.4132 ValidQ7 0.656 0.4132 ValidQ8 0.542 0.4132 ValidQ9 0.817 0.4132 Valid

Q13 0.554 0.4132 ValidQ16 0.838 0.4132 ValidQ17 0.553 0.4132 Valid

Innovation

Q32 0.542 0.4132 ValidQ10 0.798 0.4132 ValidQ15 0.542 0.4132 ValidQ26 0.838 0.4132 ValidQ28 0.562 0.4132 ValidQ33 0.817 0.4132 ValidQ34 0.656 0.4132 Valid

D. Reliability testReliability test is a tool for measuring a questionnaire which

is an indicator of a variable is consistent. A questionnaire is

considered reliable if an individual's answer to a statement is

consistent or stable over time. The instrument reliability test

used is Cronbach's Alpha if item deleted.

The calculation of the reliability test is also done using the

SPSS shown in Table IV. As can be seen, all values shown in

the table are above the coefficient correlation rtable

(0.4132). Therefore, the overall reliability of the instrument is

considered as reliable.


TABLE IV. RELIABILITY TEST

Item-Total Statistics

Question#

Scale

Mean if

Item

Deleted

Scale

Variance if

Item

Deleted

Corrected Item-

Total

Correlatio

Cronbach's

Alpha if

Item

DeletedQ1 159.91 139.992 0.517 0.96Q21 160.04 139.771 0.523 0.96Q22 160.52 137.443 0.535 0.96Q23 159.83 137.696 0.764 0.959Q24 159.83 138.877 0.654 0.959Q25 160.13 140.937 0.436 0.96Q35 160.35 141.419 0.519 0.96Q36 159.78 141.36 0.449 0.96Q37 159.96 137.134 0.755 0.959Q11 160.57 132.893 0.797 0.958Q12 159.87 139.846 0.456 0.96Q14 159.74 140.565 0.561 0.96Q18 159.78 137.451 0.826 0.958Q19 159.83 138.877 0.654 0.959Q20 159.74 139.838 0.635 0.959Q27 160.61 132.431 0.793 0.958Q29 159.78 139.996 0.579 0.96Q30 159.78 137.451 0.826 0.958Q31 160.35 141.419 0.519 0.96Q2 160.35 139.692 0.553 0.96Q3 160.57 134.257 0.709 0.959Q4 159.74 140.474 0.57 0.96Q5 160.09 140.628 0.455 0.96Q6 159.78 141.36 0.449 0.96Q7 159.74 139.838 0.635 0.959Q8 160.35 141.419 0.519 0.96Q9 160.57 132.893 0.797 0.958Q13 160.04 139.771 0.523 0.96Q16 159.78 137.451 0.826 0.958Q17 159.7 141.312 0.531 0.96Q32 160.35 141.419 0.519 0.96Q10 160.7 134.221 0.777 0.958Q15 160.35 141.419 0.519 0.96Q26 159.78 137.451 0.826 0.958Q28 160.22 140.178 0.534 0.96Q33 160.57 132.893 0.797 0.958Q34 159.74 139.838 0.635 0.959

V. CONCLUSIONThe results show that during the onset of the COVID-19

pandemic, particularly during the study of home regulation isissued the visitor of the Unila LMS is rapidly increased .During winter 2020/2021 with a total of 6,419 classes openvirtually through e-learning is a huge increase in course load .The results also show that the University of Lampung has anaverage ELR score of 4.43 .This means that Unila isready for the implementation of e-learning to consider thelearning process during the pandemic and Kampus Merdekapolicies .However, there remains room for improvement inimproving student engagement during the online learningprocess .

The validity and reliability test shows that the results ofthe investigation are valid and reliable .For future work, it isneeded to measure students' perceptions of e-learning,especially during the pandemic .It is also envisioned todevelop specific criteria to measure e-learning readinessduring the pandemic period in higher education.

ACKNOWLEDGMENT

The author would like to express gratitude to Institute for Research and Community Service (LPPM), University

of Lampung that funded this research.

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[3] M. J. Rosenberg, E-learning: strategies for delivering knowledge in thedigital age. New York: McGraw-Hill, 2001.

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Improving Collaborative Teaching Practices in Grade 10 Science Through Action Research

Dino Paolo CortesDepartment of Science Education

De La Salle UniversityManila, Philippines

[email protected]

Voltaire MistadesDepartment of Science Education

De La Salle UniversityManila, Philippines

[email protected]

Abstract—This action research documented the process ofimprovement in collaborative teaching strategies employed inGrade 10 Science in a private Filipino-Chinese school using thePlan-Do-Study-Act (PDSA) model for continuous improvement.The study involved two teachers and two classes in the grade 10level. To assess the improvement in the collaborative teachingstrategies implemented, student surveys and interviews, classroomobservation, peer observation with interviews were used. Studentswere asked to report their perceived advantages anddisadvantages to collaborative teaching and these responses wereused to adjust strategies employed during the collaborativeteaching sessions. Based on the feedback of the peer observers,administrators and students, collaboratively taught classes couldbe improved by developing teaching plans that allow for hands-onand interactive activities that maximize the presence of multipleteachers but could be accomplished well within the instructionaltime. Problems encountered during scheduling, preparation andimplementation may be solved by adjusting the workload of theteacher. Students generally gave positive responses for thecollaborative teaching lessons that were implemented. Perceivedadvantages of collaborative teaching are that it allowed for morehands-on activities, better understanding of the lesson and betterinteractions between teachers and students. The perceiveddisadvantages of collaborative teaching are classes getting noisyand some students not participating in the activities.

Keywords—collaborative teaching, Plan-Do-Study-Act model,station rotation, team teaching, teaching Science

I. INTRODUCTIONThe Philippine educational system experienced a system

shift with the implementation of the Kinder to Grade 12 (K-12)curriculum last June 2013. Prior its implementation, PhilippineBasic Education followed a 6-year elementary school programand a 4-year secondary high school program. In this 4-yearsecondary program, Science was taught in a disciplinalapproach. Integrated Science was taught during first year highschool, Biology was taught on second year high school,Chemistry on the third year, and finally, Physics during thefourth year. The 2013 K-12 curriculum shifted from teachingthe disciplines of science for each year to a spiral curriculum. Inthis spiral curriculum, students will study a different strand ofscience during each quarter of the schoolyear. For example, the

K-12 Grade 7 Science curriculum includes topics from EarthScience (first quarter), Physics (second quarter), Biology (thirdquarter), and Chemistry (fourth quarter). This spiraling approachcontinues throughout Grades 7 until 10, where all thespecializations of science are discussed each year of junior highschool. This new Science curriculum requires the junior highschool Science teacher to have mastery in all the four strands ofscience and this posed new challenges to the Science teachers.

Teachers currently in the field, however, were not trained toteach science in this manner. Prior to the implementation of theK12 Science curriculum, high school teachers were trained in aspecific discipline of science, but not in all the four strands ofscience included in the junior high school curriculum. Takingthe case of the first author as an example, I have graduated witha bachelor’s degree in Science (Molecular Biology andBiotechnology), and as of writing am a grade 10 Scienceteacher. I am not confident that I would be able to teach theEarth Science and Physics strands as well as I could teachChemistry and Biology. We have tried to address this problemby rearranging the strands of the Junior High School sciencecurriculum to resemble the subjects under the old BasicEducation Curriculum. This rearrangement of the curriculumdid not work well for our school as national examinations werebased on the K12 spiral curriculum. In our rearrangedcurriculum, our students found it hard to answer questions thatcame from the other strands of Science that were not yet taughtto them. This prompted us to fully adopt the spiral Sciencecurriculum, and to address the challenge of teaching all the fourlearning strands effectively, we decided to employ collaborativeteaching strategies.

Co-teaching, known also as collaborative and cooperativeteaching has been defined as “a general term referring to thepedagogical setting where two teachers share their pedagogy,information, and assessment” [1]. Many researchers and authorshave reported that collaborative teaching has benefits to bothteachers and students, such as teachers being able to reach morestudents and plan more interesting and effective lectures [2]-[4],however other researchers have reported that collaborativeteaching does not translate to improved student achievement andappeared not to work in Japanese and Iranian cultures [1].

978-1-6654-1680-1/21/$31.00 ©2021 IEEE


In this paper, we report one cycle of the Action Research thatwas undertaken using the Plan-Do-Study-Act approach. Thiscycle coincided with one instructional quarter, or ten weeks ofteaching. Collaborative teaching was planned for, implementedfor one quarter and then evaluated at the end of the quarter.Feedback from students, peer observers and administrators werethen used to improve how collaborative teaching wasimplemented.

The action research had the following objectives:

1) document the experiences of the students and teachers incollaborative teaching;

2) document the challenges encountered by the students andthe teachers;

3) determine the advantages of collaborative teaching asperceived by students and teachers; and

4) improve collaborative teaching in Grade 10 Science.

This study was important to the first author as a teacherbecause it allowed me to work together with other teachers inimproving instruction. I have not been taught how to teach EarthScience and I have not yet taught Biology before and the premiseof two people working on a same task is better than just one is avery promising solution. Based on the results of this study,suggestions on the appropriateness of collaborative teaching inthe Philippine setting would be made. The study will providestructure on how teachers could employ collaborative teachingstrategies.

II. COLLABORATIVE TEACHING:DEFINITION,ADVANTAGES ANDDISADVANTAGES

The practice of having two or more teachers planning forinstruction has been named differently by researchers. Someresearchers define teaching team as “a group of two or morepersons assigned to the same students at the same time forinstructional purposes in a particular subject or combinations ofsubjects” [5]. A more recent definition of team teaching is agroup of instructors working purposely and cooperatively tohelp a group of students learn [6]. This team of teachers setsgoals, prepares lesson plans, teaches students and evaluatesresults together. Many researches have been conducted on teamteaching and its effects on both students and teachers [1], [2],[7]. Other authors, however, use a different set of terminologieswhen referring to a group of teachers working together.

A more recent classification defined team teaching as justone approach to collaborative teaching. They proposed fourcollaborative teaching approaches which are: supportiveteaching, parallel teaching, complementary teaching and teamteaching [8].

Authors of books on team teaching have presentedadvantages of team teaching to students. Team teachingprovides different teacher viewpoints and styles, more contentand flexibility [6]. Teachers can try out different methods andgroupings, share ideas and polish materials before instructionindicating that teachers feel happier and less isolated.Collaborative teaching practices have also been reported to beeffective for students with a variety of needs such as hearingimpairment, language delays [8]. Other reported benefits ofteam teaching are that teachers in collaborative courses reachmore students. [7].

Collaborative teaching also has some disadvantages forteachers, students and administrator. The biggest problem forteachers comes from incompatible teammates [6]. Someteachers fear that they will be humiliated from failures or thatthey will be criticized for their choice of instructional method.For students, disadvantages come from too much variety and theloss of structure. Students may also be confused by conflictingopinions from different teachers handling the same course. Foradministrators, giving co-teachers similar schedules can be adisadvantage.

Research has shown different results of collaborativeteaching on academic achievement. Results of team teaching ondifferent schools reported instances where there are significantimprovements in academic achievement and instances wherethere are no significant improvements in academic achievement.The researcher concluded that the length of time teachers isinvolved in teaming and the change in their instructional practiceleading to student achievement is crucial to the success ofteaching in teams [2].

Recent researches, however, presented opposingconclusions as to the effect of collaborative teaching on studentachievement. Increase in student achievement in math and inreading has been reported when teachers engage in collaborativeteaching [9], but no significant difference in the performance ofstudents in language proficiency tests when taught usingtraditional methods and collaborative teaching methods [1].

III. REFLECTION ON THE PLANNING STAGEWhile planning for this action research, the authors realized

that collaborative teaching could indeed be a solution to thechallenges that the first author was facing in school. Togetherwith fellow Science teachers, the first author wanted to be ableto teach the four different strands of science in the K12curriculum effectively while presenting ourselves ascollaborating teachers – that each section of the grade levelfollows the same set of activities, and even getting the chance toexperience both teachers inside the classroom. Reading throughthe literature about different approaches to doing collaborativeteaching and sharing it with my co-teacher, we became morecreative. We planned for different strategies for presenting thecontent trying the different approaches for collaborativeteaching.

The first author and the teacher-collaborator have notexperienced collaborative teaching a class before, so the reviewof related literature on the advantages and disadvantages ofcollaborative teaching were particularly helpful for visualizingpotential conflicts and how to resolve them and learn from them.We slowly became conscious of giving structure to our lessonplanning and delivery after noticing that have indeed introducedvariety and that the students might not have picked up the focusof our lessons.

The first author was not prepared to lose full control of whathappens inside my class. I realized that it was about giving fulltrust to my teacher-collaborator. This was one factor identifiedby researchers contributing to the success of a team of teachers,but it was a difficult one to achieve as it was a product ofreflective teaching and a longer time of collaboration. Beingable to identify what each one of us were capable of took time,


but when we knew what to expect from each other, we had aneasier time teaching when we were a team. When we haveestablished our team structure and procedures, lessons wereconducted more effectively in a manner that was less tiring.

In planning for our parallel teaching sessions, we opted formore practical activities that became easier to implement as wedid have less students to handle at a given time. In our case, wewould have thirty students and after splitting them into learningstations, we both would have only fifteen students to teach.Practical work became a good option for us, but we also becamemore critical of the activities after more readings into theeffectiveness of practical work for learning science. To makepractical work more connected to the concepts that needed to belearned, we made sure that the objectives of the practical workwere the same or parallel to the objectives of the course. Wealso designed sessions where students would be given time totalk about the activities and how these activities are connectedto the concepts we were talking about in class.

IV. RESEARCH DESIGN,PARTICIPANTS,ANDINSTRUMENTATION

This study follows an action research design. Actionresearch is a participatory process concerned with developingpractical knowing in the pursuit of worthwhile human purposes[10]. For this research, this practical knowledge involves thedevelopment of practices for collaborative teaching in the sharedgrade level. Collaborative teaching strategies was improved bygetting feedback from students, observing teachers andadministrators, and ourselves. Qualitative data from thisresearch was condensed into tables for easier interpretation.Similar suggestions from students, observing teachers andadministrators were tallied and the rest of the suggestions weretabulated to allow determination of relative importance of thesuggestions through their frequency.

The study involved two Science teachers (the first author anda teacher-collaborator) working as a team. For the first year ofimplementation, two classes of Grade 10 students wereinvolved, while in the second year of implementation, threeclasses of Grade 10 students were involved. The first author wasthe Science teacher of one section while the other sections weretaught by the teacher-collaborator. Each class has about 30students. The first author had been teaching Science for 12 yearswhile the teacher-collaborator is a first-year teacher. Theresearch observers include other Science teachers, academicdepartment heads and the school principal.

The following materials were used to show evidence ofimprovement of collaborative teaching strategies. A teachingstrategy evaluation tool was used to get data on studentperception on the advantages and disadvantages of thecollaborative teaching strategies employed. A collaborativeteaching observation tool was designed for use of teachers whowere observing the class to get data on whether the activitieswere related to the core competencies required by theDepartment of Education for Grade 10 science. A school-basedteacher competence appraisal form / Classroom observationchecklist was used by administrators of the school in gradingand giving feedback to teachers. Interview questionnaires wereused in asking for feedback on the collaborative teachingstrategies experienced, but the interviewer had the freedom toprobe respondents on their answers.

V. TEACHER ACTION AND REFLECTIONSince both the teachers involved in the action research have

not yet experienced doing collaborative teaching, initial actionsincluded observation of the co-teacher’s classes with increasingfrequency as both teachers got used to the other teacher’spresence inside the classroom. When both teachers werecomfortable with working together inside the classroom,learning stations were employed inside the classroom. Theclasses were divided into three groups, one group will receiveinstruction from one teacher, one group will receive instructionfrom the other, while the other group was assigned a reading taskrelated to the topic. All groups went through all the stationswithin the instructional time. Planning for this collaborativeteaching approach included the co-teachers designing thestations together, deciding which learning activities would go toeach station and who facilitates the learning stations. The natureof the station rotation approach required both teachers to attendto the class of the co-teacher, asides from teaching his or her ownclass. In this setup, the teachers also repeated the instructions,demonstrations and activities at least 6 times – once per groupin each class. This station rotation approach was conducted oncea week for an entire quarter and was then evaluated. Theteachers gave their own classes the questionnaires to answer, butthe interviews from both sections was conducted by theresearcher at first. Peers and administrators were also asked bythe teachers to observe, evaluate and give feedback to thecollaborative teaching classes conducted. The teachers thentabulated the responses of the students in the questionnaire andconsidered the responses of the students in the interviews formaking the improvement plan for the next cycle of collaborativeteaching. The co-teachers then included the suggestions of theadministrators, peers, and students in the design of thecollaborative teaching approach to be used in the next quarter.

The first author learned a lot of things while making theinstruments for this action research. While making the teacherstrategy evaluation form, I remembered that in my first fewyears of teaching, I have asked my students for feedback aboutmy teaching by asking them to write their thoughts on a smallsheet of paper. Although it was not as specific as the ones I havemade in this action research, I remember that reading throughthe student answers and getting their feedback was an importantpart of becoming a professional teacher. Years have passed, andI haven’t been able to personally ask for feedback from mystudents. I have relied on the year-end teacher evaluations givenby the school which generated shorter replies from the students.While making this teacher strategy evaluation form, I realizedthat getting feedback personally from my students gave moreinsights than just relying on the results of the year-end teacherevaluation made by the students.

Making the collaborative teaching observation tool was amore challenging task, as there were no forms applicable in oursituation. Authors of researches and books on collaborativeteaching have given recommendations on how to evaluateteacher teams however, these were generally descriptive innature. The first version of the collaborative teachingobservation tool had open-ended questions similar to the onesgiven to the students. It asked the observers about theirperceived advantages and disadvantages of collaborativeteaching; however, it was not able to provide other information


about the effectiveness and the appropriateness of thecollaborative teaching strategies used.

The school-based teacher competence evaluation form wasused in its unaltered form retaining its use as a basis for gradingteachers as school personnel and using the results foradministrative decisions. Because of the experimental nature ofthe research, the first author felt that the need to show that thestrategies employed are still within the school’s evaluationsystem and that employing collaborative teaching strategies willallow the teachers involved to get a higher mark in the school’steacher competence evaluation form. After all, one of thereported effects of collaborative teaching is professionaldevelopment. The use of the school’s teacher evaluation formalso allowed me to appreciate the applicability of outsideresearches on our school. I realized that as long as the goals ofinstruction and evaluation were clear, ideas from otherresearchers can also be applied in our own schools.

VI. RESULTS AND DISCUSSIONResults of the Teaching Strategy Evaluation Tool, and the

Focus Group Discussions were used to address the first aim ofthe action research which was to document the experiences ofthe students and teachers in collaborative teaching. Thefollowing are the results of implementing the Teaching StrategyEvaluation tool, as shown in Tables 1 and 2. Since this wasdesigned to get feedback from the students on the collaborativeteaching strategies employed, these were collected after onequarter of collaborative teaching activities. Our initialapproaches to collaborative teaching focused on parallelteaching. We divided the class into three groups, one group willbe with me, one group will be with her, while one group willhave a guided reading activity. We planned for the activities thatwe will facilitate and implemented them inside the classroom.We assigned areas in the classroom for the different activitiesand the students will rotate among the stations every after 10minutes. Since the class was divided into three, we usually onlyhad around ten to eleven students at a given time. We used theterm Team Teaching with the students whenever we hadcollaborative teaching strategies as this was a more descriptiveterm which was more easily remembered by the students. Theresponses of the students were categorized and tallied for properaction.

TABLE I. ADVANTAGES OF USING THE TEAM TEACHINGSTRATEGY

more ideas through working together. We concentrated onputting our ideas together and implementing these togetherinside the classroom, and at that stage we still did not have aclear idea of what the students thought about the collaborativeteaching strategies that we employed. Their feedback was thenused in subsequent collaborative teaching sessions forimprovement.

Based on the students’ responses to the first question, theirexperience on collaborative teaching was hands-on (25.93%),fun (18.52%) and leads to better understanding (16.67%). Theseare supported by student and peer observer responses in theFocus Group Discussions. When asked about their feedbackabout the collaborative teaching method, one student replied,“It’s a bit effective because we get to learn from two differentteaching styles.” This could be one of the reasons why thestudents replied that collaborative teaching leads to betterunderstanding. Peer observers also noted similar experiences asthe students. Teacher observers highlighted that there is moreinteraction between students and teachers. Students canmanipulate and explore the learning materials, and the teachercan assist each student, especially those with difficulty.

The collaborative teaching method used (Station Rotation)posed different challenges to both the students and the teachers.The most evident challenge that Collaborative Teaching posedwas time and time management. When asked to give detailsabout their experiences, the students replied, “Sometimes we runout of time.”; “… sometimes you are grouped with people whounderstand faster, so you can’t ask. Or, like you have to movefaster”. Some students find switching between three or morestations challenging. They are compelled to finish all the tasksin each station. This is further shown in Table 2, where theywere asked about the disadvantages of the collaborative teachingmethod.

A large number of students (40.74%) responded that timewas not enough. We experimented with having three to fourlearning stations. We had three learning stations in most of ourparallel teaching sessions, we each facilitated a station and thenassigned a reading task on one station.

TABLE II. DISADVANTAGES OF USING THE TEAM TEACHINGSTRATEGY

Our initial goals for collaborative teaching were to allow usto teach the four strands of Science more effectively by having

Upon suggestion of one of our administrators, we addedanother station where students would have the chance to practiceassembling circuits, with the premise that the students will beable to do more activities in a short period of time. Weconducted the station rotation sessions during our 80-minuteclass sessions and this corresponds to roughly 15 to 20 minutesfor each station depending on the number of stations prepared.Since a lot of the students found the time inadequate for thestations, we decided to decrease the number of stations to twofor the next round of collaborative teaching sessions. The twoother concerns of our students were noise (18.52%) and

Responses Frequency Percentage

Hands-on 14 25.93 %Learning as a group 12 22.22 %Fun 10 18.52 %Better understanding 9 16.67 %Easier to learn andremember

7 12.96 %

Can see the demonstrationsclearly

7 12.96 %

Responses Frequency PercentageTime is not enough 22 40.74 %Students are noisy 10 18.52 %No disadvantage 8 14.81 %Students are not working

5 9.26 %


classmates who were not on task (9.26%). We interpreted thisas a result of a lack of overall structure that will guide themduring our collaborative teaching activities. To address this, weconcentrated on the parallel teaching as described by Thousand,Villa and Nevin [8] focusing on the split class strategy. We alsodeliberately avoided trying out other collaborative teachingstrategies to allow students to be familiar with the structure ofthe split class strategy and prevent disengagement andmisbehavior.

The challenge of time and time management was alsobrought up by peer observers who noted, “it demands time andenergy for both planning and implementation”; “It requires twoteachers to pull off. It requires two venues, ideally close to eachother.”; “It requires more planning and coordination.” It wasindeed difficult for us to manage the time needed for being ineach other’s classroom and preparing for classes during the sametime. It needed us to set a specific schedule for preparing thelesson and the materials for the activities and this waschallenging at first.

Student responses for their perceived advantages ofcollaborative teaching gives us a list of the possible advantagesof collaborative teaching, Table 1 summarizes student responsesindicating that collaborative teaching is hands-on (25.93%) andfun (18.52%) and leads to better understanding (16.67%). Thisis supported by student responses in focus group discussions.Asking for details on their perceived advantages of collaborativeteaching, the students replied with – “I think it’s better becauseyou can have more stations. And you can have variedperspectives”. “It’s a bit effective because we get to learn fromtwo different teaching styles and the teacher doesn’t have tohave a headache because our class has a tendency to becomenoisy”. “… It’s fun, like you really get to see how the lesson isbeing applied in real life”. After tabulating and analyzing thestudent responses, we decided to work more consciously on theperceived advantages of collaborative teaching. We thendesigned lessons that would be hands-on and would allow moreinteraction with teachers (7.41%).

Other advantages of collaborative teaching were alsopointed out by peer observers, they noted that it is “easier tomanage students because the task is divided to both teachers.”“Better understanding of the lesson. Can finish the lesson in ashort amount of time.” “More interaction between students andteachers. Students can manipulate / explore the learningmaterials. Teacher can assist each student, especially those withdifficulty. Learning time is maximized.” “For this topic,questions are better addressed.” “The class size is significantlyreduced – greater interaction. Demonstration with smallinstruments is easier to do. Monitoring group activities iseasier.” This was also our observation of the collaborativeteaching experience. Classroom management was easierbecause there were two teachers in the room and more tasks canindeed be finished by the students because there were twofacilitators.

Students, teachers and administrators were involved ingetting suggestions for improving collaborative teaching inGrade 10 Science. The following table shows the suggestionsgiven by students on how to improve collaborative teaching.

TABLE III. WHAT SUGGESTIONS DO YOU HAVE FOR IMPROVINGTHE TEACHINGSTRATEGY

Increase time 13 24.07 %No reply 10 18.52 %Nothing 6 11.11 %More activities /

experiments5 9.26 %

Sixteen of the students either left the question unanswered orwrote “Nothing” on their suggestions for improving thecollaborative teaching strategy. This makes “Increasing time”as their primary suggestion for improving the strategy. We haveaddressed this by conducting our next collaborative teachingsessions on days where we had longer time for science. Somedays had just 40 minutes of science class, while other days had80 minutes. We then scheduled the next collaborative teachingsessions on the days wherein they had double periods of science.

Students gave concrete suggestions when they were asked toexplain further during focus group discussions. Studentsreplied, “The time is lacking, so I think we need to add 5 minutesat least per station. And then maybe try to lessen the stations,because sometimes when we have three or more than three, wecan’t even finish it within two periods.”

The responses of the students in the focus group discussionswere instrumental in improving our next collaborative teachingsessions. Students expressed their desire to take down notes asthey said that although they got to experience it, they still neededsomething that they could review in preparation for theirquizzes. In response to this, we prepared handouts that weredesigned to link the activities to the learning objective for thesession. We also lessened the questions that they had to answerfor the activities so that they could focus on the experience andnot rush the activities so that they could finish answering all thequestions.

Another suggestion for improvement came from anadministrator. The concern raised by the administrator was thecomparison between our classroom management strategies.“Like the personality, can it be learned by another teacher? Is itokay to have two different personalities? What I can suggest isto improve classroom management of the other teacher, I meanbecause if you have classroom management strategies,everything follows. What I see is that she actually has potentialwhen it comes to this, but we could work out the strategies ofmanaging the challenging students.”

With the suggestion coming from the administrators, the firstauthor became more conscious the differences in our classroommanagement practices. We planned more observation visits thatfocused on classroom management. In these observation visits,one of us would just observe the class at the back and sometimeshelp with students who are asking questions. We would thentalk about what we did in order to manage the class after theobservation session.


Because we were mostly trying out a new strategy, wewanted to determine whether the students found it acceptablebefore continuing with the second cycle of collaborativeteaching. The following tables (Tables 4 and 5) show theresponses of the students when asked whether they would wantus to continue collaborative teaching, which was termed as teamteaching, to facilitate ease of communication.

TABLE IV. WOULD YOU LIKE THE TEACHERS TO CONTINUEUSING THE TEAM TEACHING STRATEGY?

TABLE V. TEACHER COMPETENCEAPPRAISAL/CLASSROOMOBSERVATIONCHECKLIST

Yes 45 83.33 %No 6 11.11 %Depends 3 5.56 %

TABLE V. HOW OFTEN SHOULD THE TEACHERS USE THE TEAMTEACHING STRATEGY?

Once a week 31 57.41 %Once every two weeks 10 18.52 %Once a month 3 5.56 %Two times a week 10 18.52 %

Majority (83.33%) of the students responded that they wouldlike us to continue the collaborative teaching strategiesemployed, but there were some students who did not want tohave the collaborative teaching sessions (11.11%). Upon furtheranalysis of their responses for the disadvantages of the strategywhich are most probably their reason for not wanting to have thecollaborative teaching strategy, we made plans so that theactivities would be more organized, and the students are moreengaged with the activities. We also decided to have twoseparate classrooms so that the students will not be disturbed bydiscussions with the other group as 18.52% of the studentsresponded that their classmates were noisy. We also adopted thefrequency of collaborative teaching sessions that majority(57.41%) the students suggested, which was once a week.Personally, I found it nice that some students answered that theydid not want the collaborative teaching sessions to continue. Forme it was a sign that they responded honestly and that we had tochange our approach so that the students would benefit morefrom our collaborations as teachers.

Collaborative teaching also promoted the attainment of theteacher competence descriptors prescribed by the school. Itwould also be good if teachers conducting collaborativeteaching will still be given an acceptable rating when they areobserved by school administrators. The next set of data comesfrom four different observers using the school’s TeacherCompetence Appraisal Form. It is used as an evaluation tooland bears a percentage of the teacher’s performance rating forthe school year. The data shows the average of the ratings givenby the four different observers on two different days. Thedescriptors for the numerical ratings are as follows:

4 – The expected performance behavior is very evident3 – The expected performance behavior is evident2 – The expected performance behavior is somewhat evident1 – The expected performance behavior is not evident

The ratings given by the observers using the school’sclassroom observation checklist shown in Table 6 wereindicative that the descriptors were very much evident duringthe classes observed. The first author was personally relievedthat the ratings given were such since it means that the lessonsand strategies that we have developed during our collaborationwere well within the school’s standard for teacher competence.It also gave us the signal that we could still continue with ourcollaborative work.

VII. REFLECTION ON THE STUDY PHASEAs a collaborative team, we would usually plan the activities,

walk through the lesson and prepare the materials and set-uptogether but we didn’t talk much about the what we thoughtabout collaborative teaching. Our team reflection focused onwhat difficulties we encountered during the collaborativeteaching activities. The following are some excerpts from our

Descriptors Average Rating

1. The class started on time. 4.00

2. The classroom is clean and orderly. 3.75

3. Students come quickly to attention. 4.004. The purpose of the lesson is clearly

communicated to the students. 4.00

5. The objectives are age-appropriate. 4.00

6. Content of lesson is clearly presented. 4.007. Different points of view and specific

illustrations are used appropriately. 4.00

8. The specific instructional materials usedare clearly related to content of lesson andselected method of instruction.

4.00

9. Teacher writes neatly, legibly, and incursive on the board. 3.75

10. Directions and procedures are clear to thestudents. 4.00

11. Instructional time is maximized. 3.50

12. The teacher asks effective questions. 3.7513. Spoken and written language is clear and

correct; vocabulary is appropriate tostudent’s age and interests.

4.00

14. Tasks for individual or group work areorganized and engaged students at alltimes thereby preventing misbehavior.

4.00

15. The lesson has a “closure” point. There isa deliberate attempt to tie together theplanned and chance events of the lessonand relate them to the immediate and longrange aims of instructions.

3.50

16. Teacher response to misbehavior isconsistent, appropriate, effective, andsensitive to students’ individual needs.

3.50

17. Integration of technology is evident. 4.0018. Planned activities are demonstrated in the

observed class. 4.00


reflection as a team. “I guess for us as a team, even though therewere some stressful parts or some difficulties having teamteaching for example, preparing some of the equipment or thematerials that we need and of course the extra load that we have.But I guess it successful in a way that we are having positivefeedback from the students and as the students said, they’rehaving fun and they think science is an exciting subject now…”

One of the challenges that we faced in our collaborativeteaching sessions was that it took more time to plan and executelessons. Since we wanted to avoid comparison between theclasses that we handle, we had to set time to talk about how wewould implement the class. As we started venturing into theother approaches of collaboration, we devoted more time inobserving the other teacher’s classes until it became the parallelteaching strategy where we had to be present in the otherteacher’s class to co-teach. My co-teacher’s response on howmuch time we spend on collaborative teaching illustrates theneed for extra time. “And if we are doing team teaching everyTuesday, my Tuesday class which was supposed to be sixperiods, but because we are doing team teaching, it becomeseight periods… For me, I am willing to have extra load, but ofcourse I am not sure if other teachers would be happy about it,that they would have additional loads.” It was easier on my partas I only had a few classes to teach, an additional two or fourperiods of engaged collaboration would be manageable.However, it is not sustainable to have collaborative teachingwhen majority of a teacher’s vacant time would need to bedevoted to collaborative teaching a class. My partner gave thefollowing suggestions on what we could do in order to have abetter implementation of collaborative teaching. “I guess itwould be better if they would add another load for the teacherthat would be in team teaching. They could take off some ofthe monitoring… Having more time where the beginningteacher for the mentoring teacher, a certain time that they couldplan everything. So that they could talk more and planeverything more, successful and they could have a time that theycould practice, the activities before they implement it with thestudents”

Asked on the benefits of collaborative teaching, partnerteacher-collaborator replied: “since you have someone there,you’re going to realize that there is still some room for me toimprove on… I never knew that if you had someone therementoring you throughout the process, you could learn a lotactually, through the strategies. If you have somemisconceptions about the topics. And when you are having ahard time on some topics or in the class, you have someone toask”. For the first author, collaborative teaching forced me toprepare for my classes in much more detail, as I had to be ableto talk about how the activities that I planned could be performedby another teacher. And since another teacher would beobserving the class for teaching strategies, I had to be clear onwhat my strategies were and why I utilized these.

From the feedback of the students, peer observers andadministrators and our own evaluation, collaborative teachingcan be successfully implemented in a Philippine classroomcontext. This can be compared to the conclusion of Aliakbariand Nejad that collaborative teaching does not appear to work inJapanese and Iranian cultures [1]. Although it seems that thePhilippines, an Asian country would have a similar culture and

response to collaborations as Japan, in this specific case, it seemsthat collaborative teaching may be employed in the Philippines.Further investigations on the viability and effectiveness ofcollaborative teaching in the Philippines is still needed to makedefinitive conclusions.

Our students also reported that they had better interactionswith the teacher and this is also noted in research [8]. Resultsfrom other researches are also observed in this action research.The novelty and the creativity, as noted by students, have beendescribed in researches where smaller class size resulted toteachers being more creative with their classes [11].

The feedback from different sources gave us a lot ofinformation on how our collaborative practices appeared to be.Majority of our improvement plans were aimed to enhance whatstudents thought of as advantages of the collaborative teachingstrategy and to address student concerns on time and noise. Thefirst author realized that most of the noise came from havingmany activity centers in our first cycle. Since the activity centerswere also in the same room, there was no physical barrier tolessen noise from one group of learners to the next. Weaddressed this by lessening the activity centers to two andassigning the half of the class to one room and the other half toanother. Working on improving the perceived advantage ofbetter interaction with teachers, we set time for summary andquestion and answer. Feedback from peers and administratorsalso gave us insight on how we could further improve ourcollaborative work as teachers. As both of us were not trainedand have not experienced collaborative teaching before, it wasimportant for us to have constant feedback from differentsources. Because of the creative nature of collaborativeteaching, we sometimes got excited trying out new things,testing out our individual and collaborative ideas, havingstudents do more things inside the classroom as there were moreteachers inside the classroom. It was easy to get lost in theprocess and believe that what we were doing was for the goodof the students because we have put our thoughts and effort in it.The multiple feedbacks from different sources, which was acrucial part of the action research model, allowed us to adjustand improve on our strategies. In using the school’s teachercompetence appraisal form, I learned that innovations shouldalso be aligned to the mission of the school and the objectives ofeducation as set by the Department of Education. With theteaching strategy evaluation tool and focus group discussions, Ilearned that student feedback was a necessary part of classroominnovations and since they were the ones who were experiencingthe changes. The students were able to give concretesuggestions on improving the collaborative teaching strategiesduring the focus group discussions.

VIII.CONCLUSIONThe objective of this action research is to propose ways of

improving collaborative teaching in Grade 10 Science in aprivate Filipino-Chinese school.

Based on the suggestions of our students through the teacher-made strategy evaluation tool and focus group discussions, thecollaborative teaching approach can be improved by developingteaching plans that allow for hands-on and interactive activitiesthat maximize the presence of multiple teachers but could beaccomplished well within the instructional time. Planning for


structure and alignment to curricular objectives was also neededin order to keep students on task.

The suggestions of peer teachers and administrator includefocusing on sharing our best practices for classroommanagement and standardizing our classroom policies toprevent teacher comparison. Peer teachers noted that studentqueries are better addressed, and we maximized this perceivedadvantage by improving our interactions with the students, alsoallotting time for clarifications and summaries. Administratorssuggested addressing possible sources of comparison betweenteachers doing collaborative work, and with this we worked onplanning the lessons and the delivery with more details so thatboth co-teachers are aware of what the other is doing and howhe or she is doing it.

On identifying which parts of collaborative teaching werestressful for the implementing teachers, we have relied mostlyon our team reflection. On our reflection we have noted thatcollaborative teaching could result in more workload. Thecollaborating teacher has to be physically present in the otherco-teacher’s class. Planning and preparing for the activities tookmore time and the schedule of the teachers should match so thatthere is enough time for discussions. In other collaborativeteaching approaches, it would also need two separate venues thatneed to be available at the same time. Suggestions foraddressing these problems came from both us and theadministrators. These includes adjusting the workload of theteacher to allow for more time for collaborative planning andimplementation. The partnership between teachers who haveconducted collaborative teaching could also be continued in thenext few school years, so that they are able to work moreefficiently and effectively together.

Our students generally gave positive responses for thecollaborative teaching lessons that we implemented. Majorityof the students responded that they wanted the collaborativeteaching lessons to continue. Through the teacher-madequestionnaire and the focus group discussion, the perceivedadvantages of collaborative teaching are that it allowed for morehands-on activities, better understanding of the lesson and betterinteractions between teachers and students. The perceiveddisadvantages of collaborative teaching are classes getting noisyand some students not participating in the activities, however, asimilar number of student responses indicated that there were nodisadvantages to collaborative teaching.

Collaborative teaching for us was a positive experience.Having been able to implement lessons that would be difficultto implement when you are a solitary teacher and havingstudents appreciate the unique advantages of havingcollaborative teaching, I was pleased with the process and theresults. We were also able to address parts of our teaching thatwe wouldn’t have discovered through our collaborative teachingexperience.

Our experience with collaborative teaching suggests that itis a possible way to address issues of teacher mastery of contentin the junior high school Science curriculum. Currentapproaches to ensure quality of instruction in some schools areassigning teachers to the topics where they have contentspecialization. Each ten-week teaching cycle will then be

assigned to a different teacher. Although this could be beneficialto the student, the teachers do not get to interact with teacherswith different specializations. Through collaborative teachingbetween teachers of different specialization, each teacher mayeventually gain mastery of all the four strands of science that aretaught in the same year.

IX. PEDAGOGICAL IMPLICATIONSThe following pedagogical implications are forwarded for

consideration of the readers of this study. Given that thestudents, peer teachers, and administrators who were part of thisstudy gave favorable evaluations of collaborative teaching, werecommend that teachers and administrators try this approachfor teacher training and materials development. While thecollaboration in this study was limited to teachers of the samesubject content (Science), collaborative teaching may also beextended to different subjects / specializations. Administratorsand teachers who would like to maximize the use ofcollaborative teaching for faculty development and betterinstruction should allocate enough time to the collaboratingteachers to allow for the planning and implementation ofmaterial.

ACKNOWLEDGMENTThe first author wishes to thank the faculty and staff of the

De La Salle University for igniting, once again, my passion forscience, teaching, and learning. Thank you to my teacher-collaborator, Ms. Victoria Apilado, for working with me in thisresearch and to my students, who have given their valuableinsights regarding this endeavor.

REFERENCES1. M. Aliakbari and A.M. Nejad, “On the Effectiveness of Team Teaching in

Promoting Learners’ Grammatical Proficiency”, Can. J. Educ., vol. 36, no.3, pp.5-22, 2013.

2. D.G. Armstrong, “Team Teaching and Academic Achievement”, Rev.Educ. Res., vol. 47, no. 1, pp.65-86, 1977.

3. P.J. Gerber and P.A. Popp, “Making Collaborative Teaching MoreEffective for Academically Able Students: Recommendations forImplementation and Training”, Learn. Dis. Quar., vol. 23, no. 3, pp.229-236, 2000.

4. T. McCann, “Mentoring Matters: Mentoring as Collaborative Effort”,Engl. J., vol. 100, no. 2, pp. 110-112, 2010.

5. R.H. Johnson, M.D. Lobb, and G. Patterson, “Continued study of classsize, team teaching, and scheduling in eight high schools in JeffersonCounty, Colorado”, Nat. Assoc. Second. Sch. Prin. Bul., pp. 99-103, 1959.

6. F.J. Buckley, Team Teaching: What, Why and How? New York, U.S.A.:Sage Publications, Inc., 2000.

7. P.K. Morris, “Team Teaching of Creative Advertising and PublicRelations Courses”, J. Adv. Educ., vol. 20, no.1, pp.44-53, 2016.

8. [8] J.S. Thousand, R.A.Villa, and A.I Nevin, A.I., “The Many Faces ofCollaborative Planning and Teaching”, Theory into Practice, vol. 45, no.3,pp.239-248, 2006.

9. M. Ronfeldt, S.O. Farmer, K. McQueen, and J. Grissom, “TeacherCollaboration in Instructional Teams and Student Achievement”, Amer.Educ. Res. J., vol. 52, no. 3, p.475, 2015.

10. P. Reason and H. Bradbury, Eds. The Sage Handbook of Action Research.London: Sage Publications Inc., 2008.

11. D.W. Schanzenbach, D.W. (2014). Does Class Size Matter? NationalEducation Policy Center. [Online] Available:http://nepc.colorado.edu/publication/does-class-size-matter.


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Professional Learning Community on STEM Competency: COVID-19 Pandemic Issue

Hamidah Musor Faculty of Education,

Prince of Songkla University, Pattani, Thailand

[email protected]

Supakan Buatip Faculty of Education,

Prince of Songkla University, Pattani, Thailand

[email protected]

Nur-ehsan Boto Head of Academic Department

Darussalam School, Narathiwat, Thailand

[email protected]

A-esoh Lanong Science and Technology section

Darussalam School, Narathiwat, Thailand

[email protected]

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.

Keywords—STEM education, STEM competency, STEM teaching competency, Professional Learning Community, Work and Energy Concept

I. INTRODUCTION Pandemic of COVID-19 is a strong evidence to prove the

globalization especially rapid changing of science and technology movement which is VUCA (Volatility, uncertainty, complexity, and ambiguity) world phenomenon [1]. STEM (Science, Technology, Engineering, & Mathematics) Education is an approach to support and encourage students to apply their knowledge and skills in solving real life problems as they experience and connect knowledge and skills learned related science, mathematics, technology and engineering. STEM education as a life-long learning encouraging students to consider environmental and social impacts on equity, economic growth, and human rights as citizenships. Moreover, to accomplish SDG 4, the United Nations Education 2030 Framework Action, coordinated by UNESCO, aims to “provide equal, equal quality education to all and promote lifelong learning opportunities for all”. Sustainable STEM pedagogy extends to daily life skills, natural environment knowledge, values and ethics. In addition, it includes the acculturation of

technology components and helps children acquire skills such as problem-solving, critical thinking, creativity. It also helps them improve their communication, collaboration, and entrepreneurial skills, all mandatory in the 21st century [2]. However, lacking STEM educators in Thailand really impact to promote strong science and technology to accomplish national education policies.

STEM education advocates an integrative approach [3][4] to help students better understand concepts, acquire the 21st century skills such as problem-solving, and become more able to tackle real-life problems [5][6][7]. Therefore, STEM education aims to support students to make informed decisions on social issues and become global citizens. To drive STEM education, teachers are important to have specific S-T-E-M knowledge and skills because it integrates various concepts to connect with real life situations and was high order performances. A process to improve teachers’ teaching competency in STEM is professional learning community (PLC). The PLC enable to help teachers realized to improve their teaching competency obviously that is the beginning point to transform to innovative approach [8]. Fostering STEM teaching competency for teachers is an important factor to drive STEM education in recent future class that enable to transform new era science and technology and enhance quality of an innovative teacher for the 21st century.

Professional Learning Community (PLC) is a process of collaboration between teachers, administrator, or school director in order to solve problem or improve students’ performance at classroom level [8]. STEM teaching is more effective and effect directly to improve student’s gains including achievement when teacher participate a strong professional learning community to share their experience and teaching profession in school [F]. In order to organize professional learning community of STEM or STEM-PLC in this study, six principles have guided a learning community effective as follow: (1) shared values and goals of STEM education, (2) collective accountability, (3) STEM authentic assessment, (4) self-directed reflection between teachers and students, (5) stable setting, and (6) strong leadership support from school director [9].

Nevertheless, many studies found that less of learning activities encouraged students have STEM experiences in the classroom especially in Islamic private schools caused students get low achievement and required performances. Due to lack of STEM teachers who are profession implementing STEM


activities and may also lack comprehensive training in scientific inquiry, technology, design, and engineering to teach the relevant practices proficiently made them low self-efficacy of STEM teaching in the classroom [10]. Consequently, a possible process to help secondary teacher to improve their ability and competency in STEM teaching is PLC. Therefore, the current study was interested to determine the effect of PLC-STEM development on secondary school teachers’ STEM teaching competency and students’ STEM competency which the finding will be very useful for planning the production of STEM educators for relevant agencies in the future. It is also useful in planning to develop the competence of students and teachers to respond to the further development of the nation.

II. BACKGROUND OF SCHOOL CONTEXT The Islamic private school in this study is located in

Narathiwat province, Southern Thailand. All students and more than 90% of teachers in school are Muslim. The students study several subjects which have integrated between the secular and religious curricula at all levels. The secular subjects have been implemented according to the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) [11] and national education policy while religious part allots subjects as a distinct equilibrium between moral development, derived from spiritual Islamic education, and personal achievement in life [12][13]. The religious subjects are taught 18 to 22 hours per week and the secular academic subjects are taught 22 to 28 hours per week. They study 6 days per week.

III. IMPLEMENTATION In order to organize and develop STEM-PLC in this study,

The PLC team consisted of 12 academic staffs (Fig. 1); a school director, a head of academic department, 4 science and technology teachers, 2 math teachers, and an Islamic teacher, all of them are from the same Islamic private school, and 3 experts in Science education from Prince of Songkla University. There were 5 steps to develop the lesson plans; 1) STEM-PLC team building, 2) analyzing lesson related COVID-19 pandemic issue and selecting a problem, 3) planning and design the lesson plans based STEM activity, 4) implementing the STEM activities in the class, and 5) reflecting the ideas and crystalizing the best STEM practice (Fig. 2). The step 3-5 were repeated more than 3 times to complete the STEM learning activities. The PLC team have proceeded during July 2020 – February 2021 (for 7 months) while STEM activity was implemented in January 2021.

Fig. 1. STEM-PLC members’ discussion and reflection

Fig. 2. STEM-PLC stages

The lesson is “Labor-saving innovation for funeral arrangements” consistent with standard Sc2.3 related understanding of relationship between energy and life; energy transformation; interrelationship between substances and energy; effects of energy utilization on life and the environment; investigative process for seeking knowledge; and communication of acquired knowledge that could be applied for useful purposes [11]. The learning outcome as indicators consisted of (1) analyze situation and calculate work and power related with action and reaction forces by using W = F.s and P = W/t formula from the information gathered, (2) recognize the benefits of simple mechanical knowledge by stating its benefits and uses in daily life, and (3) experiment and explain action and reaction forces between objects, and apply the knowledge gained for useful purposes. The best STEM learning practice developed from this PLC Team (STEM-PLC) as following:

Stage 1: propose situation which is familiar students’ experience. In this stage, the students explained and discuss with their friends about the situation they had seen from video related COVID-19 news “India’s COVID-19 deaths could be in the millions”. The situation is…

“From the current situation of COVID-19 pandemic, there is a continuous increase in the number of cases and deaths while the number of medical personnel, including personnel involved in the funeral arrangements, is limited. One very important funeral rite in the Islamic faith is that burial take place as quickly as possible after death and handling a corpse normally use a large of funeral handlers. Because of pandemic causing limitations of process, so the use of labor-saving innovation is probable and accepted according to Islamic law”.

Stage 2: Identifying problems from video proposed at previous stage, student used think-pair-share technique to identify the sharpen problem by role-playing (Fig. 3) and ask the question: ‘What is the problem?’ and ‘How can we solve it?’. From different aspects, they chose a problem of “Because of the pandemic, how the Muslims bury their loved ones within 24 hours during this situation”


Fig. 3. Reflecting situation from video by role-playing

Stage 3: Brainstorming to think about and imagine ideas that might solve the problem. In this stage, each team explored and gathered various concepts, information, and previous studies related with ‘Muslim burials during the pandemic’ problem from different resources.

Fig. 4. Brainstorming to identify the problem and gather the information

Stage 4: Planning and design, each team shared their resources, then think about how to start, sketch the ideas, discuss ideas, list the materials needed, write the steps, and draw the diagrams to conduct “Labor-saving innovation for funeral arrangements”

Fig. 5. Planning and design prototype to solve problem

Stage 5: Building and creating the product or prototype. Students built and created the prototype following their plan and diagram to solve the problem.

Fig. 6. Building and testing the product

Stage 6: Testing, analyzing, and improving the innovative product. Testing the model, analyze the results, and ask ‘Does the model or solution solve the problem?’. Next, making needed changes to the model or solution to better solve the problem. If changes are made, test the model or solution again.

Stage 7: Communicating the idea and final product. Sharing the result and explaining how the model or solution solved the problem.

Fig. 7. Presenting the innovative product and ideas of developing in front of the class

Fig. 8. Labor-saving innovations from each group

Stage 8: Crystalizing the finding from STEM activities related with the concepts included Science, Technology, Mathematics, Islamic, and so on related Labor-saving innovations and link to formular of W = F.s and P = W/t.

Fig. 9. Crystallizing and reflecting related concepts: Science, Technology, Mathematics, and Islamic principle.

During each STEM activities, the STEM-PLC team engaged in the classroom as observers and after the activities have done they conducted the meeting to reflect their observations (Fig. 2).

IV. RESEARCH OBJECTIVE The purpose of this paper is to study the impact of

developing STEM activity through professional learning community or STEM-PLC regarding COVID-19 pandemic issue on work and energy concept on: (1) Teachers’ STEM teaching competency, and (2) Secondary school student’s STEM competency

V. METHODOLOGY

A. Participants Finding the impact of STEM-PLC on STEM competency,

there were 2 different participants at secondary school level; (1) 7 teachers from STEM-PLC team which have teaching experience more than 5 years and (2) 45 secondary school (Grade 8) students, age range were from 13 to 14 years old, from a classroom. All participants are from the same school; an Islamic private school in Narathiwat Province, southern Thailand.


B. Research Instruments There are 2 types of the research instrument:

1. STEM teaching competency tools comprised of (1) 5 items of open-ended test in STEM knowledge, (2) 10 items of classroom observation scale collected by 3 experts, and (3) 10 items of attitude toward STEM teaching scale which is 5 rating Likert scale collected by self-assessment which responders specify their level of agreement to a statement typically in five points: (1) Strongly disagree; (2) Disagree; (3) Neither agree nor disagree; (4) Agree; (5) Strongly agree.

2. STEM competency tools comprise of (1) 5 items of open-ended test regarding work and energy concept, (2) 15 items of STEM skills scale regarding skills following 8 procedures of STEM activities and 4Cs of 21st century learning skills collected by 3 STEM-PLC teachers, and (3) 15 items of attitude toward STEM scale which is 5 rating Likert scale collected by self-assessment.

All tools were acceptable in term of validity (IC = 0.6-1.0) and reliability (Cronbach’s Alpha Coefficient = 0.65-0.8) which considered by 5 experts in science education, physics teaching, science curriculum, and educational measurement and evaluation.

VI. RESULT AND DISCUSSION STEM-PLC in this study was developed as approach to

promote teachers in STEM teaching competency and encourage secondary students to meet expected STEM competency in science, technology, and mathematics classroom that enable accomplish by 1 semester. The STEM-PLC was emerged since July 2020 to February 2021, thus, the teachers were cultivated the culture of professional learning community for 7 months. The impact of developing STEM activity regarding Work and Energy concept through STEM-PLC were found as follow:

A. Teachers’ STEM Teaching Competency The teachers’ STEM teaching competency comprised of (1)

STEM Knowledge regarding definition, background and theories related STEM, procedure of STEM activity, (2) STEM teaching skill including preparing lesson plan, implementing in STEM class, and learning outcome evaluating, and (3) attitude toward STEM teaching including perception, and self-efficacy in STEM teaching. The results of STEM teaching competency as TABLE I.

TABLE I: THE RESULT OF STEM TEACHING COMPETENCY

Item

STEM Teaching Competency

(N=10) Average S.D.

STEM Knowledge 1.1 The definitions of STEM 3.80 0.92 1.2 Background and theories related STEM 3.30 0.95 1.3 Procedures of STEM–based learning 4.20 0.92 1.4 Technology in STEM-based learning 4.10 0.88 1.5 Authentic assessment on STEM output 4.50 0.53 STEM teaching skills 2.1 Preparing STEM lesson plans 4.40 0.70

Item

STEM Teaching Competency

(N=10) Average S.D.

2.2 Captivating student through engaging STEM practices 4.30 0.67

2.3 Encouraging student to participate in the class 4.80 0.42 2.4 Providing students opportunities to explore, ask question, explain, making innovation and so on fostering their STEM experiences.

4.50 0.53

2.5 Encouraging students on 21st century skills 4.60 0.52 2.6 Integrating technology in STEM classroom 4.30 0.67 2.7 Crystalizing technique to conclude the related concept 3.30 0.67

Attitude toward STEM teaching (adapted from [9], [14]) 3.1 Attitude toward interdisciplinary teaching 4.60 0.52 3.2 Perception toward STEM teaching (Value of STEM) 4.70 0.48

3.3 Attitude toward student’s outcome 4.60 0.52 3.4 Teacher’s self-efficacy in STEM teaching 3.30 0.48

To classify teaching competency level, there are 3 levels that adapted from [15] and [16] comprised of lower standard (lower 3.00), standard (3.01 – 4.00), beyond standard (4.01 – 5.00).

TABLE II: THE NUMBERS OF STEM-PLC TEACHER IN EACH STEM TEACHING COMPETENCY LEVEL

STEM Competence

Level

The average score of knowledge, teaching skills, and attitude toward STEM teaching is...

Number of teachers (N = 10)

Level 1: Lower Standard

less than 3.00 0

Level 2: Standard

between 3.01 – 4.00 4

Level 3: Beyond Standard

between 4.01 – 5.00 3

To identify STEM teaching competency levels of STEM-PLC team, the overall score of knowledge, skills, and attitude regarding STEM teaching competency were considered. From the TABLE II, the study found that 4 teachers achieved STEM teaching competency at standard level while 3 teachers were at beyond standard which this level tend to become leader of next generation STEM-PLC in the school. The result verified that the process of developing STEM activities through PLC help secondary school teachers met high performance in STEM teaching. Testing the definitions of STEM, background and theories related STEM, and procedures of STEM–based learning were investigated understanding of the STEM knowledge and most of them were partial understanding toward background and theories related STEM.

To inquire STEM teaching skills, classroom observations were used. STEM teaching skill considering preparing stage, learning stage, and evaluation stage. The finding revealed that all STEM-PLC teachers implemented the process of proposing real situation through video, then they explored students’ previous knowledge related the concept by asking the questions. For the second stage, they gave student opportunities to understand the situation by searching information, asking the question, and discussing between team members until they can identify the problem from the situation. All STEM-PLC teachers implemented the STEM activity follow the STEM learning procedure as shown in Fig. 2. STEM-PLC teachers’ competence were improved every period such confidence in teaching,


positive and engaging learning experience, and techniques in face to face, that is importance to improve students' attitudes towards the learning experience [17].

Through STEM-PLC process, attitude toward STEM teaching regarding the teachers' feelings and attitudes towards STEM teaching which is a continuation of learning and experience were enhanced obviously. The feeling is the driving force to support the teaching behavior and performance of teachers [14]. The results of high teachers’ competence proved positive impact to students’ STEM competence, consequently, teachers were highly appreciated toward STEM teaching.

B. Secondary students’ STEM competency The students’ STEM competency were classified to 4 STEM

competency levels as the following (TABLE III)

TABLE III: THE NUMBER (PERCENTAGE) OF STUDENTS AT EACH STEM COMPETENCY LEVEL

(ADAPTED FROM [18]) STEM

Competence Level

The overall score from concept test, skill scale, and attitude scale is…

Number of students (N = 45)

(Percentage) Level 1: Undeveloped

between 0% – 25% 0 (0%)

Level 2: Basic

between 26% – 50% 5 (11.1%)

Level 3: Developing

between 51% – 75% 29 (64.4%)

Level 4: Exemplary

between 76% – 100% 11 (24.5%)

From the TABLE III, most of students were identified on STEM competency at Developing level, Exemplary level, and Basic level, respectively. The STEM activity based on Pandemic of Covid-19 situations encouraged secondary school students met expected learning outcome. Most students associated concepts, principles overlap and interrelate to calculate the experiments related work and energy concepts effectively. They drew and combined knowledge from S-T-E-M and various concepts especially Islamic and society in their context into a coherent and scientific view of the world. They used the key concepts of Islamic funeral arrangements to inquire the issues and ideas of personal, local, and global significance. Moreover, implementing STEM activity in the class, students had opportunities to apply STEM procedure to solve problems and design innovative product sequentially based on design process skill, scientific inquiry, technological skills, mathematics thinking skills, and the 4Cs of 21st century skills.

Attitude toward STEM is a factor driven students’ curiosity on STEM based learning. They reflected upon the interests and well-being that this learning situation “Islamic funeral arrangements” is important problem in their current daily life and their community. Innovative solutions by integrating S-T-E-M are very important in their life. They self-directed initiation for exploration and searching of information and materials and would like to have a profession in the fields of S-T-E-M, so that they can improve personal quality life and can be more beneficial to people.

VII. CONCLUSION STEM-PLC is an approach to improve teacher in STEM

teaching competency and also students’ STEM competency through Pandemic of COVID-19 situation activity. Fortunately, all STEM-PLC teachers achieved standard and beyond standard of STEM teaching competency. However, when considered item by item, we found that the teachers still less understanding knowledge of background and theories supported STEM, lack of concluding related concepts during implementing and still less of self-efficacy in STEM teaching. Likewise, most of students were classified at developing level which have overall score 51% – 75%. In conclusion, the STEM-PLC can help secondary school teachers and students achieve competency in STEM, which are important for preparing lifelong learning of youths in this century world.

ACKNOWLEDGEMENT I would like to express the sincere thanks for giving me the

opportunity to develop the STEM Education under Erasmus+ capacity building project EASTEM project meeting.

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[9] F. Kathleen and B. Ted, “STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching.” Washington, D.C.: NCTAF, 2011.

[10] S. Blackley and J. Howell, “A STEM Narrative: 15 Years in the Making,” Aust. J. Teach. Educ, vol. 40, no. 7, July 2015. doi: 10.14221/ajte.2015v40n7.8

[11] OBEC, “Basic Education Core Curriculum B.E. (A.D. 2008) (Revised edition in 2017). Accessed: Aug. 1, 2020. [Online]. Available: http://academic.obec.go.th/ newsdetail.php?id=75.

[12] S. Aree, and S. Altafur Rahman. “Integrated Islamic Education in Southern Thailand and Northern Malaysia: Reforms and Challenges,” J. Human Rights Peace Stud., vol. 2, no. 2, pp. 75-106, Dec. 2016.

[13] C. Churngchow, N. Rorbkorb, and M. Waedramae, “A Model for the Development of the Teaching Efficiency of Religious Teachers in Islamic Private Schools in the Three Southernmost Provinces of Thailand,” J. Soc. Sci. Res., vol. 8, no. 2, pp. 1573-1585, July 2015.

[14] K. Sriklaub and N. Jaengaksorn, “Development of STEM Teaching Competency Inventory of Student Teachers: Cut Score Determination


Using Latent Class Analysis”, J. Res. Methodol, vol. 32, no. 2, pp. 133-158, May-Aug. 2019.

[15] Ministry of Education, “Manual of Competency Assessment.” Thailand : Office of the Basic Education, 2017.

[16] M. Kaur and A. Talwar, “Teaching competency of secondary school teachers in relation to emotional intelligence”, Int. J. Learn. Teach. Educ. Res., vol. 3, no. 1, pp. 83-90, Mar. 2014.

[17] Hains-Wesson, R. “The impact of performance skills on students' attitudes towards the learning experience in higher education”, Issues Educ. Res, vol. 21, no. 1, pp. 22-41, Mar. 2011.

[18] Global STEM Alliance, “STEM Educational Framework.” New York: N.Y. Acad, 2016. Accessed: Aug 2, 2020. [Online]. Available: https://www.nyas.org/media/ 13051/gsa_stem_education_framework_ dec2016.pdf


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

STEM-PBL Activity for Higher Education to Enhance the STEM Competency

Jareerat Ruamcharoen

Faculty of Science and Technology Prince of Songkla University

Pattani, Thailand [email protected]

HamidahMusor Faculty of Education,


[email protected]

KiedparinyaLoonjang Faculty of Science and Technology


[email protected]

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 and21st century skill.

Keywords—-STEM education, Problem based learning, STEM-PBL activity, 21st century skill, STEM competency

I. INTRODUCTION The Thai Qualifications Framework (TQF) for higher

education revised in 2019 was established to assist with the implementation of education guidelines set out in the National Education Act of 1999, ensure consistency in both standards and award titles. The framework helps provide appropriate points of comparison in academic standards for all high education institutions (HEIs) in their planning and internal quality assurance process, for evaluators in external reviews, and for employers in understanding the skills and capabilities of the graduates they may employ. Therefore, higher education is going through a paradigm shift, moving away from traditional lecture-bound learning to student-centric education. The institutions of higher learning have realized the importance of problem/project-based learning. This form of learning activities focuses on the joint acquisition of new knowledge by student, and facilitated by instructor. At the same time, the reform of learning at the classroom level is essential to develop teaching and learning to empower students with 21st century skills such as advanced thinking skills learning and innovation skills, life and work skills, information and communication skills coupled with “content” in the main subject to create students with desirable “characters”. Therefore, the development of integrated teaching and learning quality in HEI is important, especially science (S), technology (T), engineering (E) and mathematics (M) learning should integrate as a STEM education. The STEM approaches also offer numerous life and work-related opportunities for students with disabilities [1]. The experience of tackling ‘real world’ problems as illustrative examples help the student more understand main context and theory. Problem-based learning (PBL) is one of the techniques in creative teaching and learning which is at the heart of any graduate school. It encourages learners to create their own knowledge, which is essential for education

in the 21st century and support the concept of student centered learning. Many teachers are interested in this method of teaching as it can be used for all subjects at different levels of education, especially higher education. The idea behind STEM was to create a subject that would give the students an integrated course, focusing on skills that are required in today’s job market. Problem-based learning as a systematic teaching method helps students successfully acquire knowledge and skills by exploring complex subjects and carefully planned tasks in great depth [2]. It is a teaching and learning model that attracts students to learn via project activity. Project includes research activities to make students concentrate on such complicated tasks as design, problem solution and decision making.

It is very important to provide quality bachelor's education in accordance with the framework of professional qualifications. Therefore, it is imperative for teachers to develop guidelines for learning management. The researcher was interested in applying the problem-based STEM concept to drive learning in the first semester of the 2020 academic year. Polymers course is one of the content of the Bachelor of Science (Chemistry) program. It can be integrated with other subjects. In addition, polymer lessons are accessible to real-world situations through STEM education with problem based learning. The researcher believes that the STEM activities can improve the STEM competencies and 21st century skills of undergraduate students.

II. METHODOLOGY AND PROGRAM DESIGN

A. Population and samples The population was senior students of Bachelor of

Science (Education and Chemistry-Biology) in Faculty of Science and Technology, Prince of Songkla University, Pattani, Thailand and sampling group. The samples were 21 students studying in the fourth year student in Bachelor of Science (Education) at Faculty of Science and Technology chosen by using a purposive sampling approach.

B. Development of STEM education via problem based learning The main characteristics of STEM education include: (1)

providing opportunities for learners to integrate their knowledge and skills of subjects involved in STEM education during learning (2) challenging students to solve problems or the situation from real situation (3) creating activities to stimulate active learning of learners for solving problem (4) developing 21st century skill through activities or situations assigned by the teacher and (5)relating the situations or problems used in the activity with the student’s daily life or future occupation.


STEM Learning Management combines engineering design processes with learning in sciences, mathematics, and technology. Therefore, students are required to participate in activities to develop knowledge, understanding and practice skills in science, mathematics and technology. Students have the opportunity to apply their knowledge to design or problem-solving processes using engineering design processes.

The developed “STEM-PBL activities” was designed with six processes as follows: (1) problem identification, (2) gather information and concepts related to the problem, (3) planning and designing to solve problem (4) development and implementation (5) testing, evaluation and design improvement and (6) presenting a solution or result of an innovation. The STEM-PBL activity was implemented for 12 hours.

Stage 1: Problem identification Identification of real problem/situation can occur in

daily life with the setting of conditions and restrictions. Students review general knowledge of polymers, classification, polymer structure and properties. Students identify problems with the use of plastics in Thailand and how to solve the plastic waste problems. Thailand, high plastic consumption coupled with poor waste management and low levels of recycling are the main contributors to marine plastic pollution. Students need to discuss and analyze together to find a solution to the problem of plastic waste as shown in Fig. 1.

Fig. 1. Problem identification from the plastic wastes.

Stage 2: Gather information and concepts related to the problem At this stage, the students work together to make a plan by brainstorm, discuss the group's conceptual framework. Students need to create the concepts and connotations related to problem connecting with S-T-E-M activities as shown in Table 1.

TABLE I. CONCEPTS AND CONNOTATIONS OF S-T-E-M ACTIVITIES

Sciences Technology Engineering Mathematics -The principle of polymers -The types of polymers -The chemical structures and properties of polymers

-Selection of polymer materials -Use of tools -Method of processing -Testing and adjustment

-Problem solution -Creative thinking -Design of modeling -Structural design and drawing

-Estimation of size -Calculation of force -Geometry and sharp

Stage 3: Planning and designing to solve problems

The students used a group process to jointly design and plan guidelines for the application of waste plastics.

Fig. 2. Group discussion for planning and designing to solve problems.

Stage 4: Development and implementation

This step is to take action to solve the problem. They always face with unexpected problems. Students will learn in problem solving, creativity, collaboration skills under limited resources.

Fig. 3. Some examples for planning and designing to solve the plastic waste problems.

Fig. 4. Some examples of work pieces from the plastic waste problem solving.

Stage 5: Testing, evaluation and design improvement

This step involves testing and evaluating the prototype to solve the problem. The results may be developed or improved to be more effective in solving problems.

Fig. 5. Work pieces testing and evaluation.


Stage 6: Presentation Presentation of problem solving or innovations

obtained from problem solving process leads to the development of academic communication skills. The process leads to the review process that intensely occurs.

Fig. 6. Presentation of mini project based learning linked with STEM activities.

According to this six-process, the students’ learning evaluating forms were designed for each process to help the students complete study under the STEM-PBL activities.

III. RESEARCH TOOL ASSESSMENTS

After the completion of STEM PBL activities, the student have done the self-assessment for evaluate S-T-E-M knowledge and skill couple with STEM competency and 21st century skill as follows:

(1) Scientific knowledge and skill The application of knowledge and skills/scientific

processes through scientific inquiry refers to the student's behavior and expressions demonstrating knowledge, skills, and ability to search for scientific information through the inquiry process [3].

(2) Technology and technology literacy skill Technological literacy refers to student behavior that

shows knowledge, skills, and the ability to choose technology. The students can use technology to help them in solving problems: process, equipment, tools, machines, materials etc. In addition, information sources can be selected with judgment and appropriateness to solve problem or develop things [4,5].

(3) Engineering design process skill Engineering design process skill is behavioral

expressions of students demonstrating knowledge and ability to understand and analyze situations or problems. Students are able to plan and design to systematically solve problems. They can create innovation under limitations or various conditions such as resource, tools, time, finance support etc [3].

(4) Mathematical thinking and reasoning skill Students exhibit behaviors that demonstrate their

knowledge, skills, and ability to think rationally and structured.

(5) STEM competency STEM Competency in the integration of knowledge of

science, technology, engineering and mathematics refers to student behaviors which can express and demonstrate knowledge, skills, ability to understand and apply concepts, processes, attitudes, ways of thinking and nature of science, technology, engineering and mathematics to innovate[6,7].

(6) 21st century learning skill

21st century learning skill emphasizes the ability to use cognitive and innovative skills for creativity and innovation, critical thinking to solve problems, communicate and collaborate with others [8,9].

IV. RESULTS AND DISCUSSION Upon completion of the STEM-PBL activities, students

are required to perform a self-assessment based on the six dimensions of assessment. The purpose of this study was to answer the following: How does instruction designed to expand both in-depth content knowledge in science, technology, mathematics engineering, and integrated STEM education while working on a recycling plastics project? Firstly, it is imperative to assess knowledge and understanding of science, especially polymer materials, to apply their scientific skill to solve the plastic waste problem as shown in Table 2.

TABLE II. SCIENTIFIC KNOWLEDGE AND SKILL SCORE

Scientific knowledge and skill Average S.D. Systematically implementing the process of acquiring scientific knowledge 4.20 0.62

Contributions to relevant scientific questions 4.20 0.62 The emphasis on the scientific evidence 4.30 0.57 Creating a scientific explanation of the information exists 4.30 0.57

Connecting the description of their scientific knowledge with other subjects 4.15 0.67

Average score 4.23 0.067

The score of learners' knowledge and scientific process skills was found to be in the range of 4.15-4.30. This demonstrated that scientific knowledge and skills are sufficient to enhance comprehension and explanation for applying scientific knowledge to problem solving.

TABLE III. TECHNOLOGY AND TECHNOLOGY LITERACY SKILL SCORE

Technology and technology literacy skill Average S.D. Selection of technology (media, material, or method) with suitable properties 4.15 0.67

Selection of information sources critically and reliability 4.20 0.77

The ability to assess and manage technology appropriately 4.10 0.79

The ability to choose technology to solve problems or improve things to meet their needs more effectively

4.10 0.72

Average score 4.14 0.048 For technology literacy as shown in Table 3, it was found

that the average score of each skill was more than 4. This indicated that students have a good level score for method selection and use of tools to solve problems. In addition, information resources can be selected and used to manage and evaluate technology appropriately in order to solve problems, improve or develop things effectively.

From the evaluation results of engineering design concept, it represents that skill, ability to understand and analyze the problem (Table 4). The engineering design process to create new innovations under constraints or conditions has the lowest average score of 3.80, while the application of knowledge, skills and expertise in socio-economic and sciences has the highest average of 4.35. This suggests that students can apply their knowledge to solve problems associated with the real situation.


TABLE IV. DESIGN AND PROBLEM SOLVING CAPABILITY USING ENGINEERING PROCESS SKILL SCORE

Design and problem solving capability using engineering process skill Average S.D.

An accurate and rational reflection on the situation or problem 4.15 0.77

Comprehensive analysis of the problem 4.10 0.55 Designing, planning, and applying knowledge to create new innovations under constraint or condition

3.80 0.70

The application of knowledge, skills and expertise in socio-economic sciences to design engineering

4.35 0.59

Creating innovation through a systematic engineering design process 4.00 0.70

Average score 4.08 0.20 Mathematical and statistical issues related to quantities

and various formulas to assist in thinking and decision making in solving problems in the range of 3.85 to 4.05 as presented in Table 5.This indicated that students are able to apply their knowledge and mathematical thinking processes to create the design of processes and work [10].

TABLE V. MATHEMATICAL THINKING AND REASONING SKILL SCORE

Mathematical thinking and reasoning skill score Average S.D.

Use appropriate mathematical and statistical quantities 3.90 0.59

Choosing the right formula or mathematical knowledge 3.85 0.69

The ability to think rationally, systematically, with a plan, and be able to analyze problems carefully

4.05 0.69

Using mathematical thinking processes such as comparison, classification, geometry, etc., to simulate and apply in problem solving

4.00 0.73


The STEM competency score presented in Table 6represents that the challenge of integrating all four disciplines (STEM) with other disciplines achieved the highest score (4.20), while ability to understand about STEM concept for integrated all 4 disciplines, creativity, innovation have the lowest score (3.85).

TABLE VI. STEM COMPETENCY SCORE

STEM Competencies Average S.D. The integrity of the use of knowledge : Science/ Technology/Engineering and Mathematics (STEM)

3.95 0.69

The ability to understand and apply concepts, processes, attitudes, ways of thinking STEM for innovation

3.85 0.67

Ability to clearly integrate all 4 disciplines 3.85 0.67 The challenge of integrating all four disciplines (STEM) with other disciplines 4.20 0.70

Average score 3.97 0.20 This result showed that students should be motivated to

solve integrated, interdisciplinary sets of complex problems collaboratively using critical thinking and knowledge of STEM disciplines.

The 21st century learning skill of student was enhanced by using STEM-PBL activities as shown in Table 7. Undergraduate students use science, technology, engineering and mathematics (STEM) to visually represent concepts, discuss relationships between and among variables in day-to-day real-life situations. This provides imagination or various

solution problem developments in their own lives. The STEM-PBL activities also support the understanding of student through advice from teachers and an opportunity to practice communication skills in face-to-face as well as real-world online environments [1].

TABLE VII. 21ST CENTURY LEARNING SKILL SCORE

21st century learning skill Average S.D. Creation of work pieces or solutions that are diverse and appropriate to the situation 3.90 0.79

Critical thinking in using reasoning to make decisions about creating a piece or finding a solution

4.15 0.49

Teamwork skills to create items or find effective solutions 4.20 0.62

Communicating to present work pieces or solutions effectively 4.30 0.57


V. CONCLUSION Teaching and learning approach, especially STEM

education, help learner to develop and create the new things with awareness and social responsibility. Students also must recognize important competencies for their future careers. Based on the self-assessment of 21 students, they have learned in Polymer Science course under the STEM -PBL activity. Scientific knowledge and skill were found the highest scores (4.23), while mathematics thinking skills and stem competency had similar average scores. However, the self-assessment of students presented at a good score level. Thus, the STEM -PBL activity concept can help students achieve STEM competence, and skills in the 21st century, which are the urgent needs of enterprises at present.

ACKNOWLEDGEMENTS: I would like to express the sincere thanks for giving me

the opportunity to develop the STEM Education under Erasmus+ capacity building project EASTEM project meeting.

REFERENCES [1] J. D. Basham and M. T. Marino, “Understanding STEM

education and supporting students through universal design for learning,”Teach. Except. Child., vol. 45, no. 4, pp. 8–15, Mar.-Apr. 2013.

[2] J. R. Mergendoller, T. Markham, J. Ravitz, and J. Larmer, “Pervasive management of project based learning: Teachers as guides and facilitators,” in Handbook of Classroom Management: Research, Practice, and Contemporary Issues, C. M. Evertson and C. S. Weinstein, Eds., Mahwah, NJ: Lawrence Erlbaum Associates, 2006.

[3] T. R. Kelley and J.G. Knowles, “A conceptual framework for integrated STEM education,” Int. J. STEM Educ., vol 3, no. 11, pp. 1-11, July 2016, DOI 10.1186/s40594-016-0046-z.

[4] M. D. Burghardt and M. Hacker, “Informed design: a contemporary approach to design pedagogy as the core process intechnology,” The Technol. Teach., vol. 64, pp. 6-8, 2004.

[5] D. R. Herschbach, “The STEM initiative: constraints and challenges,” J. STEM Teach. Educ, vol. 48, no. 1, pp. 96-121, 2011

[6] J. Vasquez, C. Sneider and M. Comer,“STEM lesson essentials, grades 3-8: integrating science, technology, engineering, and mathematics,” Portsmouth, NH: Heinemann, 2013 .

[7] T. Moore, M. Stohlmann, H. Wang, K. Tank, A. Glancy and G. Roehrig, Implementation and integration of engineering in K-12 STEM education. In Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices, S. Purzer, J. Strobel and M. Cardella, Eds., West Lafayette, Purdue University Press, 2014, pp. 35-60.


[8] Partnership for 21st Century Learning, “21st Century students outcomes,” Retrieved August 3, 2021, [Online] Available: http://www.p21.org/storage/documents/P21_framework_0515.pdf

[9] J. A. Vasquez, “STEM: beyond the acronym,” Educ. Leadership, vol 72, no.4, pp. 10-15., Dec.201-Jan. 2015.

[10] D. Williams, “The what, why, and how of contextual teaching in a mathematics classroom,” Math. Teach., vol.100, no. 8, pp. 572-575, Apr. 2007.


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Knowledge Management Model on Islamic Integrated STEM Learning Management

(Case Study: Darussalam School, Ra-ngae District, Narathiwat Province)

Nur-ehsan Boto Faculty of Education


[email protected]

Ophat Kaosaiyaporn Faculty of Education and Research Center

of Educational Innovations and Teaching and Learning Excellence


[email protected]

Nathavit Portjanatanti Faculty of Education

Prince of SongklaUniversity Pattani, Thailand

[email protected]

Narongsak Rorbkorb Faculty of Education


[email protected]

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.

Keywords—Knowledge management model, Islamic integrated STEM Education, STEM master teachers

I. INTRODUCTION STEM education is a today well-known model

approach to learning management because it is a Government policy to drive the country, especially in

education. The policy aims to build the workforce in STEM education and pay attention to the development of the country through innovation. The Institute for the Promotion of Teaching Science and Technology (IPST) in which plays a major role in promoting and elevating Science, Mathematics, and Technology Education has established a STEM education network in Thailand to drive and promote learning management according to the STEM education guidelines. The STEM education network is established in schools across the country. Besides, 13 STEM education centres are founded over the country; the lower southern STEM education centre is located at Hatyai Wittalai School. The centre is responsible for 6 schools in the STEM network and affiliated STEM schools in all 9 provinces: Trang, Krabi, Phang Nga, Phuket, Satun, and Songkhla, as well as the three southern border provinces of Pattani, Yala, and Narathiwat. All of which have 52 STEM schools in total. Among these, there are 30 Islamic private schools [2].

Islamic private schools are a group of schools that parents in the area of southern border provinces are keen to send their children to take part as they provide teaching and learning of common subjects coupled with religious subjects. Due to the mentioned fact, parents expect that the schools can enable students to be critical, practical and resolvable according to the Islamic Principles [5]. Therefore, the model of STEM education applied to promote the quality of education in southern border provinces of Thailand is supposed to be mixed with knowledge of Islam, especially in Islamic private schools. So, this can help students integrate both common and religious subjects and apply them in their lives. And, this meets significant characteristics of the learning management of STEM education that require learning to be connected to learners, necessary contexts for learners and to make meaningful learning [6].

According to the research, ‘The knowledge management model to promote learning management of Islamic integrated STEM Education for STEM master teachers of private Islamic schools in the southernmost provinces of Thailand’ of [1], summarised the definition of the Islamic Integrated STEM Education (STEMI) that it is a learning activity in which integrates with knowledge of


Science, Technology, Mathematics along with Engineering Design Process applied to solve given situations based on the Islamic Principle. Moreover this is to encourage students to integrate various knowledge in order to create innovations to effectively solve problems that occur in daily life. There are 3 important components of the Knowledge Management Model to promote the Islamic integrated STEM Learning Management. 1) Input—Technology, Knowledge Management Process and supports from relevant agencies. 2) Process—Guidelines that lead the STEM Master Teachers of private Islamic schools to be able to apply the five-step processes of Knowledge Management to design the effective Islamic integrated STEM Learning Management as follows: 2.1) Knowledge Acquisition: Search for topics/problems related to Muslim practices in the area. 2.2) Knowledge Creation: Design of the Islamic integrated STEM Learning Activity. 2.3) Knowledge Exchange: Determining learning exchange schedules for the STEM Master Teachers. 2.4) Knowledge Storage: Establishing a database on the Islamic integrated STEM Learning Management. 2.5) Knowledge Application: Implementing the Islamic integrated STEM Learning Management Plan. 3) Output—the Islamic integrated STEM Learning Management Plan and Activity, divided into 3 steps as follow: 3.1) Learning Analysis: It is to analyze learners and their learning environment to determine the learning objective by analyzing the core curriculum separated by subjects of each grade level. Also, analyze the related content separately into subjects such as Science, Mathematics along with the relevant Islamic content to define the learning objective which was divided into K P A appropriately. 3.2) Learning Design: The design of the Islamic integrated STEM Learning Management Activity by exploring topics/problems related to the student's surroundings and Muslim practices in the area. Then, applied STEM Education to solve problems by using the Engineering Design Process; use a variety of measurements and assessments. Also, observed at every stage of the operation from planning, experimentation, conclusion, and presentation, not only as a measure of knowledge, memory, or testing. 3.3) Learning Assessment: Assessment was made up of two parts—the workpiece and the work process part with the weight of the score is approximately 70%, which is determined by the work process and the efficiency of the workpiece using rubric assessment criteria. And, the cognition part with the weight of the score is approximately 30%, based on the test or presentation.

Therefore, the researchers are interested in studying the result of applying the Knowledge Management Model of the STEM Master Teachers to develop and design the Islamic integrated STEM Learning Management plan, the study case: Darussalam School, Ra-ngae District, Narathiwat Province - one of Affiliated STEM Network Schools. Plus, it is to assess the result of applying the approach according to the Knowledge Management Model to develop the STEM Master Teachers to be able to design and plan the effective Islamic integrated STEM Learning Management.

II. RESEARCH OBJECTIVE This research aims to study the result of applying

the approach of the Knowledge Management Model of STEM Master Teachers to develop and design the Islamic integrated STEM Learning Management

III. CONCEPTUAL FRAMEWORK

IV. RESEARCH SCOPE

A. Research process Process Operation Process Result

1.Before applying the Model

1.1) The researchers explained and made understanding about the conceptual framework of the Knowledge Management Model to the target Master Teachers and used it as a guideline in order to develop the Knowledge Management Action Plan. 1.2) The STEM Master Teachers jointly developed the Knowledge Management Action Plan based on the 5-Step Knowledge Management Process Framework. 1.3) The experts assessed the Knowledge Management Action Plan based on the concept of the Knowledge Management Action Plan Manual. [3]

The Knowledge Management Action Plan

2.During applying the Model

The STEM Master Teachers took steps based on the Knowledge Management Action Plan to jointly design the Islamic integrated STEM Learning Management Plan and Activity .

TheIslamic integrated STEM Learning Management Plan and Activity

3.After applying the Model

The experts assessed the Islamic integrated STEM Learning Management Plan in 3 aspects: Learning Analysis, Learning Design and Learning Assessment.

The results of the quality assessment of Islamic integrated STEM Learning Management Plan and Activity

B. Research target groups The target group used in developing the knowledge

management plan and designing the learning management of Islamic integrated STEM education is the group of master teachers from the Science and Technology Department, Mathematics Department and Islamic Studies Department, a total of 4 people. These are teachers who have been teaching


since the academic year of 2019 at Darussalam School, Ra-ngae District, Narathiwat Province.

On the other hand, the target group used in evaluating the quality of the learning management plan of Islamic integrated STEM education consists of 5 qualified persons. One is from the administrators of Islamic private schools affiliated STEM schools in the three southern border provinces. Also, instructors from higher education institutions or knowledgeable persons with expertise and academic works are taken as the target group. Each of them is an expert in the area of STEM Education Management, Teaching Islamic Studies, Educational Technology (Knowledge Management) and Educational Measurement and Evaluation.

C. Research tools The Assessment Form of the Knowledge Management

Action Plan and the Assessment Form of the Islamic integrated STEM Learning Management Plan.

D. Research data analysis The data were analyzed by using Arithmetic Mean and

Standard Deviation. And then, compares the values with the evaluation criteria.

V. RESULT 1) The results of the development of the knowledge

management plan to promote Islamic integrated STEM education. The details are shown in Table I.

TABLE I. DETAILS OF THE KNOWLEDGE MANAGEMENT PLAN TO PROMOTE ISLAMIC INTEGRATED STEM LEARNING

MANAGEMENT OF STEM MASTER TEACHERS OF DARUSSALAM SCHOOL

no. KM Processes Activities indicators/ goals

Dura- tion

1.

2.

Searched for knowledge (searched for problems/ questions about Muslim practices in the area) Built knowledge (Designed Islamic integrated STEM learning activities)

1. Appointed a committee of STEM master teachers at Darussalam School and informed the objective of the knowledge management plan to promote Islamic integrated STEM education. 2. Teachers jointly searched for problems/ questions of interests related to the context of the area regarding Islam. 1. Teachers, together, crystallized the knowledge gained from the pursuit of the problems/ questions. 2. Developed a series of activities

A command of appointing a committee of STEM master teachers of Darussalam School problems/ questions related to the context of the area A series of activities (which

Dec 2020

Dec

2020 - Jan

2021

3.

4.

5.

Exchanged of knowledge (conducted the learning exchange of STEM master teachers) . Created a knowledge storage (database preparation) Implemented the knowledge (applied the learning management plan in classrooms)

for the learning management of Islamic integrated STEM education through discussions with the team and experts. 3. Designed the Islamic integrated STEM learning management plan. 1. Conducted the meeting regarding the learning management of STEM education to promote STEM master teachers of Darussalam School 1. Created manuals, plans, and activities for learning management of Islamic integrated STEM education 2. Stored the database in Google Drive 3. Published the information on page/website 1. The teachers applied the knowledge management plan to develop the learning management plan of Islamic integrated STEM education 2 . The teachers tested the learning management plan of Islamic integrated STEM education in the classrooms

could summarize knowledge into science, technology, engineering processes, and Islamic, clearly) An Islamic integrated STEM learning management plan Schedules and minutes of meetings according to the knowledge management plan of STEM master teachers of Darussalam School Hard copies of plans and activities for learning management of STEM education Google Drive Page/website of Master Teachers of Islamic integrated STEM education The evaluation result of knowledge management of STEM master teachers The evaluation result of learning management of Islamic integrated STEM education

Dec 2020 - Mar 2021

Jan - Feb 2021

Feb - Mar 2021

2) The results of the design of the learning management plan of Islamic integrated STEM education of STEM master teachers of Darussalam School, Rangae District, Narathiwat Province. The key points can be summarized as shown in Table II.


TABLE II. KEY POINTS OF THE LEARNING MANAGEMENT PLAN OF ISLAMIC INTEGRATED STEM EDUCATION, THE

COVID19 LABOUR-SAVING MACHINE BUILT BASED ON THE ISLAMIC PRINCIPLES

Learning Analysis Learning Design

Learning Evaluation

Key Points Objectives Integrating STEM

Education and Islam

The learning management plan The Covid19 Labour-saving Machine Built Based on the Islamic Principles conformed with the indicators of the Work and Power Unit of secondary school year 2. The learning management activities are related to the current problematic situation, the COVID pandemic, causing more patients and deaths in the area. According to Islamic principles, when someone dies, the deceased must be buried as soon as possible. Thus, building the COVID laboursaving machine could help to move the bodies, reduce exposure, and use minimal human effort.

Knowledge: 1. explained the meaning of work, power, ratio, and proportion. 2. analyzed and explain the mechanism of the machine simply. 3. studied the information and description of the principles of burial in Islam. Skills and Processes: designed a plan and built a model of The Convid19 Labour-saving Machine Built Based on the Islamic Principles by integrating the relevant knowledge. Desirable Characteristics: self-discipline, avidity for learning, dedication, and commitment to work, and observance of principles of sufficiency economy

Science: work, power, and simple machine Technology: technological process, investigation, and selection of material properties to make a suitable labour-saving machine Engineering: designed the model and built the labour-saving burial machine. Mathematics: ratio and proportion Islamic Studies: the burial process based on Islamic principles.

6 steps according to the engineering design process: 1. indicated the problems/ questions from news and situations in the area. 2. collected information and concepts about solutions by applying all relevant knowledge. 3. designed a solution by drawing up the labour-saving machine. 4. planned and conducted the labour-saving machine. 5. tested and improved the labour-saving machine 6. presentation

1. Evaluated the workpiece and process by using rubric assessment criteria 2. Evaluated the cognition from quiz and presentation 3. Evaluated desirable characteristics from the behavioral observation form

philosophy in one's way of life

3) The quality of the knowledge management plan to

promote the learning management of the Islamic integrated STEM education of STEM Master Teachers of Darussalam School, Ra-ngae District, Narathiwat Province was overall considered at a very good level. When considering each item, it was found that the topic of the knowledge management plan had clearly stated the objectives. Besides, the determination of the activities was in line with the objectives. Also, the duration of proceeding activities was considered appropriate; the knowledge management plan appointed the appropriate target group for each activity. All of which, the mean was shown in Table III.

TABLE III. MEAN, STANDARD DEVIATION AND THE QUALITY LEVEL OF THE KNOWLEDGE MANAGEMENT PLAN TO PROMOTE THE LEARNING

MANAGEMENT OF THE ISLAMIC INTEGRATED STEM EDUCATION OF STEM MASTER TEACHERS OF DARUSSALAM SCHOOL.

no. Items of Evaluation

SD Level of Quality of KM plan

1. 2. 3. 4. 5. 6. 7. 8.

The knowledge management plan had complete essential elements and related to each other. The learning management had appointed the objectives. The determination of the activities is in line with the objectives The procedure of activities are carried in the appropriate steps The during of proceeding activities is appropriate The knowledge management plan has appointed the appropriate target group for each activity The knowledge management plan has clearly defined indicators which are workpieces, traces, and evidence that can be appropriately and assessed for each activity. STEM Master Teachers could apply the knowledge to develop the learning management plan of Islamic integrated STEM education

4.80 5.00 5.00 4.80 5.00 5.00 4.80 4.60

.447 .000 .000 .447 .000 .000 .447 .547

Very good Very good Very good Very good ‘ Very good Very good Very good Very good

Total 4.88 .177 Very good


4) The quality of the learning management plans of Islamic integrated STEM education of STEM master teachers of Darussalam School, Ra-ngae District, Narathiwat Province, The COVID Labour-Saving Machine Built Based on the Islamic Principles, was considered at a very good level. When considering each item, it represented that the learning assessment had the highest mean followed by learning analysis and learning design, respectively, as shown in Table IV.

TABLE IV. MEAN, STANDARD DEVIATION AND THE QUALITY LEVEL OF THE LEARNING MANAGEMENT PLAN OF ISLAMIC INTEGRATED STEM

EDUCATION OF MASTER TEACHERS OF DARUSSALAM SCHOOL, THE COVID19 LABOUR-SAVING MACHINE BUILT BASED ON THE ISLAMIC

PRINCIPLES, INCLUDING 1) LEARNING ANALYSIS, 2) LEARNING DESIGN AND

3) LEARNING EVALUATION

no. Evaluation

SD Level Quality of LM plan

1. 2. 3.

Learning analysis Learning design Learning evaluation

4.90 4.82 4.97

.137 .274 .075

Very good Very good Very good

Total 4.90 .143 Very good

VI. DISCUSSION The result of the quality of the Knowledge Management

Action Plan to promote Islamic integrated STEM Learning Management of the STEM Master Teachers of Darussalam School, Ra-ngae District, Narathiwat Province is overall at a very good level. When considering each item, it shows that the Knowledge Management Action Plan conducts the objective. Moreover, the determination of the activity is in line with the objective. The duration of the proceeding activity is appropriate. Also, the Knowledge Management Action Plan appoints the appropriate target group for each activity. Importantly, all of which come along with the highest mean. Therefore, this shows that the Knowledge Management Action Plan is relevant to the Knowledge Management Model which is to promote the Islamic integrated STEM Learning Management of STEM Master Teachers of Islamic private schools in southernmost provinces. As a result, the STEM Master teachers are able to apply the Knowledge Management Action Plan to develop the Islamic integrated STEM learning Management. On top of that, it covers all significant elements as specified in the Knowledge Management Action Plan Handbook [3] --a good Knowledge Management Action Plan must have concrete goals and measurable units, clearly defined activities, successful methods, timelines, indicators, objectives, tools/equipment, budgets as well as persons in charge.

The result of the quality of the Islamic integrated STEM Learning Management Plan and Activity of the Master Teachers of Darussalam School, Ra-ngea District, Narathiwat Province under the title of ‘The COVID Labour-Saving Machine Built Based on Islamic Principle’ is overall and individually at a very good level according to the Knowledge Management Model. In terms of Leaning Analysis, the Learning Management Plan has all important components and is relevant to each other. The setting of the

standard and the indicator in the plan are clear. Moreover, the determination of the learning objective is appropriately divided into knowledge, skills/processes, desirable characteristics, and learners' competencies. In addition, the learning objective is to enable students to integrate their knowledge in daily life appropriately and correctly in accordance with Islamic principles. In terms of Learning Design, it is to design activities to the curriculum reflecting a full study on the integration of Islam with the integration of Science, Mathematics, and Technology which are contextually appropriate to the content and the level of knowledge of students. Besides, the topics/problems for the Islamic integrated STEM Learning Management Activity come from what students are facing in daily life. Also, the use of materials, tools, media and learning resources in organizing the Learning Activity is diverse and suitable for the content. In terms of Learning Assessment, the measurement and assessment are appropriate for the Learning Activity focusing on actual conditions; it is assessed at every step of the process. Plus, there are a variety of methods and tools for measuring and evaluating. The measurement and assessment pay attention to the process and workpiece. There is also the use of rubric assessment criteria that meets the objective of the Islamic integrated STEM Learning Management in the 21st century with the contents and skills of the core subjects. Importantly, students emphasized learning from doing to create workpieces/projects based on the concept of Project-Based Learning Management. Therefore, the assessment must be based on the actual conditions and is an assessment that can develop the students and is in the line with the result of the STEM Activity, i.e., workpieces/projects or solutions [6] [4].

REFERENCES [1] N. Boto, O. Kaosaiyaporn, N. Portjanatanti and N. Rorbkorb, “The

knowledge management model to promote learning management of Islamic integrated STEM Education for STEM master teachers of private Islamic schools in the southernmost provinces of Thailand,” (in Thai), J. Educ. PSU. Univ., vol.33, no.3, Sep.-Dec. 2022, in press.

[2] National Center for STEM Education of Institute for the Promotion of Teaching Science and Technology, Guide to STEM Education Network,”(in Thai), STEM EDUCATION THAILAND. http://www.stemedthailand. org/wp-content/uploads/2014/08/STEM-Manual-mung-ruang-ka.pdf (accessed Aug. 30, 2014).

[3] Office of the Public Sector Development Commission and the National Productivity Institute, " Knowledge management from theory to practice,”(in Thai),. Bangkok, Thailand: Office of the Public Sector Development Commission and the National Productivity Institute, 2005.

[4] P. Siripathrachai, “STEM Education and 21st Century Skills Development,” (in Thai), Executive J., vol.33, no.2, pp. 49-56, Apr.-Jun. 2013.

[5] R. Waree, “Expectations of Parents in Educational Management of Private Islamic Schools in Krabi Province,”(in Thai), M.S. thesis, Dept. Educational Administration., Kasetsart University., Bangkok, Thailand, 2003.

[6] S. Chamrat, “The Definition of STEM and Key Features of STEM Education Learning Activity,” (in Thai), STOU Educ. J., vol.10, no.2, pp. 13-34, Jul.-Dec. 2017.


“Technology-Enhanced STEM Teaching and Learning”


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Lesson Learned on Development of Online Teaching Materials PSU MOOC: A Case of the

Subject Entrepreneurs and New Venture Creation

Jirayuth Chantanaphant Faculty of Liberal Arts and

Management Sciences Prince of Songkla University

Surat Thani, Thailand [email protected]

Chamnan Para Faculty of Humanities and

Social Sciences Mahasarakham University Mahasarakham, Thailand

[email protected]

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.

Keywords—Entrepreneur, Entrepreneurial Orientation, Lesson Learned, Online Learning, PSU MOOC

I. INTRODUCTION

The advent of information and communication technology (ICT) has provided more proficient educational possibilities. A massive open online course (MOOC) has evolved as one of the most promising platforms for distributing training and education to a greater global audience of learners [1][2][3]. Udacity, Coursera, EdX, Future Learn, among others, were the pioneers offering online learning platforms since 2011. Their moves have been making MOOCs a global phenomenon in higher education [1]. MOOCs are initially scalable to a large number of users

because they only require internet connectivity to be delivered. With a free subscription, anyone can enroll in a MOOC to access course resources under two conditions: internet connectivity, and an interest in the topic. MOOCs can thus gather a diverse group of learners to take part in the course regardless of their social educational, economic or cultural background [1][4]. MOOCs offer the learners numerous possibilities to engage and disseminate their expertise with friends via the digital platform. It connects a massive community of various stakeholders associated with education as seen in students, scientists, professors, scholars, teachers, etc. [2][3][5]. In 2019, it was predicted that there would be one hundred ten million learners participating in 13,500 MOOCs evolved in over 900 universities [2].

In Thailand, the popularity of MOOCs has clearly emerged during the first outbreak of the Corona Virus 2019. Most educational institutes had offered a myriad of courses through MOOCs e.g., Thai MOOC [6], Chula MOOC [7], and PSU MOOC [8]. PSU MOOC is a vast online open course platform offered by Prince of Songkla University (PSU), Thailand. PSU MOOC can be accessed via https://mooc.psu.ac.th. It consists of two types of courses depending on the learners: PSU MOOC refers to all courses targeting for the general public, whilst PSU My School targeting for high school students. PSU MOOC has been administered by the Education and Innovative Learning Academy (EILA). In 2019, EILA granted scholarships for the lecturers at Prince of Songkla University to develop some courses on PSU MOOC. Overall, there were only 47 courses available on PSU MOOC [8]. However, the second spread of this pandemic in 2021 has largely generated considerable attention to this online learning. Consequently, EILA has granted scholarships to encourage PSU staff to further develop a variety of unprecedented courses regarding life-long learning enhancement. There are additional 66 courses currently granted by EILA during May-August 2021.

After the second funding, the subject Entrepreneurs and New Venture Creation is one of 66 courses granted by EILA in developing a learning course on PSU MOOC. The development of this course could be lessons learned for the other lecturers intending to develop their online courses on MOOCs. Hence, this study aims to: use lessons from knowledge, skills, and experiences that teachers, who produce online teaching


materials of PSU-MOOC, received; and reflect on the participations of student volunteers and entrepreneurs in the production of online teaching materials of PSU-MOOC.

II. RESEARCH METHODOLOGY The case study method is used in this current study. In this

regard, this qualitative study method effectively provides for an insightful examination of a problem in its circumstantial context. In the current case study, it mainly aims to accumulate and portray the lessons learned during the development of the subject Entrepreneurs and New Venture Creation on PSU MOOC. Moreover, the initial goal of this study is to outline the three phases of the MOOC's development, as well as the problems and lessons learned in each phase: the phases are as follows: 1) planning, 2) development, and 3) execution. The findings are based on the lecturer's (the author of this paper) considerations, experiences, and perceptions both before and during the conception and delivery of the MOOC. These findings were recorded during the MOOC's design, preparation, and implementation, as well as after the MOOC was completed. The second objective of this study describes the reflections of the participants in the production of online teaching materials for the PSU-MOOC. The findings describe the lessons learned by the participants, including two student volunteers and two entrepreneurs. As a result, these descriptions provide profound insights into the factors that influenced the construction of a course on PSU MOOC, the decision-making process, and the lessons acquired from the lecture.

III. RESEARCH RESULTS

A. Lesson Learned from the Lecturer

1) The planning phase a) The rationale for the PSU MOOC: PSU MOOC is an

online learning tool that delivers learning objectives through a series of short videos, formal presentations, recommended readings, discussion forums, and automated assessments. Without charges or fees, interested people can enroll and access the course. These online courses are not confined to only faculty members or university students at PSU. This enhances education to be more accessible to a massive audience. About the subject Entrepreneurs and New Venture Creation, it is part of the undergrad course 926-261 Entrepreneurs and New Venture Creation which was planned to offer to public in the incoming academic year. Publishing the subject via PSU MOOC could gain valuable feedback to improve the knowledge transfer process.

b) The knowledge and skills needed to be trained: EILA provided necessary courses for the newbie including scholarship clarification, planning and preparing for online courses, tools used in the production of online teaching materials, and knowledge of copyright for media production.

c) The criteria for a course design on PSU MOOC: EILA established a set of criteria based on their experiences working with the first batch in 2019. These criteria are beneficial for the

lecturers using them as a guideline in the planning and development phases.

d) The appropriate teamwork: Teamwork could elevate capabilities in developing the online teaching materials. In this subject, the teamwork referred to an advisor, two assistants, and two young entrepreneurs. The advisor could fulfill the understanding of the course developers regarding technical terms and tactic knowledge. For the development of this subject, the advisor was Asst.Prof.Dr. Pratumtip Thongcharoen. She was granted by EILA to develop a course on PSU MOOC in 2019. Her subject is ranked among the top 15 subjects in PSU MOOC. In addition to the head, the assistants were recruited to enhance the team capability and capacity. Due to time constraints, it was difficult for a lecturer to produce all media within four months by himself. The skillful assistants could support some tasks, such as VDO production, presentation editing, graphic design, and animation design. Moreover, the young entrepreneurs were invited to give an interview as part of the learning materials. In this subject, two graduates had enrolled offline in the course 926-261 Entrepreneurs and New Venture Creation and they were students who were recruited based on their attitude, entrepreneurial mindset, and business success.

e) The curriculum aims: The scope of the course, target audiences, and course learning objectives should be identified. In this subject, the audiences were targeted to be high school students, undergrads, and general publics. The learning objectives are: to explain the definition of entrepreneurs; to explain vocabulary related to entrepreneurs; to explain the importance of entrepreneurs, and; to identify the entrepreneurial orientation.

2) The development phase a) Developing curriculum: The curriculum should be

logically structured and aligned with the learning objectives. In this subject, the curriculum was deployed into three chapters as follows: chapter 1 the definition and the importance of entrepreneurs consisting of three sections including definitions of entrepreneurs, the importance of entrepreneurs, and vocabulary about entrepreneurs; chapter 2 the entrepreneurial orientation consisting of five sections conforming to the theory including innovativeness, proactiveness, risk taking, autonomy, and competitive aggressiveness; and chapter 3 the case studies consisting of two interviews with young entrepreneurs

b) Mastering time management: The time constraint of around 4 months is the source of the majority of the challenges and obstacles encountered in the preparation of this course. Effective time management brought about fit scheduling, improved decision-making, and better organisation in developing online teaching materials on PSU MOOC.

c) Producing a smooth video-recording process: Script writing and storyboard helped the lecture and the assistants understand the content clearly before recording videos. Practicing is the key to smooth video recording. The lecturer could recognize the script and present the content more naturally. The review of the final videos was performed at least twice before uploading on the Internet to validate the contents.


In this subject, the author produced 11 videos; one for introduction, three videos for Chapter 1, five for Chapter 2, and two for Chapter 3.

d) Designing appropriate assessments: To verify that the course's learning objectives are congruent. This subject included 50 multi-choice automated quizzes with feedback for each response at the end of each chapter.

3) The execution phase: a) Communication strategy: The clear communication

and dissemination strategies, which included using short and straightforward messaging, were decided on by the EILA and the author prior to the launch of the course on PSU MOOC. The first launch will be communicated to the students who take the course 926-261 Entrepreneurs and New Venture Creation in the academic year 2021 as the pilot group. EILA has planned to promote all 66 courses on their Facebook consequently [9][10]. The author has contacted the student entrepreneur club to promote the course through their social media. In addition, the author planned to promote this course as part of the credit bank project that the learners’ participation in a set of selected courses, and they could gain a certificate from the university.

b) Monitoring and Evaluation Framework: To ensure continuous improvement in the course content and delivery. The evaluation of this course includes feedback from the learners and their accomplishments according to learning objectives. The feedback is designed to collect from those who register the subject 926-261 Entrepreneurs and New Venture Creation which are open for undergrads every semester. The accomplishment of learning objectives is planned to be monitored by the percentage of learners who could get the certificate.

B. Reflection from the Participants

1) The student volunteers Two assistants associated in the development of online

teaching materials for the subject Entrepreneurs and New Venture Creation on PSU MOOC, namely Mr. Anuchit Rungbannaphan, and Mr. Natthawut Phetthongdoung. Both of them are senior students in the Faculty of Liberal Arts and Management Sciences at Prince of Songkla University. Their reflection on lessons was learned by participating in the production of online teaching materials of PSU-MOOC are as follows:

a) Learning by doing: The students informed that they had learned new techniques for video recording and editing during the development phase. In addition, their work on vdo editing and graphic design enhanced their characteristics of creativity and innovation.

b) Learning by solving problems: Working in a real situation often faced immediate problems. Thus, they had learned how to properly encounter and solve the problems. After a couple of months, they could deal with some problems proactively and creatively.

c) Learning by absorbing from the lecturer: Working together with the lecturer, those assistants revealed that they

had absorbed some attributes from the lecturer, such as communication skills, time management, and autonomy.

d) Learning by seeing: During the interviews with the young entrepreneurs, the assistants had the chance to visit and learn from the entrepreneurs in the real business situations.

e) Self-esteem and self-respect: The assistants told that being members of the teamwork made them proud of themselves. They felt that the lecturer had put trust and confidence in them. These assistants had gained their self-respect through problem-solving and accomplishing their work in a timely manner.

2) The entrepreneurs There were two young entrepreneurs voluntarily

involved in the interviews as case studies. The first one was Mr. Patipak Chareonrat, the founder and manager of CCP Concrete Part., Ltd. Another is Mr. Patipon Chuaireungpan, the partner and manager of Shabu Full restaurant. Both of them graduated from the business development program, Prince of Songkla University. Their reflection on lessons learned from participating in the creation of PSU-MOOC online teaching resources was as follows:

a) Learning by sharing: The young entrepreneurs revealed that they were willing to share their knowledge and experiences (explicit and tacit knowledge) for other learners to gain a better understanding of the theories and concepts of entrepreneurs. In addition, the entrepreneurs themselves could have the opportunity to review their operations and performance. While providing information and knowledge, they could clearly understand the theories and practices of entrepreneurs and new venture creation.

b) The application of entrepreneurial orientation: The entrepreneurs explained that they had applied the knowledge gained from the subject 926-261 Entrepreneurs and New Venture Creation in the real situations. They could continuously introduce new products or services to their customers faster than the competitors. They could bear higher risks so order to expand their businesses to conquer substantial market shares.

IV. CONCLUSION The development of online teaching materials on PSU

MOOC provides a learning tool that delivers learning objectives that everyone can enroll and access the course regardless of their social, educational, economic or cultural background. The case study methodology allowed the authors to explore and present the holistic experiences and learnings of developing a course on PSU MOOC during the three phases. During the planning phase, knowledge, skills, and criteria for MOOC should be clearly identified. Providing advice is compulsory for the inexperienced lecturers in order to understand the criteria and learn some skills. Group work is mandatory as a means to master some skills to accomplish the process in time. Moreover, the plan for the course, especially the learning objectives of the course, should be formed. Throughout the development phase, the curriculum design, as well as the production plan, should be congruent with the predetermined learning objectives. Then, the proper assessment should be established to affirm that the learners


could achieve the learning objectives. All across the execution phase, the communication plan is to assure that the course could reach the target audience. The evaluation process is to gain feedback to improve the quality of the course.

The reflection from the participants pointed out that they have acquired entrepreneurial knowledge during the development of online teaching materials on PSU MOOC. The student volunteers gained knowledge and skills while they were working, solving problems, and visiting the entrepreneurs. Their work in developing the online course has made them respect and take a pride in themselves. The young entrepreneurs can apply the entrepreneurial orientation into their businesses. Their knowledge sharing reflected their better understanding the theories and practices.

The challenges for the development of a course on PSU MOOC are the understanding of the structure and criteria of PSU MOOC; the design of short videos that induces the learning content from traditional teaching class of 60 minutes into two short videos; the short timeframe (4 months) for developing the course, and: learning how to produce and edit video like a professional within a month. All the challenges could be solved easily by recruiting a good working group, including advisor(s), assistants, and peers.

The utmost strength of this course is the case studies. There are two interviews with young entrepreneurs regarding the entrepreneurial orientation. The interviews could demonstrate each characteristic of entrepreneurial orientation that the learners could understand the implementation of the theory. The young entrepreneurs themselves informed that they could better understand each characteristic of the entrepreneurial orientation during the rehearsal of the video production. The development of the subject Entrepreneurs and New Venture Creation could be lessons learned for the other lecturers in an effort to develop their online courses on MOOCs. However, the case study approach employed in this study could still have a constraint in that it is based on experiences in designing, producing, and delivering a subject on PSU MOOC.

ACKNOWLEDGMENT The development of a massive open online course in the

Subject of Entrepreneurs and New Venture Creation was granted by Education and Innovative Learning Academy (EILA) and Faculty of Liberal Arts and Management Sciences, Prince of Songkla University, Thailand.

The author would like to thank Asst.Prof.Dr. Pratumthip Thongcharoen for her advice as well as Mr. Patipak Chareonrat from CCP Concrete Part., Ltd., and Mr. Patipon Chuaireungpan, including his partners from Shabu Full restaurant for a voluntary sharing of their explicit and tacit knowledge of entrepreneurial orientation in the interviews.

REFERENCES [1] T. N. Bokova and O. A. Kabanova, “The implementation of massive open

online courses into educational processes at Russian universities,” Eur. J. Behav. Sci., vol. 30, no. 2, pp. 3329-334, Apr.2021., doi:10.15405/ejsbs. 291.

[2] A. Nwameme, et al., “Does the TDR MOOC on implementation research with a focus on infectious diseases of poverty improve the understanding of implementation research in participants from low- and middle income countries?,” in Research Square, Preprint, Sep. 2, 2020, (accessed Oct. 1, 2021), doi: 10.21203/rs.3.rs-63057/v1.

[3] P. Chatterjee and A. Nath, “Massive open online courses (MOOCs) in education — A case study in Indian context and vision to ubiquitous learning,” in 2014 IEEE Int. Conf. MOOC, Innov. Technol. Educ., 2014, pp. 36-41, doi: 10.1109/MITE.2014.7020237.

[4] C. Gütl, R. H. Rizzardini, V. Chang, and M. Morales, “Attrition in MOOC: Lessons learned from drop-out students,” in MOOC and big data. LTEC 2014, L. Uden, J. Sinclair, Y. H. Tao, and D. Liberona, Eds, 2014, vol 446, pp. 37-48, doi:10.1007/978-3-319-10671-7_4.

[5] E. R. Blum, T. Stenfors, and P. J. Palmgren, “Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis,” J. Med. Internet Res., vol. 22, no. 7, pp. e17318, Aug. 2020, doi: 10.2196/17318.

[6] Thailand Cyber University. ThaiMOOC. https://thaimooc.org (accessed Oct. 1, 2021).

[7] Chulalongkorn University. CHULAMOOC. https://mooc.chula.ac.th (accessed Oct. 1, 2021).

[8] EILA. PSUMOOC. https://mooc.psu.ac.th (accessed Oct. 1, 2021). [9] EILA. EILA. https://eila.psu.ac.th (accessed Oct. 1, 2021). [10] EILA. EILAPSU. https://web.facebook.com/EILAPSU/ (accessed Oct. 1,

2021).


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Lessons Learned on Knowledge Management to Produce Online Teaching Materials for PSU-MOOC:

A Case Study of the Subject ‘Social Etiquette in the Digital Age’

Pratumtip Thongcharoen Department of Public Administration.

Faculty of Liberal Arts and Management Sciences Prince of Songkla University, Suratthani Campus

Surat Thani, Thailand ORCID: 0000-0002-6350-0593

Abstract—This study aimed 1) to present an example of a learning plan for social etiquette courses in the digital age, 2) to use lessons from knowledge, skills and experiences that teacher who produce online teaching materials for PSU-MOOC have received, 3) to reflect on the youth participating in the production of online teaching materials for PSU-MOOC. The research methodology used was Classroom Action Research. The study population was more than 70 courses in 2021 over 4 months (May-August 2021). An example on the subject ‘social etiquette in the digital age’ is assessed, with an analysis and synthesis of the characteristics of lessons learned. The results of the study are as follows. Objective I: The subject ‘Social Etiquette in the Digital Age’ is one of the courses offered online at PSU-MOOC. It is expected to be started in late 2021. There are 3 chapters in total for generating teaching media in video format, totaling 10 clips, each 5-10 minutes long. Objective II: most of the problems and obstacles in the preparation of this course are related to having a limited preparation time of approximately 4 months. Therefore, time management principles must be used to achieve the objectives within the specified time. Also, filming the clips is difficult during the COVID-19 epidemic. Objective III: 6 students participated in making the clips as teaching assistants. They reflect on their experiences in interviews on relevant issues and participation as an actor in a simulation, including the opportunity to help with clip editing and graphic design. All of these enhance creative and imaginative skills, adaptation to living with others with respect and dignity, and basic social etiquette like not to bully, curse, or slander. Especially in the digital age, everyone needs to practice social etiquette that makes society livable, with caring, dependence on one another, and responsibility.

Keywords— Knowledge Management, PSU-MOOC, Lesson Learned, Social Etiquette, Digital Age

I. INTRODUCTION Today the world is changing rapidly, as a result of previous

globalization until entering the 21st century. This era is a digital era with a lot of information, also known as ‘big data’, and people around the world can communicate with each other very rapidly [1] [2] [3]. At the same time, the huge amount of information available online has both advantages and disadvantages. If there is a lack of discretion in consuming news, you may encounter fake news and information that lacks credibility [4] [5]. Therefore, many questions arise as to what should researcher believe? What is right and what is wrong? What can be used as an academic reference? All of these are answered in the MOOC study.

In Thailand the Massive Open Online Courses (MOOCs) originated almost 10 years ago through cooperation in education by many parties [6], including higher education institutions, vocational institutions, government, and private agencies. Currently, Thai MOOC has more than 1 million learners, with nearly 1,000 courses offered by more than 100 educational institutions and agencies participating in the project. The model university that produces the most teaching materials to Thai MOOC is Mahidol University, and more than 50% of the students are from this educational institution [7].

PSU-MOOC is a website that disseminates online teaching materials of the Prince of Songkla University, Thailand [8]. It has funded production of online teaching materials since 2019 with scholarships, for more than 100 courses studied by nearly 80 thousand learners. It is planned to become an international PSU-MOOC within the next 3 years, supported by the grant to World Class Self-learning (MOOC) under the Reinventing University project for fiscal year 2021 [9], to support students and staff to study international MOOCs, to lay a foundation for learning and growing together. Particularly, the subject of ‘Social Etiquette in the Digital Age’ is one of the courses offered online by PSU-MOOC, funded for the production of online teaching materials


in 2021, and expected to be published in October-December 2021. The course producers aim to see people in the society to have social etiquette appropriate for the digital age. Respecting each other, avoiding bullying, and compliance with related laws enable living together in peace.

Fig. 1. Number of subjects scholarship supporting by Prince of Songkla University 2021

From Fig.1, it can be seen that the overall number of scholarships that Prince of Songkla University supports for various courses is 72 scholarships classified by campus. Surat Thani Campus The number of courses that received the most support was 32 scholarships, representing 44%. Followed by Hat Yai Campus with 24 scholarships, accounting for 31%, while Phuket Campus and Pattani Campus received a similar amount of support, 7 and 8 scholarships (respectively), about 10%, and the last place, Trang Campus, 2 scholarships, representing 2%.

II. RESEARCH OBJECTIVES 1. To present an example of a learning plan for social

etiquette courses in the digital age.

2. To use lessons from knowledge, skills and experiences that teachers who produce online teaching materials for PSU-MOOC have received.

3. To reflect on the youth participating in the production of online teaching materials for PSU-MOOC.

III. CONCEPTS AND THEORIES This study is based on concepts and theories of knowledge

management, lifelong learning, and social etiquette. In the digital age, there is a huge amount of data known as ‘big data’, making it imperative for people to analyze and synthesize what information is important and useful for themselves to use in their daily lives (personal matters, study, or work). "Information" is considered an administrative resource that is important to both public and private organizations. Therefore, it is necessary to have good and systematic data management. "Knowledge Management" [10] [11] therefore plays an important role in

managing massive amounts of data in an organization to work efficiently and effectively. It is also linked to lifelong learning such that everyone, regardless of gender and age, can learn continuously without borders that block learning. The slogan "Everyone, Anywhere, Anytime" [8] encourages Massive Open Online Courses or MOOCs in education and related fields. Both of the concepts Knowledge Management and MOOC were applied to the course on ‘social etiquette in the digital age’ for teaching management on PSU-MOOC. However, the coexistence of people with different characteristics, or "Multiculturalism" [9], is a societal challenge in the digital age: how to make everyone live together in harmony. Social etiquette facilitates respect and honor shown to each other, avoiding bullying others, as well as regarding the rights and freedoms of all people equally by using technology and social media correctly, and all these aspects appear in the digital social etiquette course.

IV. RESEARCH METHODOLOGY This study used classroom action research, with mixed

research methodology according to the mixed methods documentary research combined with classroom research focused on promoting e-Learning [12]. The population is more than 100 courses offered on PSU-MOOC platform from 2015 to 2021. The sample group was the ‘social etiquette in the digital age’ course, which received funding from the Prince of Songkla University for year 2021. Study period was 4 months (May-August 2021) with a plan to begin online teaching during October - December 2021. Media producers or educators use a hands-on approach based on the "Learning by doing" [13] principle by using simulation media production techniques and interviews with 7 stakeholders (6 students and a lecturer). Also cartoons and animations are used to increase the variety of media types and attract the attention of learners. There are 3 qualified persons assessing the quality and standards of the exam. The course structure consists of 3 chapters, and each chapter consists of 3-4 clips for 10 clips total, of 5-10 minutes clip length. There are approximately 65 exam questions in pretest and post-test, as well as a satisfaction assessment at the end of the course.

V. RESEARCH RESULTS This article is a transcript of the first part of the digital social

etiquette course. Study according to 3 objectives as follows:

A. Objective I To present an example of a learning plan for social etiquette

courses in the digital age. 1) The essence of the course:

The digital era has changed a lot in society. Especially in technology, Thailand has stepped into Thailand 4.0 fully recently, with some social, economic, political, and environmental problems, and the problem of the COVID-19 epidemic that people around the world are facing [14] [15]. At the same time, necessary social etiquette has been neglected, even though it is important and necessary for daily life (personal,


school, and work). Most young people believe that social etiquette is the duty of parents. At home, you must cultivate your children by yourself. As a result, educational institutions aim to promote academic and professional skills, hard skills for professional practice [16]. In practice, it was found that parents had to work to support their families. Therefore, there is no time for cultivating social etiquette as in the past when grandparents helped the parents to raise the children. Modern families are no longer extended (instead only having parents and children), so social etiquette expectations are pushed to the educational system. Therefore, it is necessary to introduce social etiquette in the digital age to teach students in Life Skills in the 21st Century, as well as for the general public to teach their children and youth to nurture and cultivate social etiquette in the digital age for them grow up to be adults who are good, virtuous, and have social etiquette, able to coexist with others in society normally.

2) Learning Objectives LO1: Learners have a basic understanding of social etiquette

in the digital age.

LO2: Learners are able to analyze and synthesize perspectives on social etiquette in the digital age.

LO3: Learners can apply theory concepts to case studies of social etiquette in the digital age.

3) Measurement and Evaluation Criteria for Course This course is a basic course. Two types of assessments were

performed and evaluated: pretest for 20% and post-test for 80% of the total score. Total learning hours were 5 hours of learning, free of charge. The target group was bachelor's degree students. The 250 learners had to exceed a passing score of 60% to get an e-certificate

4) Course content and structure ** Introduce subjects and online lessons / get to know

classmates (Discussion)

TABLE I. CURRICULUM STRUCTURE

Chapter

Curriculum Structure of the Subject ‘Social Etiquette in the Digital Age’

Topics Conditions of Certificate

Chapter I Fundamentals of Social Etiquette in the Digital Age

Test before class 20%

after lesson 80%

1.1 Definition of social etiquette in the digital age 1.2 Vocabulary related to social etiquette in the digital age 1.3 Concepts of social etiquette in the digital age

Chapter II

Perspectives on Social Etiquette in the Digital Age 2.1 Youth perspectives on social etiquette in the digital age 2.2 Perspectives of adults on social etiquette in the digital age 2.3 Social etiquette problems in the digital age from the perspective of youth

Chapter III

Case Studies of Social Etiquette in the Digital Age 3.1 Examples of social etiquette in the digital age from the perspective of youth 3.2 Basic social etiquette in the digital age 3.3 Etiquette of using social media tools in the digital age 3.4 Speaking manners in a digital society

** Final Exam: Measure and process knowledge.

B. Objective II To use lessons from knowledge, skills and experiences that

teacher who produce online teaching materials for PSU-MOOC have received.

Summary of teaching and learning management that takes place:

1) Problems and obstacles during course production There were two major problems encountered: 1) The

situation of the COVID-19 epidemic affected filming in real locations, as some clips required extra caution, including coordinating with guest actors who are students and teachers who need to ask for support, and use of good relationships to approach them for interviews and filming. Each clip became more time consuming and more difficult than the previous ones. 2) The preparation period was relatively short, i.e. 4 months with various management tasks, both reporting and media production for 2 courses, 20 clips, thus requiring time management skills. Everything was done on time with efficiency and effectiveness

2) What you do well? a) Researcher has the ability to manage my time and

workload (teaching, research, production of online teaching materials) as well as discipline. Responsibility and perseverance in completing all assigned tasks in accordance with the objectives and goals set.


b) Researcher has experience doing coursework Management Innovation on PSU-MOOC, grants for fiscal year 2019.

c) Content is presented in a complete systematic manner.

d) A variety of presentation techniques and methods are used, including the use of cartoons, simulations, and interviews with youth and adults when filming in real locations, etc.

e) Professional quality picture and sound are used. Because researcher has experience reading documentaries and used to be a radio host. Therefore, there is a good level of knowledge and experience in using media and equipment.

f) Course title is interesting and widely popular with users. It is expected that this course will be popular with learners all over the country and will reach 2,000-3,000 students within 3 years (2022-2024).

g) Researcher is a mentor (coach) for 5 teachers who have received scholarships in 2021, all of whom have successfully completed their missions, submitted clips and reported on time. Therefore, we see this as the development of skills and ability to provide counseling. Being a good role model for other teachers on the team also encourages teamwork and other future academic collaborations together.

3) What would you like to improve? If there is an opportunity, prepare a plan to develop this

course as an international PSU-MOOC because it is considered that the trend of producing online teaching materials in this era is very popular. Especially during the COVID 19 epidemic there have been major changes to all circles including the education industry, which has adopted online teaching and learning immediately. Therefore, it is considered that the PSU-MOOC that has been laid down since 2015 until the present is more than 7 years ago that has improved the model. With systematization and continual development, the future of international PSU-MOOC will also be successful. Therefore, researcher wants to be a part of this success and grow together.

4) Analyze and suggest ways to develop and manage your MOOC teaching and learning for future success

a) Work planning, course design and production

Implementation period of 4 months (May-August 2021) is quite tight. Which researcher has responsible for 2 courses, so researcher has to be mindful in doing things. The first step is to plan the work well, plan daily, weekly and monthly. In order to achieve short-term, medium-term and long-term goals, which helps a lot. (Opening the 1st semester/2021 on June 21, 2021). Therefore, it is necessary to allocate time for teaching and making clips appropriately so that all missions will be carried out well. Researcher plans to work on 1 clip per day, at least 2 clips per week, so researcher can complete it in a timely manner.

b) Designing activities, quizzes, and learning outcomes

Researcher has planned and designed activities to suit the content of each clip. Each topic has a different format and way of presenting its content to be consistent with the content and context of the course. The students can have fun and enjoy various media and formats, not monotonous, and this will attract the attention of learners to complete their studies within a short time. The number of clips per course is only 10 clips, length 5-10 minutes/clip is appropriate. for the test researcher finished the clip first. Then watched each clip with about 5 questions/clip for each test clip and create a test in the Question Bank and pull it into the Pretest and Post-test as a whole. The total number overall was 62 questions for which researcher has received great courtesy in assessing the quality of exams from experts in the field of Public Administration 2 people and one expert in measurement and evaluation. Final point grades, researcher considers this course a basic course in life skills, pretest scores are set at 20% and post-test scores are 80% of the total score, including both parts, students must score a total of better than 60% in order to receive diploma (certificate) for this course.

c) Course Public Relations Strategies and strategies for students to remain in continuous learning until the end

Researcher has planned to publicize this course in 3 phases: before the video production, while producing the video, and after the video has been placed in PSU-MOOC, by public relations in many channels, including;

Facebook on personal page (Yim Thongcharoen) (nearly 400 friends).

Good memories page 10 years Singharat (almost 400 members).

d) group study pages with about 350 subscribers.

In this regard, the strategy is for students to continue their studies until the end and to assign students in the courses each semester with a participation score of 5 points. That gives 3 months to go to school at your convenience. If you pass the exam and get a certificate, post it below where the post is open. This strategy helps build a student base which is fortunate that researcher has responsible for teaching 3-4 courses per semester and 300-400 students/semester. Researcher think that the number of students enrolled has a psychological effect on the learners including the number of certificate holders. That is, if there are a large number of students and the number of learners obtaining certificates in an appropriate ratio, it may be an incentive to the learners. To study in that course, including the course title, must be interesting and appealing to the learners as well. More importantly, researcher think that for the PSU-MOOC scholarship year 2021, each course of 10 clips is just right, not too much or too little. This point may be a factor that encourages students to try to finish the course without giving up midway. Finally, researcher predicts that this course will be very popular for learners.


C. Objective III To reflect on the youth participating in the production of

online teaching materials for PSU-MOOC

1) Reflections of the participants in making video clips for the course: Student A said that Personally, at that time, I applied to the university by taking an interview and submitting a Portfolio. At first, I started planning on how to organize my data and my portfolio. To make all the information flowing, compelling, readable, in the same story. Then gradually I filtered the necessary information that meets the needs, to make it look concise, not procrastinating. After finishing, review and practice presentation, the whole process had taken months to complete. Be ready enough to enter the real field. But in the end, I achieved my goals. So whether it's applying for a job or applying for a course, preparation is very important. Knowing own strengths and weaknesses and improving and developing allows us to reach our full potential. Also, when we have to work together with others, personality and social etiquette are part of our organization's assessment of ourselves. The career path after that would not be difficult. Student B reflected that Today's society has fully entered the 4.0 era and is a society that is constantly evolving in technology with speedy communication. The speed of communication that happens is like a double-edged sword that has both advantages and disadvantages. If we know how to adapt and have good social etiquette, we can be a quality person in the digital age. I have benefited from learning, experiences, and impressions from being a teaching assistant in the course of social etiquette in the digital age. The students know how to behave in the digital age and how to have manners. To be qualified digital citizens. They were given examples of social etiquette problems encountered for analysis and expressing attitudes and opinions. Those perspectives and ideas were published to create a knowledge set for teaching social etiquette courses in the digital age. Student C said that From being a Teaching Assistant (TA) for the Social Etiquette course in the digital age this time, help her fill and increase knowledge for students to have more courage to think and apply the knowledge to be used correctly both academically or in general allowing students to research, review and present them as teaching assistants. Moreover, knowledge from this course in the future will benefit all those who come to study, including the students themselves, who will have to use their learning experience to create their own work and extend it to working age. In the future, having knowledge and having secrets will be your weapon. It will allow us to create works especially with social etiquette in the digital age that will make us remember and act appropriately as a good citizen on social media, and take responsibility for every action before putting it on social media have contemplation and always present useful information to society. Student D said that Impression of social etiquette course in the digital age. This is an era where everyone meets and cannot

avoid digital media. It is an era that is changing so fast that many people may be flowing along the digital media. I am very fortunate to have the opportunity to be an agent to remind the many people who are obsessed with the Internet. Accidentally misusing digital media without knowing until the lack of social etiquette in the digital age. This is the practice of communicating with others across the Internet. Whether it's by phone, email, or conversation, if digital media users follow proper etiquette, social acceptance, respect and dignity are seen. Because when we live together in a large society we also need to have mutual respect in order to live together in harmony. Student E said that researcher has assigned me to create online video clips for teaching PSU MOOCs for the years 2019 and 2021. I have learned a lot of video making skills. From the former who have already had basic video editing skills, getting this opportunity is like learning a new skill. Opportunity to make 2 rounds of PSU MOOC online teaching videos from researcher resulted in learning many additional skills, engagement in knowing how to manage study time, exam time and the use of tools that accompany the making of the PSU MOOC, and the most important thing is to look at talent that no one else can see. But it turned out that the teacher saw and brought up this to make it more useful by extending from being a research assistant who have demonstrated their abilities through the works that teachers have assigned to produce continuously until leading to being trusted by teachers to do this work and every time we talked about working together allowing different people to learn the perspectives of working together. Often, work is presented to teachers, and teachers have always respected my opinions. The work seemed to be hard and very skilled. Instead, it looks easier and more comfortable now. A total of 55 video clips were created with researcher. It shows that building a PSU MOOC is a very difficult experience to find anywhere else. Few are given the opportunity to work in such an important job. Finally, I would like to thank researcher from the bottom of my heart for giving me a great opportunity to show my abilities through the important work of the teacher in many works, and I sincerely hope good returns in the future from the work I have been trusted.

2) Conclusion Concluding thoughts from the teaching assistants as follows:

a) Student E said that “A talent that no one has ever seen, getting this opportunity is like learning new skills. This opportunity has enabled the development of existing skills even further"

b) Student B said that "The resulting impression is to share ideas and perhaps spark something new for those interested", and " The digital world is a double-edged sword".

c) Student D said that "First chance and only chance” and "Being a teaching assistant is not for everyone, so one must have the intention and study hard in order to make the best media".


d) Student C said that "Social etiquette in the digital age, it is something that must be learned and laid the foundation for use in a digital society".

e) Student A said that: "Those who have come to learn receive this information will benefit may be to engage in learning or extending into various works or benefits in any other way but no matter what side to come to study here is considered a very happy thing already".

VI. CONCLUSION Many people in Thailand have become interested in MOOCs

over the years. It is an online teaching and learning service that meets the learning needs of people of all genders and ages, without borders, without time and cost constraints, thereby reducing educational disparities. This is because, in conjunction with the COVID-19 situation from the end of 2019 to the present, it allows everyone to have equal and fair access to education with rapid changes, this makes teaching and learning management difficult. Turning classroom teaching into 100% online and blended learning. These require massive adjustments for all involved parties: both educational institutions, parents, teachers and students, including national education policies. Of course, everyone has to adjust to be able to live in the midst of this change because everything will never go back to the way it was.

For this reason, PSU-MOOC has played an important role in helping continue education uninterrupted. Currently, there are almost 80 thousand students, almost 50 subjects have been taught in the system, and about 70 more are in preparation (totaling more than 100 subjects), which are expected to be published soon. The course of social etiquette in the digital age is one of the courses that have been given the opportunity to produce teaching materials under the aforementioned mission. However, Prince of Songkla University did not stop there. We have planned and prepared human resource development in the organization, to have the opportunity to learn international online teaching. Therefore, World Class Self-learning (MOOC) scholarships have been awarded under the Reinventing University project for fiscal year 2021, round 3, for teachers, staff and students with the aim to develop the potential of the above target groups in quality, and to have the capacity to continue working to serve the community, society and country.

ACKNOWLEDGMENT Thank you for supporting the Online course and Massive

Open Online Course to promote lifelong learning in fiscal year 2021, including the Faculty of Liberal Arts and Management Sciences, Prince of Songkla University, Suratthani Campus, and 6 students who participated in clip making, editing, graphic

design, and simulated situations, as well as a lecturer (Jirayuth Chantanaphant). Including restaurants and coffee shops that were generous as filming locations. Assoc. Prof. Seppo Karrila assisted with proofreading the article. All of the people mentioned above have contributed to the success this time.

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978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Smartphone-controlled 3D Printed Robots for STEM Learning

Baihaqi Siregar Department of Information Technology

Faculty of Computer Science and Information Technology

Integrated Research Laboratory Universitas Sumatera Utara

Medan, Indonesia [email protected]

Opim Salim Sitompul Department of Information Technology


Universitas Sumatera Utara Medan, Indonesia [email protected]

Erna Budhiarti Nababan Department of Information Technology


Universitas Sumatera Utara Medan, Indonesia [email protected]

Fahmi Department of Electrical Engineering

Faculty of Engineering Universitas Sumatera Utara

Medan, Indonesia [email protected]

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 school-age 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.

Keywords— science, technology, engineering, mathematics, robotics, 3d printing

I. INTRODUCTION Learning systems that prioritize scientific deepening in

the fields of Science, Technology, Engineering, Mathematics (STEM) have become commonplace in developed countries. This system tries to replace conventional learning systems that tend to make students memorizers, not creative and skilled human beings. By adopting this STEM-based learning pattern, students are expected to have a systematic pattern of computational thinking, which is a necessity for the younger generation to face a life that will become completely automated. Especially with the robots to replace human workers. Several previous studies have discussed the benefits of implementing STEM in student learning. Bicer at al. performed research to assess the influence of using 3D CAD software and 3D printing on students' perceptions of the necessity for creativity while tackling challenges that may arise in STEM jobs. Students who engage in informal STEM learning and 3D project-based learning indicate that creativity is vital in the STEM sector, particularly in engineering. They also emphasize the importance of problem-solving abilities in a STEM profession. Teachers who want to improve their students' creativity as well as their

STEM abilities should incorporate creative and problem-solving activities into the classroom while actively engaging in such activities [1].

II. RELATED WORK Bicer et al. also performed study in 2019 to better

understand the impact of STEM PBL on students' attitudes toward divergent thinking and their views of creative problem-solving skills. During the summer of 2018, the researchers taught high school kids coding, cryptography, microcontroller, bridge construction, and 3D printing. The study's implication is that incorporating STEM into math and science classrooms can help students develop positive attitudes toward divergent thinking and positive perceptions of their creative problem-solving skills, increasing their persistence and persistence in engaging with complex problems that require knowledge generation and original ideas [2].

Canek et al. demonstrated that employing numerous courses, MOOCs, workshops, and the opportunity to compete in national and international competitions encourages students to pursue STEM higher education jobs in the near future [3]. According to Fontenot et al., Texas Tech University (TTU) has been given funds to establish one of five T-STEM Centers to produce new curricula, professional development for teachers, classroom assistance, and other research-based educational tools in STEM disciplines. As part of the Texas Innovation Network, which also includes 35 high school T-STEM Academies and programs to train high school principals and administrators in STEM best practices, the Centers will identify, document, and disseminate best practices that demonstrate improved teaching and learning in STEM subjects. The TTU T-STEM Center places a special emphasis on researching, developing, and disseminating best practices for innovative teaching and learning that use the engineering-design process as an instructional framework for engaging students in rigorous inquiry and project-based learning that emphasizes high level application of mathematics, science, and technology and develop problem solving, critical thinking skills [4].


Goodwin et al. presented a paper outlining how initiatives to provide STEM-infused education frequently encounter roadblocks linked to standardized testing and instructor support. This paper explains the measures that have been put in place to solve these challenges. The findings are meant to assist other programs who may want to utilize a similar technique to promote STEM education initiatives [5]. Making reports on the results of activities that reveal the bottom of the summer learning loss remains an ongoing problem for K12 students, according to Kney et al. Learning loss varied by topic, with summer learning loss being more severe in math. Missed summer learning has a higher impact on low-income families, according to most studies. Furthermore, minorities and women continue to be under-represented in STEM fields. In 2011, the creator of Lafayette College Summer Camp created a summer STEM education site for children based on this knowledge and a desire to interact with the community in an effective and scientific manner [6]. Lertcharoenrit et al. are doing study on students' STEM learning in relation to PM 2.5 pollution. Based on multiple data sources, including post-unit questionnaires, worksheets, reflective diary entries, and interviews, a qualitative technique was utilized to assess students' STEM comprehension. There are seven types of comprehension that arise. The majority of students stated that design is an essential aspect and that they use it while creating PM2.5 detectors. Some students demonstrate their understanding of science, technology, engineering, and mathematics by designing a PM 2.5 detector. The design-based learning method encourages students to utilize the design process to tackle real-world problems. They describe the problem in context or in a specific circumstance, collect data, generate ideas for alternatives, pick the best solution, construct and test prototypes, and evaluate and redesign prototypes [7].

Miorelli et al. performed research at a big public research institution with a student enrolment of over 30,000. The findings of this study support the statement that new faculty views for STEM teaching and outreach were better in 2014 than in 2012. In 2014, new faculty felt more prepared to mentor undergraduates in STEM than new faculty did in 2012, with 52 percent and 79 percent stating that they were "well prepared," respectively. Furthermore, when compared to 2012, new faculty reported higher overall morale at the school in 2014. The planned article will go into further depth on the changes made inside the schools between 2010 and 2014, as well as the faculty responses to the survey [8]. Nite et al. perform qualitative case studies that follow students from high school through postsecondary STEM degrees. This camp fulfilled its purpose and encouraged students to attend the host university and major in a STEM field. The anticipated cognitive and social outcomes were reflected in the student’s experiences at camp. Informal learning environments, such as the one described in this study, can result in increased achievement, self-efficacy, and interest in STEM along with encouraging students to pursue STEM careers [9].

Purington et al. discuss revising engineering design assignments in order to better incorporate mathematical knowledge and experience. They discovered that mathematical material in assignments is frequently buried for students and may be made more apparent using learning

strategies and science inquiry group tasks. They attempt to bridge the gap between mathematical practice and procedures utilized in research and engineering [10]. Ramesh defined a series of STEM activities aimed towards toddlers, as well as the reasons why these activities qualify as STEM activities. He also identified competencies gained by children while participating in these activities, as well as the sub-competencies associated with each competency. This activity promotes cognitive, psychomotor, and emotional abilities, which are then compared to other difficulty competencies connected to the same activity. The block and shape sorter activity has been chosen for discussion [11]. Salau is doing research with student and instructor data from programs run by a social innovation firm. This study includes data from three initiatives conducted over a two-year period: teacher training projects and STEM bootcamps for children. The findings suggest that the program does stimulate learning and its application in the actual world. Furthermore, research shows that even when instructors and students are exposed to STEM pedagogy for the first time, they like it and realize that it aids their grasp of the ideas covered during the program [12].

STEM-based learning does not only take place in the scope of civil society, in the military world the STEM learning model is also implemented as done by The United States Military Academy and the United States Army Combat Capabilities Development Command Army Research Laboratory, the Army's corporate research laboratory, have collaborated to create a model for educationally enriching science, technology, engineering, and mathematics workshops held across the country. Workshops offered by West Point academics and cadets give underprivileged and underrepresented middle and high school students with hands-on STEM experiences in areas like as robotics, bridge building, wind energy, and circuit design [13].

Srisangngam and Dechsura performed a study to design STEM learning activities to enhance students' computational thinking skills, as well as the effects of these learning activities in high school students' computational thinking in computing classes. The research participants were 30 Pranakorn Si Ayutthaya high school students presently enrolled in Semester 1 of the 2019 Academic Year. They were chosen using the purposive sampling approach. (1) STEM education lesson plans for computational thinking development; (2) student diaries; and (3) a computational thinking exam were utilized as study instruments. The results show that learning activities can help students develop their computational thinking skills because they challenge students with real-life everyday problems that require them to use their computational thinking to solve by outlining problems, finding pattern recognition, abstraction thinking, and developing algorithms for programming. As a result, these STEM learning activities may be efficiently employed in computer courses [14]. Ingen-Dunn et al. introduce The STEM Pathways Guide, a complete tool for designing, implementing, and validating STEM Pathway Programs, measuring program efficacy, and sharing best practices, available on the Arizona STEM Network. SFAz's learnings from four prior STEM Guides influenced the structure and content of the STEM Pathways Guide. The Pathways Guide is based on a research-validated paradigm. The model is


made up of seven major components. Education Outreach and Career Exploration, Foundational Knowledge and Skills, and Transferable Certifications and Degrees are all college-owned components. Student Support Strategies, Industry Engagement, Technology Integration, and Curricular Alignment are all interdependent components [15].

The purpose of this study is to create a STEM learning tool in the form of a simple robot that can be controlled using an Android-based smartphone as a means of motivating students to be able to be creative according to their imagination. The robot frame is printed using a 3D printer machine and the electronic components that drive the robot are combined on a single Printed Circuit Board (PCB) whose design resulted from this research.

III. MATERIAL AND METHOD The materials needed to make learning products in this

study consist of filaments for 3D printers, acrylics, and electronic components such as stepper motors, servo motors, Arduino nano microcontrollers, capacitors, resistors, and others. There are two types of robots produced, namely wheeled robots and legged robots. Filament and acrylic are used as casing material for wheeled and legged robots. The equipment used is a 3D printer machine, laser cutting machine, and tools that are generally used in electronics work. PCB is designed and printed as a place to place the electronic components of the robot. An example of a casing from printing using a 3D printer can be seen in Fig. 1.

Fig. 1. Robot Case Made of Filament.

While an example of a casing made of acrylic material can be seen in Fig. 2.

Fig 2. Robot Case Made of Acrylic.

The PCB was designed by the team in this research with the consideration that the product of this PCB must be of economic value to accommodate electronic components that

function to control the robot being built. The design of the PCB can be seen in Fig. 3.

Fig. 3. Design of PCB.

While the form of the PCB that has been soldered electronic components can be seen in Fig. 4.

Fig. 4. PCB with Built-in Electronic Components.

A smartphone-based application is required to control the robot using Bluetooth communication. In this study, an Android-based application was built with a user interface shown in Fig. 5.

Fig. 5. User Interface of Smartphone Application.

It appears that there are several buttons on the application with their respective functions, as follows:

• Red Button: Robot object moves forward; • Blue Button: Robot object moves to the left; • Green Button: Robot object moves backward; • Cyan Button: Robot object moves to the right; • Car Buttons: Robot objects move autonomously

according to user-programmed movements; • Square Button: Robot objects move in a rectangular

pattern; • Triangle Button: Robot objects move in a triangular

pattern.


Here is some of the program code to activate the command button from the user: public class PlayActivity extends AppCompatActivity { ImageView redBtn; ImageView greenBtn; ImageView cyanBtn; ImageView blueBtn; ImageView squareBtn; ImageView triangleBtn; @Override protected void onCreate(Bundle savedInstanceState) { super.onCreate(savedInstanceState); setContentView(R.layout.activity_play); getWindow().setFlags(WindowManager.LayoutParams.FLAG_FULLSCREEN, WindowManager.LayoutParams.FLAG_FULLSCREEN); redBtn = findViewById(R.id.redBtn); greenBtn = findViewById(R.id.greenBtn); cyanBtn = findViewById(R.id.cyanBtn); blueBtn = findViewById(R.id.blueBtn); squareBtn = findViewById(R.id.squareBtn); triangleBtn = findViewById(R.id.triangleBtn); redBtn.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View view) { sendData("{\"func\":\"c\",\"value\":[1]}"); } }); greenBtn.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View view) { sendData("{\"func\":\"c\",\"value\":[4]}"); } }); cyanBtn.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View view) { sendData("{\"func\":\"c\",\"value\":[2]}"); } }); blueBtn.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View view) { sendData("{\"func\":\"c\",\"value\":[3]}"); } }); squareBtn.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View view) { sendData("{\"func\":\"m\",\"value\":[\"r\"]}"); } }); triangleBtn.setOnClickListener(new View.OnClickListener() { @Override public void onClick(View view) { sendData("{\"func\":\"m\",\"value\":[\"t\"]}"); } }); } private void sendData(String message){ byte[] msgBuffer = message.getBytes(); Log.d("Sendata ", "On SEND : "+message+"..."); try{ if(mOutputStream != null) { mOutputStream.write(msgBuffer); } }catch (IOException e){ } }

}

IV. RESULT AND DISCUSSION Wheeled robot as a product for STEM learning that has

been assembled can be seen in Fig. 6.

Fig. 6. Wheeled Robot.

The wheeled robot with a balance function has also been successfully built by researchers as shown in Fig. 7.

Fig. 7. Self-balancing Wheeled Robot.

While the legged robot that has been successfully assembled can be seen in Fig. 8.

Fig. 8. Legged Robot.

The legged robot as shown in Figure 8 takes the casing design from Otto DIY with the addition of accessories on the side of the head as an art aspect, namely the embodiment of a robot with local characteristics that acts as a waiter in a


Minang cuisine restaurant. The inside of this legged robot can be seen in Fig. 9.

Fig. 9. The Inside of the Legged Robot.

Another version of the legged robot whose casing is made of acrylic can be seen in Fig. 10.

Fig. 10. Legged Robot with Acrylic Case.

Socialization and building collaborations to several schools had been carried out before the current pandemic incident, namely introducing the benefits of STEM-based learning to school students using several types of robots that researchers built. The product of this research has also participated in the Erasmus+ INSPIRE Social Enterprise Business Plan Competition program and was favoured by the jury. Another achievement of the STEM learning product that the researchers made was that it succeeded in becoming one of the five best innovations in the Youth Economic Leadership Program (YELP) organized by the Bank Indonesia Institute.

V. CONCLUSION From the results of the system testing, the following

conclusions are obtained.

• Product development for STEM learning is possible with the ease of operation of 3D printer machines and innovations in electronic components that make them cheaper and smaller in size;

• It is necessary to build a conducive situation for students from an early age so that their creativity and imagination can be channelled into a real form with the help of information technology.

ACKNOWLEDGMENT This research is fully funded by Universitas Sumatera Utara through USU Community Service Program financial year 2019 based on contract Nr. 28/UN5.2.3.2.1/PPM/2019.

REFERENCES [1] A. Bicer, S. B. Nite, R. M. Capraro, L. R. Barroso, M. M. Capraro,

and Y. Lee, “Moving from STEM to STEAM: The effects of informal STEM learning on students’ creativity and problem solving skills with 3D printing,” Proc. - Front. Educ. Conf. FIE, vol. 2017-Octob, pp. 1–6, 2017, doi: 10.1109/FIE.2017.8190545.

[2] A. Bicer, Y. Lee, R. M. Capraro, M. M. Capraro, L. R. Barroso, and M. Rugh, “Examining the Effects of STEM PBL on Students’ Divergent Thinking Attitudes Related to Creative Problem Solving,” Proc. - Front. Educ. Conf. FIE, vol. 2019-Octob, 2019, doi: 10.1109/FIE43999.2019.9028431.

[3] R. Canek, P. Torres, and O. Rodas, “Encouraging Higher Education STEM Careers through Robotics Competitions,” 2020 9th IEEE Integr. STEM Educ. Conf. ISEC 2020, vol. 2020-Janua, 2020, doi: 10.1109/ISEC49744.2020.9397837.

[4] D. Fontenot, J. R. Chandler, S. Talkmitt, and K. Sullivan, “The Texas High School Initiative aims at STEM education reform: Texas Tech University T-STEM Center - Putting the ‘E’ in K-12 STEM education,” Proc. - Front. Educ. Conf. FIE, pp. 1–5, 2007, doi: 10.1109/FIE.2007.4418096.

[5] M. Goodwin, J. Healy, K. Jacksa, and J. Whitehair, “Strategies to address major obstacles to STEM-based education,” ISEC 2017 - Proc. 7th IEEE Integr. STEM Educ. Conf., vol. 00, no. c, pp. 156–158, 2017, doi: 10.1109/ISECon.2017.7910233.

[6] A. D. Kney, J. C. Tatu, M. Marlin, and X. Meng, “Transforming STEM to STEAM (Work in Progress): How a traditionally run STEM camp succesfully incorporated the arts into its framework,” ISEC 2016 - Proc. 6th IEEE Integr. STEM Educ. Conf., pp. 1–4, 2016, doi: 10.1109/ISECon.2016.7457470.

[7] T. Lertcharoenrit, S. Ugsonkid, S. Kityakarn, P. Pimthong, and R. Munprom, “STEM Activity through Design Based Learning in PM 2.5 Crisis for High school,” 2020 5th Int. STEM Educ. Conf. iSTEM-Ed 2020, pp. 77–80, 2020, doi: 10.1109/iSTEM-Ed50324.2020.9332750.

[8] J. Miorelli, N. Stambach, B. Moskal, and J. Dwyer, “Improving faculty perception of and engagement in STEM education,” Proc. - Front. Educ. Conf. FIE, vol. 2015, pp. 1–6, 2015, doi: 10.1109/FIE.2015.7344220.

[9] S. B. Nite, M. Margaret, R. M. Capraro, J. Morgan, and C. A. Peterson, “Science, technology, engineering and mathematics (STEM) education: A longitudinal examination of secondary school intervention,” Proc. - Front. Educ. Conf. FIE, vol. 2015-Febru, no. February, 2015, doi: 10.1109/FIE.2014.7044214.

[10] S. Purington, A. Gonzales, and E. McEneaney, “Bringing the M out in STEM: Revising an engineering task,” ISEC 2017 - Proc. 7th IEEE Integr. STEM Educ. Conf., vol. 00, no. c, pp. 19–23, 2017, doi: 10.1109/ISECon.2017.7910241.

[11] V. M. Ramesh, “STEM activities for toddlers,” ISEC 2017 - Proc. 7th IEEE Integr. STEM Educ. Conf., vol. 00, no. c, pp. 85–87, 2017, doi: 10.1109/ISECon.2017.7910254.

[12] A. Salau, “Transforming learning through relevant STEM education for Nigerian students: (Work in Progress by the Social Innovation Enterprise; Carisma4U Educational Foundation),” 2019 9th IEEE Integr. STEM Educ. Conf. ISEC 2019, pp. 258–265, 2019, doi: 10.1109/ISECon.2019.8882018.

[13] L. Sheetz, S. Ivy, D. B. Conn, and J. Motupalli, “Developing a Model for Increasing Leadership and Diversity in STEM through Mobile STEM Workshops, Collaboration, and Community Involvement,” 2019 IEEE Integr. STEM Educ. Conf., pp. 129–135, 2019, doi: 10.1109/isecon.2019.8882009.


[14] P. Srisangngam and C. Dechsura, “STEM education activities development to promote computational thinking’s students,” 2020 5th Int. STEM Educ. Conf. iSTEM-Ed 2020, pp. 103–105, 2020, doi: 10.1109/iSTEM-Ed50324.2020.9332734.

[15] C. Van Ingen-Dunn, A. Grierson, C. Pickering, S. Frimer, L. Coyle, and V. Fick, “Community college STEM pathways guide: A collaborative online system for design and implementation of STEM pathway programs,” Proc. - 2016 Int. Conf. Collab. Technol. Syst. CTS 2016, pp. 158–164, 2016, doi: 10.1109/CTS.2016.42.


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

A Survey of Student’s Perception on Conducting Online Learning in the Home Environment during

Movement Control Order (MCO)

Nur Rasyidah Hasan Basri Department of Biomedical Engineering,

Faculty of Engineering, & Universiti Malaya STEM Centre,

University of Malaya Kuala Lumpur, Malaysia [email protected]

Jadeera Cheong Phaik Geok Abdullah Centre of Sport and Exercise Sciences,

Faculty of Sport Sciences University of Malaya

Kuala Lumpur, Malaysia [email protected]

Mas Sahidayana Mohktar Department of Biomedical Engineering,

Faculty of Engineering, & Universiti Malaya STEM, Centre,

University of Malaya Kuala Lumpur, Malaysia [email protected]

Zarina Aspanut

Department of Physics, Faculty of Science

University of Malaya Kuala Lumpur, Malaysia

[email protected]

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.

Keywords— Home Environment, Online Learning, Movement Control Order

I. INTRODUCTION After the COVID-19 virus break crisis, the Malaysian

government had enforced several phases of preventive measures; a movement control order (MCO), conditional movement control order (CMCO) and recovery movement control order (RMCO). These preventive measures started in March 2020 until currently the restrictions have been lowered accordingly. During this time, the (Institutions of Higher Learning) IHLs have implemented an online learning approach for all courses as students were prohibited from entering the campus area and continuing the semester from home. All courses were instructed to be taught and learned through e-learning using various online learning platforms.

In 2020, the pandemic of Covid-19 situation disrupting classes and activities in educational institutions. According to the UN’s education body, UNESCO, more than 90% of the world’s pupils have been affected by closures [1]. According to The United Nations, it is about 124 countries have nationwide closures and others have localized shutdowns. All together have impacted more than 1.25 billion children and youth from pre-primary to higher education - 73% of all enrolled learners [2]. Technology IR 4.0 has stepped into the breach and will continue to play an important role in educating future generations. It is time for the education system to switch and utilize digital platforms to the fullest to aid our students in times of an emergency. Information and communication technologies (ICT) provide new opportunities and challenges in education and training for people nowadays, especially during MCO. ICT is a tool that can help to enhance learning and teaching, and facilitate collaborations, innovation and creativity for individuals and organizations as well [3]. E-learning has been implemented by education sectors as an extension of other teaching tools with creativity and innovation in learning. Nowadays, students were starting to use online platforms such as ZOOM, MOOC, YouTube, video conferences via Skype, Facebook, and other Social media.

This study is to investigate the student's perception on conducting online learning in the home environment during this MCO phases in Malaysia.

II. MATERIALS AND METHODS

A. Participants The participants consist of a total of 525 students from

various public and private institutions of high learning (IHLs) around Malaysia. The survey was conducted from late January until March 2021. With regards to ethical consideration, the respondents’ consent to take part in this study were sought first before collecting the data. Participation was strictly voluntary and anonymous. The study protocol was approved by the University of Malaya Research Ethics Committee with reference number: UM.TNC2/UMREC_1171.


B. Instruments An online survey was developed to assess the effect of

MCO on particular students from several IHLs in Malaysia. The survey contained five basic questions (i.e. preferred language, gender, level of education, organization and most used tools for online learning). Followed by question on the suitability of their home environment for the online classes. A 5-point Likert-type scale ranging from strongly disagree (1) to strongly agree (5) was provided as response options for some of the items. Before the actual data collection, a small-scale pilot test was conducted with 30 participants to ensure the suitability of wordings, formatting, and layout of the survey.

III. RESULTS AND DISCUSSIONS Table 1 summarized the demographic data of respondents

consisting of 525 students from various IHLs in Malaysia. 92.95% of the respondents were undergraduates and 5.52% were postgraduates.

TABLE I. DEMOGRAPHIC DATA OF THE EMCOLP QUESTIONNAIRES PARTICIPANTS.

Items Percentages, % Students (n=525)

Gender Male Female

38.86 61.14

Level of study UG PG Not stated

92.95 5.52 1.52

Universities/ Institutions

Public Private Not stated

95.05 4.57 0.57

Platform used for online class

Google meet Zoom Microsoft team Skype WhatsApp Facebook Live Telegram Webex Youtube UM Spectrum/Moodle Others*

88.38 44.00 64.38 3.81

70.10 3.81

37.14 14.29 0.00 0.57 2.67

a. Others are platforms with lowest usage by the participant at <0.5% of each platform i.e.; Google classroom, blue button, WeChat, Edpuzzle, OWC, Padlet, Edmodo, Canvas, Instagram, PBWorks

Due to the restriction of movement, the undergraduates students were the most affected. The education system has adopted a new approach to learning through online learning thus, most classes were conducted through several online learning platforms. From the demographic data, the most used online platform for online learning was Google Meet at 88% of usage. Other popular online platforms with the usage of above 50% were Microsoft Teams and WhatsApp.

TABLE II. STUDENT’S ONLINE LEARNING EXPERIENCE

Statement

Frequency (Percentage, %)

Stro

ngly

D

isagr

ee

Disa

gree

Neu

tral

Agre

e

Stro

ngly

Ag

ree

Tota

l

Home environment is suitable for online classes

108 (20.57)

115 (21.90)

110 (20.95)

128 (24.38)

64 (12.19)

525 (100)

The students' experiences in attending classes online were summarized in Table 2. On the statement of suitableness of home environment for online classes, most of the responses

show disagreement (>40%). This responses to the statement were related to the challenges that the students experience during the online learning session. They believed that the home environment was not suitable for them to conduct experiments via online mode. A student shares that “We missed out on a lot of practical aspects as we just watched videos or conducted experiments by ourselves at home, without proper supervision, disruptive environment, lab conduct, and materials”.

Science, Technology, Engineering and Mathematics (STEM) and Technical and Vocational Education and Training (TVET) field students were the most affected during the MCO as the subject mostly involved laboratory and practical work. Both fields are strongly consisted of either laboratory experiments or practical work (such as in-studio (architecture) or workshop), which are significant educational content that promote a better understanding of the taught theories and provide opportunities for the acquisition of practical knowledge [4]. Meanwhile, technology-based e-learning encompasses the use of the internet and other important technologies to produce learning materials, teach learners, and also regulate courses in an organization that is not suitable for hands-on-lab based [5]. As stated in [6], student was not able to experiment with the e-learning platform. Integration of an e-learning platform and a remote laboratory for the experimental training at distance needed to be implemented for student’s convenient in performing real experimental practices. However, in this study, a student commented a different scenario when he/she conducted experiments in the home environment “Very affective. Doing experiments at home at my own pace allows me to be fully engrossed in the theory at hand.”

The lack of direct interaction or contact with the lectures and classmates created a misconception of the learning and students hardly to keep motivated and engaged during the classes. Some students share that “Everything is fine but I feel less motivated because I did it alone and can’t really discuss about the experiment” and “Although there a way to do lab session virtually. I hope that we can do lab physically because it will be more realistic and easier to understand”. A study from Teodorescu, online paralinguistic communication is still poor and at time frustrating in the educational process mostly leads to miscommunication and loss of information. The teamwork and understanding between classmates also greatly affected due to the lack of interactivity of the students [7].

Other big challenges experienced by the students were the access to the technology. Some students were from a rural area with unstable internet connection and some were unfortunate to possessed own computer. A statement from a student stated that “I don’t have a strong internet connection and home environment really stress me out”. Most student from rural area experiencing bad internet connection especially during monsoon season that contribute to missed some online learning session. These technical problems are contributing to student’s shrinking motivation and passion for online learning.

A study by Taucean realized that implementation of e-learning type as an educational tool is a new and innovative way that implies experience, demands the highest degree of adaptability, creativity and determination from teaching staffs, longer design time and higher costs in conducting classes [8]. The students share their opinion as follows; “As we have only can do the practical session in our home with the lack of the


some of the standard instruments in the lab, so we need to become more creative to make the practical in the home. From here, I learn the skills to do the practical with the lack of some instruments and more understand the function and the concept of these instruments”; “We should be more creative because we need to create the apparatus to do the experiment or found other things that relates with our experiment”.

IV. CONCLUSION The study shows the student’s home environment does

affect the student’s online learning experience during MCO phases. It shows some insights on tackling the problems and how university/institutions can be prepared with systematic structured or support to the students to enhance the student’s e-learning process.

ACKNOWLEDGMENT The study was supported by Universiti Malaya COVID-19

Related Special Research Grant (UMCSRG) 2020-2021. (Grant No: CSRG005-2020SS)

REFERENCES [1] UNESCO. "COVID-19 Educational Disruption and Response."

https://en.unesco.org/news/covid-19-educational-disruption-and-response (accessed March, 2021).

[2] E. Watt. "Coronavirus school closures mean over ONE BILLION children and youth are now shut out of classrooms." https://theirworld.org/news/coronavirus-closes-schools-now-one-billion-missing-education (accessed March, 2021).

[3] K. Ala-Mutka, Y. Punie, and C. Redecker, "ICT for learning, innovation and creativity," in JRC Technical Note, vol. 48707, Spain: IPTS, European Commission, , 2008.

[4] I. Lasica, K. Katzis, M. Meletiou-Mavrotheris, and C. Dimopoulos, "Research Challenges in future laboratory-based STEM Education," Bull. of the IEEE Tech. Comm. on Learn. Technol., vol. 18, no. 1, pp. 2-5, 2016.

[5] K. Fry, "E‐ learning markets and providers: some issues and prospects," Education+ Training, vol. 43 no. 4/5, pp. 233-239, 2001.

[6] F. Lerro et al., "Integration of an e-learning platform and a remote laboratory for the experimental training at distance in engineering education," in 2012 9th Int. Conf. on Remote Eng. and Virtual Instrum. (REV), 2012, pp. 1-5, doi: 10.1109/REV.2012.6293119..

[7] H.-N. Teodorescu and M. Hagan, “Experimental, ad hoc, online, inter-university student e-contest during the pandemic – Lessons learned,” in 2020 12th Int. Conf. on Electron., Comput. and Artif. Intell. (ECAI), Jun. 2020, pp. 1–6. doi: 10.1109/ECAI50035.2020.9223243.

[8] I. M. Taucean and M. Tamasila, "Research challenges for eLearning support in engineering and management training," Procedia-Social and Behav. Sci., vol. 124, pp. 210-218, 2014.


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Development of Massive Open Online Course on Coexistence in Multicultural Society to Enhance

Knowledge Construction and Awareness of Cultural Values for Undergraduate Students

Supanida Duangjinda Department of Educational

Technology and Communication Faculty of Education

Prince of Songkla University Songkhla Thailand

[email protected]

Ophat Kaosaiyaporn Educational Technology and




Songkhla Thailand [email protected]

Wasant Atisabda Educational Technology and




Songkhla Thailand vassan.a@ psu.ac.th

Narongsak Rorbkorb Educational Research and

Evaluation Faculty of Education

Prince of Songkla University Songkhla Thailand

[email protected]

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.

Keywords—Massive open online course, Awareness of Cultural Values, Multicultural society.

I. INTRODUCTION Currently, modern education is in progress with technology

innovation to make use of various kinds of new media and advanced instructional approaches to create the new learning environment. These innovative approaches include: [1] Internet based learning to support the Open Learning Environment (OLE) for learners to learn anywhere, at any time; and [2] increasing opportunities and equality for learners to learn, especially for those learning via MOOC.

MOOC is the innovation to implement modern instructional approaches integrated with technology innovation to make education accessible to people all over the world. In Thailand, "Thailand Cyber University" was established under the office of higher education (Ministry of higher education, science, research, and innovation) and TCU proposed a project called " Thai-MOOC " as a central information technology architecture

to support "Lifelong learning space" [3] The MOOC offers a variety of online learning courses that can reach a large number of learners in the open online learning environment. Most of the services are free. Instructional materials include text, graphic materials, videos, and e-books as supplementary materials. Moreover, there are forum for class for learners to exchange and discuss among students or with teachers and teaching assistants [4]. It can facilitate the learners' ability to increase and develop their potential. It is an important step that this MOOC courseware can support Thai students to enter the ASEAN Community for entering the ASEAN Community as a multicultural society.

The Multicultural society of Thailand stands for "cultural diversity", where cultural differences are one of the factors that affect education in a multicultural society. This appears both in terms of religion, traditional values, as well as education in that multicultural society. A educator defines multicultural education as: [5] Education for different learners to create learning and acceptance of cultural differences, reducing bias, reducing conflicts with the application of the model in organizing activities such as (1) enlightening power group model and (2) share power model. [6] Applied with MOOC to be more interesting and accessible to learners as a multimedia. [7]

The researchers aimed to develop a massive open online course on coexistence in a multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students, bringing together the resources and strengths of open education management to improve each other, develop potential in teaching, learning management, society, way of life and learning methods, including learning for the society that will lead to the development of the country and prepare them for the ASEAN Economic Community. The purpose is to help learners adapt to living with others. This is the


key to building cooperation between both the management teachers and students and teaching for undergraduate students.

II. THE PURPOSES OF THE STUDY

1) To develop the massive open online course on coexistencein multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students.

2) To compare the awareness of cultural values of undergraduate students’ learners before and after studying with the massive open online course on coexistence in multicultural society.

3) To study the students’ satisfaction with the massive open online course on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students.

III. RESEARCH METHODOLOGY The research aims to develop the MOOC: coexistence in

multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students. The research method consisted of two phases :

Phase 1: Developing the MOOC: coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students.

Analyzing and synthesizing related literature and documents regarding the development of the MOOC: coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students.

The researcher analyzed and synthesized the concepts, principles, theories, and research studies concerning on four area; 1) scope of content, 2) content development, 3) implement, and 4) evaluation. The researcher also studied more about Implementation resources, Development and delivery tools resources, and Content resources.

The researcher used the information to create the media resources and MOOC course which would be submitted to 5 specialists who are higher education’s administrators and instructors to get any appropriate feedback from their evaluation.

Phase 2 : Implementing a try-out of MOOC: coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students on the representative samples.

The sample consisted of 60 students. Who enrolled to MOOC course on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students.

IV. RESEARCH RESULT 1) The MOOC: coexistence in multicultural society to

enhance knowledge construction and awareness of cultural values for undergraduate students. The objective is to research and collect various basic information, including the study of

problem conditions and the need to develop the MOOC. The results of the study are as follows :

1.1) Results from the study, analysis, synthesis of MOOC The researcher analyzed and synthesized with 10 components as follows: (1) Course outline (2) Staff readiness (3) Instructional design (4) Course content (5) Learning media (6) Communication (7) Copyright and creative commons (8) Support for students study (9) Results of learning management (10) Improvement and development course evaluation. [8]

1.2) Results from the study, analysis, synthesis of awareness of cultural values. The researcher analyzed and synthesized with 2 components as follows: (1) Respect of ethnic diversity and diversity within their own culture, (2) Knowledge and understanding of one's own cultural values and different and diverse cultures.

2) Results of the MOOC: on coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students.

The result of awareness of cultural values before and after studying with the MOOC: coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students. The researcher studied several factors regarding awareness of cultural values as following:

2.1) Respect of ethnic diversity and diversity within their own culture.

2.2) Knowledge and understanding of one's own cultural values and different and diverse cultures.

The samples consisted 60 students for compare the awareness of cultural values before and after studying with MOOC

TABLE I. THE RESULT OF AWARENESS OF CULTURAL VALUES AFTER STUDYING WITH MOOC.

awareness of cultural values

Pretest Posttest t-test sig

��𝒙 S.D. ��𝒙 S.D.

1. Respect of ethnic diversity and diversity within their own culture

4.30 0.80 4.54 0.69 1.882 0.128

2. Knowledge and understanding of one's own cultural values and different and diverse cultures

4.37 0.79 4.56 0.70 1.514 0.190

a. p<.05 In Table I the result shows that revealed multicultural

learning awareness was significantly higher in the post-test than in the pre-test at 0.05 level.

3) Results of the students’ satisfaction with MOOC: coexistence in multicultural society to enhance knowledge


construction and awareness of cultural values for undergraduate students.

The samples consisted 60 students for study satisfaction after studying with MOOC

TABLE II. THE RESULT OF STUDENTS’ SATISFACTION WITH MOOC

Students’ satisfaction ��𝒙 S.D. Meaning 1. Overall satisfaction of massive open online course 4.38 0.82 high level 2. Overall satisfaction of media and teaching and learning activities

4.38 0.82 high level

3. Overall satisfaction of measurement and Evaluation 4.35 0.80 high level Overall satisfaction 4.37 0.81 high level

In Table II the result shows that the average overall of students’ satisfaction of MOOC: coexistence in multicultural society to enhance knowledge construction and awareness of cultural values for undergraduate students was ranked at high level (X = 4.37 , S.D. = 0.81).


proposed suggestions for implementation and further research as follows :

1) A MOOC should be developed to develop and enhance more learner characteristics in other areas. Knowledge should be given to the development, creation and use of MOOC widely in order to influence learning. to improve the quality of teaching and learning.

2) Multicultural society are also relationships in other fields. Not only differences in culture, religion, food, dress, etc.

Therefore, learners should be encouraged to coexist peacefully and live together in the midst of cultural differences.

3) More research is needed on multicultural coexistence. To promote different values or contexts, such as cultural awareness and problem solving.

4) A MOOC should be repeated at a certain level of development to serve the increasing number and broad range of students in the future.

REFERENCES [1] C. Chaimin, “MOOC: Life long learning in the 21st century,” (in Thai),

J. Human. Soc. Sci. CMRU, vol. 1, no. 1, pp. 46-70, Jan. 2019. [2] P. Worachotekamjorn and T. Srikalsin, “The development of an internet-

based computer instruction : Database management system,” (in Thai), J. Soc. Commun. Innov. Srinakharinwirot Univ, vol. 3, no. 1, pp. 51-64, Jan. 2015.

[3] T. Thammetar, “Faculty development guidelines for MOOC teaching in higher education institutes,” (in Thai), J. Educ. Stud. Chulalongkorn Univ, vol. 47, no. 2, pp. 48-66, Apr. 2019.

[4] K. Kongmanus, “Digital leaning tools : way of digital education era,” (in Thai), J. Educ. Naresuan Univ., vol. 20, no. 4, pp. 279-289, Oct. 2018.

[5] Y. Damsab, N. Buddhicheewin, and W. Dhammasaccakarn, “Leadership development of school administrators in the context of a multicultural society,” (in Thai), J. Educ. Stud. Chulalongkorn Univ, vol. 47, no. 1, pp. 272-293, Apr. 2019.

[6] P. Saiyasi, O. Kaosaiyaporn, and W. Atisabda, “Development of open educational resources to promote creative thinking and multicultural awareness for undergraduate students faculty of education, prince of songkla university,” (in Thai), J. Educ. Khon Kaen Univ, vol. 10, no. 2, pp. 91-97, Apr. 2016.

[7] N. Namdej, D. Ubolyaem, N. Rangdang, and P. Luengprateep, “Development of learning multimedia about nursing care of anxiety disorders for nursing students,” (in Thai), J. Nurs. Educ, vol. 14, no. 1, pp. 49-61, Jan. 2021.

[8] P. Suwannatchot, and S. Sophonhiranrak, “10 essential standards for MOOC.” Thaicyberu.go.th. https://thaicyberu.go.th/wp-content/uploads/2021/03/10MOOCstandard_TCU2017.pdf (accessed Aug. 30, 2021).


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Development of Massive Open Online Course on Muslim Way of Life in Food Consumption to

Promote Cultural for Undergraduate Students

Nisakorn Nimnuan Graduate Program in

Educational Technology and Communications, Faculty of

Education, Prince of Songkhla University,

Songkhla, Thailand [email protected]

Ophat Kaosaiyaporn Graduate Program in


Education; and Research Center of Educational Innovation

Prince of Songkhla University, Songkhla, Thailand [email protected]

Wasant Atisabda Graduate Program in


Education; and Research Center of Educational Innovation,

Prince of Songkhla University, Songkhla, Thailand [email protected]

Narongsak RorbKorb Graduate Program in

Educational Research and Evaluation,

Prince of Songkhla University, Songkhla, Thailand

[email protected]

Abstract—The purposes of this research was intended: 1) to develop the massive open online course (MOOC) on Muslim way of life in food consumption to promote cultural knowledge for undergraduate students, 2) to study the learning achievement after studying with the MOOC on Muslim way of life, and 3) to study the satisfaction of students after studying of the MOOC on Muslim way of life. The samples consisted of 124 undergraduate students. The research instruments consisted of MOOC quality evaluation form and students learning achievement tests. The findings were as follows: 1) the students’ satisfaction with MOOC was ranked at highest level and 2) there was significantly higher learning achievement of the students in the posttest than in the pretest at .05 level.

Keywords—Massive open online course (MOOC), Muslim way of life

I. INTRODUCTION This template, modified in MS Word 2007 and saved as a

“Word 97-2003 Document” for the PC, provides authors with most of the formatting specifications needed for preparing electronic versions of their papers. All standard paper components have been specified for three reasons: (1) ease of use when formatting individual papers, (2) automatic compliance to electronic requirements that facilitate the concurrent or later production of electronic products, and (3) conformity of style throughout a conference proceedings. Margins, column widths, line spacing, and type styles are built-in; examples of the type styles are provided throughout this document and are identified in italic type, within parentheses, following the example. Some components, such as multi-leveled equations, graphics, and tables are not prescribed, although the various table text styles are provided. The formatter will need to create these components, incorporating the applicable criteria that follow. This can be done through many means. For example, a computer can be utilized as teaching equipment to draw various services on the internet, especially the World Wide Web to be developed into teaching materials at all levels of education. Additionally, teaching and learning management is done as e-Learning with the internet technology as a medium of communication between learners and teachers. Learners can

study regardless of any limitations on time and place. As a result, there is equality and opportunity in learning for all learners. They can exchange knowledge and communicate with each other quickly, creating a learning society through e-Learning [2]. Learners must decide on the course content, a learning priority, the learning route, and presentation as well as interactions between learners and teachers, learners and learners, learners and content, and learners and the learning environment. This creates the environment of exchanging knowledge among learners, especially the use of Massive Open Online Course (MOOC) that has been recognized in the academic field since 2002. It was utilized in many educational institutions that believe in publicized knowledge. It can be seen that knowledge is now publicized to everyone interested in pursuing knowledge based on the fact that no matter who you are, you can seek knowledge [3].

Being a part of ASEAN Community is a key leap for Thailand to become a multicultural society. Therefore, education administration in a multicultural society should be a specific system suitable for improving learners from all cultural diversity. This type of education is called a multicultural education [4]. It is educational reform by managing the environment in educational institutions where learners come from different cultures in terms of race, ethnicity, language, religion, gender, social class, and other special features. This is to create an acceptance of cultural diversity regardless of bias, discrimination, and conflicts [5]. When applying a multicultural education to the MOOC, for the public, education administration would be more interesting and accessible to learners [6]. The concept of applying the MOOC to culture originates from cultural diversity as Thailand has become a member of the ASEAN. The charter has been set that ASEAN must be a caring, stable and prosperous society so that people can have well-being as well as development in all areas, especially the promotion of the cultural identity of ASEAN. Besides, the ASEAN Socio-Cultural Community Plan of Action to support the community prioritizes, especially, building a caring community with the promotion of understanding for all people, learning history and culture, as well as following up on the news. These would be the foundation of being the ASEAN. One important issue related to


education is to promote international activities to strengthen relationships and build networks of the youth, teachers, executives, and education at all levels.

Based on the background and significance above, the researcher had an idea to develop a Massive Open Online Course (MOOC) on the consumption of Muslims to promote knowledge for higher education learners about the context of cultural diversity. Moreover, this is to fortify resources and the strength of the MOOC to improve management in learning, teaching, society, way of life, and learning methods as well as learning in a multicultural society where learners differ in terms of religion, customs, traditions, and culture. It aims to help learners understand others' way of life as a key to build cooperation from executives, teachers, and learners themselves. This includes developing a body of knowledge in various fields and fortifying the society to develop the country and to be prepared for becoming ASEAN Economic Community (AEC).

II. THE PURPOSE OF THE STUDY 1) To develop the massive open online course (MOOC) on Muslim way of life in food consumption to promote cultural knowledge for undergraduate students.

2) To study the learning achievement after studying with the MOOC on Muslim way of life.

3) To study the satisfaction of students after studying of the MOOC on Muslim way of life.

III. RESEARCH METHODOLOGY This study is the research and development approach having

a specific goal to develop the MOOC on Muslim way of life in food consumption to promote cultural knowledge for undergraduate students. The research method consisted of two phases:

Phase 1: Developing MOOC on Muslim way of life in food consumption to promote cultural knowledge for undergraduate students.

Analyzing and synthesizing related literature and documents regarding the development of the MOOC on Muslim way of life in food consumption to promote cultural knowledge for undergraduate students.

The researcher analyzed and synthesized the concepts, principles, theories, and research studies concerning on four area: 1) scope of content, 2) content development, 3) implementation, and 4) evaluation. The researcher also studied more about Implementation resources, Development and delivery tools resources, and Content resources.

The researcher used the information to create the media, resource, MOOC course which would be submitted to 5 specialists who administrators and instructors in higher education to evaluate and give feedback and proposal to improve the MOOC.

Phases 2: Implementing a try-out of MOOC on Muslim way of life in food consumption to promote cultural knowledge for undergraduate students.

The samples consisted of 124 undergraduate students. The research instruments consisted of MOOC quality evaluation form and students learning achievement tests.

IV. RESEACH RESULTS 1) The MOOC on Muslim way of life in food consumption

to promote cultural knowledge for undergraduate students. The objective is to research and collect various basic information, including the study of problem conditions and the need to develop the MOOC. The results of the study are as follows :

1.1) It is compose of: 1) course outline 2) staff readiness 3) instructional design 4) course content 5) instructional media 6) communication 7) copyright and creative commons 8) support for students study 9) Evaluation of learning management and 10) Improvement and development course evaluation

1.2) Results from the study, analysis, synthesis of knowledge behavior.

2) Results of a MOOC on Muslim way of life in food consumption to promote cultural knowledge for undergraduate students. The result from the study of cultural understanding after studying with the MOOC: Muslim way of life in food consumption to promote cultural awareness and knowledge for undergraduate students.

The researcher studied several factors regarding knowledge and understanding of Muslim way of life in food consumption as follows:

2.1) The Muslim consumer culture in Thailand, 2.2) Knowing Halal food, 2.3) A meaning of “Haram”, 2.4) A permissible in traditional Islamic law applied to

food, 2.5) Any act or thing forbidden or proscribed by

Islamic law, 2.6) Knowledge about Islamic tradition that affects

diets and consumption of Muslim in Thailand, 2.7) Halal food processing, 2.8) Halal certification application and requirement, 2.9) Halal certification approval process, 2.10) An understanding of Islamic dietary laws in

general.

TABLE I. THE RESULT OF KNOWLEDGE BEHAVIOR AFTER STUDYING WITH THE MOOC ON MUSLIM WAY OF LIFE IN FOOD CONSUMPTION TO PROMOTE

CULTURAL KNOWLEDGE FOR UNDERGRADUATE STUDENTS.

Knowledge Behavior N x S.D. f df Sig.

Pretest 124 45.48 8.58 11.95 123 0.000

Posttest 124 55.85 4.56 a. P<.05

In Table I the result shows that the average score of learners in term of culture understanding after applying a MOOC to Muslim way of life is higher at a significance level of 0.05 application of policies to promote multiculturalism in ASEAN: Teachers in the spirit of ASEAN school.


3) Results of the students’ satisfaction with MOOC: Muslim way of life in food consumption to promote cultural knowledge for undergraduate students.

The sample consisted 124 students for study satisfaction after studying with MOOC.

TABLE II. THE RESULTS OF THE STUDENTS’ SATISFACTION WITH MOOC ON MUSLIM WAY OF LIFE IN FOOD CONSUMPTION TO PROMOTE

CULTURAL KNOWLEDGE FOR UNDERGRADUATE STUDENTS.

Students ‘satisfaction x S.D. Meaning

Overall satisfaction of MOOC 4.66 0.38 Highest level Overall satisfaction of media and teaching and learning activities. 4.63 0.44 Highest level

Overall satisfaction of measurement and Evaluation 4.63 0.48 Highest level

Overall Satisfaction 4.64 0.43 Highest level

In Table II showed that the average overall of students’ satisfaction of MOOC: Muslim way of life in food consumption to promote cultural knowledge for undergraduate students was ranked at highest level (��𝑥 = 4.64, S.D. = 0.43).


proposed suggestions for implementation and further research as follows:

1) Open educational resources should be developed to foster and promote more learner characteristics in other areas; particularly in the crisis of COVID-19 the new model of

teaching and learning should be developed to solve the problems and foster the effective learning outcomes. Knowledge should be given to the development, creation and use of open educational resources widely so that will affect the development of teaching quality even further.

2) At present, there are very few open learning resources for the public about Muslim lifestyle. More innovative open learning environment should be developed to promote multicultural understandings and living in peace for formal, informal, and non-formal education based on education in 21st century.

REFERENCE [1] P. Keawbutdee, S. Amjui and A. Detjit, “Globalization Leadership,” (in

Thai), The .J of Res. and Acad., vol. 4, no. 2, pp. 284-295, Feb. 2020. [2] W. Wayo, A. Charoennukul, C. Kankaynat, and J. Konyai, “Online

Learning Under the COVID-19 Epidemic: Concepts and applications of teaching and learning management,” (in Thai), Regional Health Promotion Center 9 J., vol. 14, no. 34, pp. 285-296, May. 2020.

[3] N. Tinnawas and T. Thammetar, “The Study of Massive Open Online Course Model for Thai Higher Education,” (in Thai), Veridian Electron. J., Silpakorn University, vol. 9, no. 3, pp. 1465-1467, Sep. 2016.

[4] P. Larpthananon, “Acculturation for Ways of Buddhist Practiced and Traditions in Border Area Between Thailand and Myanmar: promoting asean socio-cultural community in the context of multicultural society,” (in Thai), J. MCU., vol. 6, no. 2, pp. 77-79, Apr. 2017.

[5] T. Arphattananon, “Multicultural schools: Thailand’s educational policy for a multicultural society,” Researchcafe.org. https://researchcafe.org/thailand-education-policy-for-multicultural-society/ (accessed Jan. 24, 2021).

[6] N. Thaijongrak, “Factors Affecting the Application of Policies to Promote Multiculturalism in ASEAN: Teachers in the Spirit of ASEAN School,” J. Humanities and Social Sci., vol. 8, no. 1, pp. 96-98, Jan. 2017.


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Results of Application of SPOC on English for Tourist Guides Course

Risma Samoh Faculty of Education

Prince of Songkla University Pattani, Thailand [email protected]

Ophat Kaosaiyaporn Faculty of Education


[email protected]

Abstract—Nowadays, teaching media is important in learning because it is a medium for transferring content from the teacher to the learner or as a medium that the learners can use to learn on their own in order to help them learn effectively. Thailand is a country that earns its main income from tourism. However, there was a problem in using English to communicate because of the lack of learning materials. Therefore, the researcher realized the importance of developing English language skills by using advances in technological innovation to increase the ability of learning, Small Private Online Course (SPOC). The study was to study English for tourist guide skill and the students’ satisfaction after studying with the material. A sample was selected by purposive sampling method from 16 English major students who have enrolled in a course. A study of Application of SPOC on English for Tourist Guides Course for English major students, Faculty of Humanities and Social Sciences, Prince of Songkla University found that 1) the results of English Language for Tour Guides Skills with Small Private Online Course (SPOC) were found that learners have skills at a high level and learners have a high level of satisfaction. However, the researcher found that the correctness of the language used by the students was not at a very good level. But on the other hand, most of the learners' performance skills and gestures, and tone of speech were at a very good level. This shows that learners who have learned with the SPOC can develop their skills very well. However, there must be more development in terms of grammar in order to use the language more correctly.

Keywords—SPOC, English for Tourist Guides, skill

I. INTRODUCTION With the world is progressing rapidly as well as the

approach to education in the 21st century has changed from teaching by teachers to allow students to be self-learners. The teacher will design the learning and train they to be a coach and facilitator and they must be the designers of the learning process that will give students the skills to seek knowledge on their own. In addition to the knowledge of each discipline, Learners must also possess 21st-century skills, which are skills of manpower in countries around the world and ASEAN countries [1]. This is consistent with the teaching and learning management in Thailand that has undergone educational reforms over the past decade by stipulating that lifelong education principles in education management and Chapter 4, Section 22 stipulate that teaching and learning with the learner at the center, which is a method that will enable the learner to learn as much as possible [2].

Nowadays, English is very important to help Thailand develop to keep up with the changes in the global society. English is the primary language used by foreigners most commonly used for international communication. Teaching

English today is a communicative approach that focuses on students developing their listening, speaking, reading, and writing abilities [3]. Learning English or a foreign language requires specific learning strategies. These are thoughts or behaviors that each learner has to help them understand, learn and remember new knowledge. Self-study skills are an essential qualification for higher education students. Nowadays, teaching media is important in learning because it is a medium for transferring content from the teacher to the learner or as a medium that the learners can use to learn on their own in order to help them learn effectively [4]. Therefore, Small Private Online Course is another innovation of teaching and learning that manages the classroom and promotes more participatory learning for students.

The management of teaching English in Thailand has faced various problems in the past. There are many things that make students unable to communicate in English with foreigners. The problem of the present management of English for Communication online lessons is the lack of development of online English for Communication lessons using local learning resources [5]. This is consistent with the English Proficiency Index (EPI), which found that Thailand was categorized as a country with a very low level of English fluency. It is ranked 89th of 100 countries and Asia is 20th of 24 countries [6]. In addition, the most important problem, from the collection of tourism research, is the development of language skills [7].

Therefore, the researcher realized the importance of developing English language skills by using advances in technological innovation to increase the ability of learning, Small Private Online Course (SPOC). It can be more responsive to students in the classroom and also allows learners to learn anywhere, anytime, and everyone. Moreover, it also helps learners to learn and develop themselves through open educational resources is based on learners are important and consistent with the development of English language instruction that requires Self-Directed Learning.

II. RESEARCH OBJECTIVE To study result of application English for tourist guide

skill after studying with the Small Private Online Course (SPOC) on English for Tourist Guides for English Major Students, Faculty of Humanities and Social Sciences, Prince of Songkla University.


III. METHODOLY Research is research and development with details as

follows

A. Population and Sample Population was students of English language major,

Faculty of Humanities and Social Sciences, Prince of Songkla University. The samples were selected by purposive sampling from English language students, Faculty of Humanities and Social Sciences, Prince of Songkla University, who enrolled the course, 16 students.

B. Research Instruments - The learning quality assessment form was divided into

2 parts: 1) a content assessment form on English for guides and 2) an assessment form for educational media resources with a spock form for English language courses for guides.

- The authentic assessment form using rubric assessment criteria to assess English language skills for learners.

- Student satisfaction assessment form.

C. Reseach Method The researcher divided the research into 2 phases as

follows: 1) develop English for Tourist Guides SPOC and 2) study of the results of using the SPOC.

IV. RESULTS The results of the data analysis according to the research

objectives as the following details.

TABLE I. RESEARCH LOGICAL FRAMEWORK

Objective Research Design Result To study result of application English for tourist guide skill after studying with the Small Private Online Course (SPOC) on English for Tourist Guides for English Major Students, Faculty of Humanities and Social Sciences, Prince of Songkla University.

The Single Group – Posttest only Design.

- Results of English Language for Tour Guides Skills with Small Private Online Course (SPOC) - Results of Student Satisfaction with Small Private Online Course (SPOC)

A. Skill Result Results of English Language for Tour Guides Skills with

Small Private Online Course (SPOC) for English major students, Faculty of Humanities and Social Sciences, Prince of Songkla University, as in the table.

TABLE II. STUDENTS’ SKILL WITH SPOC

Dimension Number of people /Percentage Excellent Good Fair Poor Very

poor 1 Content

7

43.75 9

56.25 -

0.00 -

0.00 -

0.00 2 Correctness of the

language used -

0.00 16

100.00 -

0.00 -

0.00 -

0.00 3 Operational skills 12

75.00 4

25.00 -

0.00 -

0.00 -

0.00 4 Problem solving 4 12 - - -

Dimension Number of people /Percentage Excellent Good Fair Poor Very

poor and fluency 25.00 75.00 0.00 0.00 0.00

5 Gestures and tone of speech

12 75.00

4 25.00

- 0.00

- 0.00

- 0.00

Based on the results of the study of English for Guides skills of learners who have learned with the SPOC was found that learners have skills at a high level: 1) content evaluation result showed that most of the students were at the high level of 9 people, representing 56.25 percent. 2) Correctness of the language used evaluation result showed a total of 16 students, representing 100 percent, at a high level. 3) Operational skills and Gestures and tone of speech evaluation result showed that Most of the learners were at the highest level with 12 students, representing 75.00 percent. At last, 4) In problem solving and fluency, the majority of students were at the highest level, with 12 students representing 75.00 percent.

Fig. 1. Students’ Skill with SPOC.

B. Satisfaction Result Results of Student Satisfaction with Small Private Online

Course (SPOC) for English major students, Faculty of Humanities and Social, Prince of Songkla University, as in the table.

TABLE III. SATISFACTION RESULT

Dimension Average Value

Standard deviation

Result

1. Content is clear, concise and easy to understand

4.40 0.61 Very Satisfied

2. Easy to understand operation 4.67 0.60 Completely Satisfied

3. Narration and background music used are appropriate


4. Font style against the background is appropriate

4.60 0.49 Completely Satisfied

5. Images and animations are meaningful and interesting


6. Interesting form of knowledge review


7. Media format is interesting 4.07 0.85 Very Satisfied

8. Easy to use media 4.40 0.61 Very Satisfied

9. Students can use this material to learn on their own

4.67 0.47 Completely Satisfied

10. Media helps students to gain knowledge and understanding of the lesson



Dimension Average Value

Standard deviation

Result

Total 4.42 0.60 Very Satisfied

Based on the results of the assessment of learners' satisfaction with the SPOC, English for Guides course, it was found that the overall satisfaction of the learners was at a high level ( = 4.42. , SD = 0.60) When considering item-by-item, it was found that the learners were most satisfied with dimension 2, Easy to understand operation ( = = 4.67, SD = 0.60) and dimension 9 Students can use this material to learn on their own ( = = 4.67, SD = 0.47). The least satisfied item was dimension 3 narration and background music used are appropriate. ( = 4.07, SD. = 0.85)

Fig. 2. Students’ Satisfaction with SPOC

V. CONCLUSION A study of Application of SPOC on English for Tourist

Guides Course for English major students, Faculty of Humanities and Social Sciences, Prince of Songkla University found that 1) the results of English Language for Tour Guides Skills with Small Private Online Course (SPOC) was found that learners have skills at a high level and learners have a high level of satisfaction (x = 4.42, S.D. = 0.60).And 2) the results of the assessment of learners' satisfaction with the SPOC was found that the overall satisfaction of the learners was at a high level ("X" = 4.42 , SD = 0.60).

On the one hand, the results of the study of English for Guides skills of learners who have learned with the SPOC was found that learners have skills at a high level is consistent with A development of an instructional system on small private online course for general education course for Naresuan University, it was found that the students had a statistically significant increase in problem solving skills after studying at 0.54 level [8].

In addition, the results of the assessment of learners' satisfaction with the SPOC, it was found that the overall satisfaction of the learners was at a high level is consistent with the research of satisfaction of E-learning lessons of Biology laboratory courses of Department of Biology, Faculty of Science, Mahidol University was found that the students had a high level of satisfaction [9] and A development of an instructional system on small private online course for general education course for Naresuan University, it was found that the students were satisfied with the use of the SPOC system at a high level [8].

However, the researcher found that the correctness of the language used by the students was not at a very good level. But on the other hand, most of the learners' performance skills and gestures, and tone of speech were at a very good level. This shows that learners who have learned with the SPOC can develop their skills very well. However, there must be more development in terms of grammar in order to use the language more correctly.

REFERENCES [1] S. Amdonkloy, "The role of school administrators in the 21st

century," (in Thai), J. graduate school, Pibulsongkram Rajabhat University, vol. 7, no. 1, pp. 1-7, 2013.

[2] Office of the National Education Commission, “National education act of 1999,” (in Thai) Bangkok: Thailand: Prime Minister's Office, 1999.

[3] D. Nunan, Language Teaching Methodology: A Textbook for Teachers, New York: USA: Prentice Hall, 1991.

[4] K. Malithong, "Educational Technology and Innovation," (in Thai). Bangkok: Thaliland: Aroon Printing, 2005.

[5] S. P. Na Ayuthaya, Ch. Thongto, and Y. Panthong, “The development of online lessons for communicative english based on local learning sources, Donkaidee Benjarong Village, Kathumban District, Samutsakhorn Province,” (in Thai), J. Humanit. Soc. Sci., Bansomdejchaopraya Rajabhat University, vol. 5, no. 1, pp. 46-61, 2011.

[6] Education First. “EF English proficiency index.” Ef.co.th. http://www.ef.co.th/epi/ (accessed Jun. 30, 2020)

[7] Research and Development, Compilation of research in the southern region 2010-2015: tourism. Nakhonsritammarat, Thailand: Walailak University, 2016.

[8] Y. Kulpradit, B. Jiravarapong, S. Supanee, and K. Bunchongchit, “A development of an instructional system on small private online course for general education course for Naresuan University,” (in Thai), J. Education Naresuan University, vol. 21, no. 4, pp. 254-270, 2019.

[9] A. Hamkrasri, “The satisfaction of e-learning lessons of biology laboratory courses of Department of Biology, Faculty of Science, Mahidol University,” (in Thai), in The 6th Nat. Conf. 2018 Faculty of Management Science, Silpakorn University, Bangkok: Silpakorn University, Jun. 22, 2018, pp. 1222-1238.

.


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Can Psychomotor Skills From Electrical Circuit Laboratory be Evaluated?

Nor Syamina Sharifful Mizam Faculty of Electrical Engineering

Technology Universiti Malaysia Perlis Kampus

UniCITI Alam 02100 Padang Besar, Perlis

[email protected].

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.

Keywords— Psychomotor Skill, Psychomotor Domain, Practical Skills, Testing Kit, Assessments, Laboratory

I. INTRODUCTION Engineers have contributed a lot to the nation's

development, including Malaysia and will always play a vital role in the future [1]. With the changing industry profile, there is also a shortage of skill sets in the engineering field, including critical thinking, decision making, digital skills and programming[2]. Therefore, a new breed of the technical engineering workforce with critical thinking, soft skills and hands-on experience is needed to support the emerging need of the industry[2]. Moreover, psychomotor skills in handling tools and equipment become essential for a skill-based career like engineering. For example, an electrical engineer's practical skills indicate their technical competence in their work domain, mostly troubleshooting an electrical machine. Thus, a psychomotor skill in handling the tools and equipment becomes crucial [3].

Nowadays, most employers only evaluate an engineer based on the resume's accomplishment during an interview [4]. Some of them are assessed through written exams to measure their cognitive skills, but not practical skills. The concept also is applied in the education scenario. This problem is because there is no alternative way to assess their practical knowledge. Thus this study will focus on producing an Experience Testing Kit to construct electrical circuits among engineering students. This testing kit will help assess

the engineer's competency on various levels, likely to focus on the educational level. This product also aims to provide a working testing kit to assess competency by analyzing an engineer's psychomotor domain (PDM).

This study intends to develop and improve the experience of the 'psychomotor testing kit' design to assess the individual's psychomotor skill that uses the equipment [3]. Based on previous product weaknesses and limitations, the project's final product should perform better. For example, the developed product will hold five categories of tools such as a screwdriver, scissors, knives, screws and wire stripper used in constructing a circuit instead of having only three types. The development process will undergo three-step; first, design an improved version of the hardware, the software, and the testing kit design. Second, develop a functioning prototype and assess the prototype's performance on a real-world application using a real test subject. The development of the prototype will start once the hardware, design and software related have been finalized and followed up with the real-world test to collect the required data for assessment. Therefore, later in this paper, we propose a measurement method for this valuable learning outcome. Relevant literature was reviewed to inform this. are provided.

II. THEORETICAL FRAMEWORK

A. Practical Skill in Engineering Laboratory The practical experience can be effectively measured in

the psychomotor domain. Proponents of general intelligence as the best predictor of job performance argue that practical experience is based on the on-the-job-learning. Moreover, experience in the engineering laboratory is a vital segment of their preparation for a hands-on skill engineering student. Also, students appreciate the knowledge gained when being in an engineering laboratory and handling equipment directly. These laboratory experiences can help students understand related concepts that students have learned in theory as traditional hands-on laboratory classes [5].

In a typical hands-on laboratory class that the researcher observes, students are usually divided into three to five groups, accomplishing a task together. Sometimes, not every student has contact directly with or handle the equipment. In contrast, a remote access laboratory provides an opportunity


for every student to run the laboratory remotely[6]. Thus, although laboratory work's real purpose is to expose students to engineering concepts, the laboratory class's actual situation is unknown. Furthermore, our current engineering practice's research indicates a few detailed engineering practice reports[6]. Thus, it's not easy to decide which laboratory experience contribute to the foundation for engineering practice. Researchers are also unsure what students will miss or gain when changing from hands-on labs to online labs or simulations [7].

In-depth engineering practice studies have shown that pervasive technical knowledge is essential. After completing a university course, most of this knowledge is acquired, and much of it is unexpectedly basic. For example, engineers need to know the components and materials used in their discipline as practised within a given firm to the extent that they can recognize components and understand what they are used for.

B. Conceptual Solution

Fig. 1. Framework of Assessing Psychomotor Skills

Based on the above research framework fig 1, the problem's conceptual solution is to develop and improve the experience of 'psychomotor testing kit' design to assess the individual's psychomotor skill that uses the equipment. As such, the project's final product should perform better than the existing testing kit. For example, the developed product will hold five categories of tools used in constructing a circuit instead of having three types. The development process will undergo three-step; first, design an improved version of the hardware, the software, and the testing kit design. Second, develop a functioning prototype and assess the prototype's performance on a real-world application using a real test subject. The development of the prototype will start once the hardware, design and software related have been finalized and followed up with the real-world test to collect the required data for assessment.

This project will use the novice-expert method analysis. Using this method, a comparison between two sets of experiences is made between two types of individuals. The expert will exhibit higher cognitive and psychomotor skills due to their electrical engineering domain experience. In comparison, the novices will generally have lower cognitive and psychomotor skills since they are still inexperienced in the

electrical engineering domain. The average score of the experts will be produced. The 'psychomotor testing kit' will then be used on the novice to obtain their average score.

III. METHODOLOGY We developed a 'psychomotor testing kit' instrument to

measured, practical skills in the context of laboratory classes that support the unit Introduction to Electrical Circuit (PLT105). This unit is one of eight units in the first year of the engineering course. Students can take the unit in their first or second semester. This instrument was used to test a large sample of students in the second half of 2018. The unit is compulsory for all the 70 first-year students commencing Electrical Engineering Technology each year at UniMAP. The aim of this instrument was to assess practical skills by measuring some aspects of students' practical knowledge related to the laboratory experiments.

A typical practical skills instrument, the 'psychomotor testing kit', will perform and measure the individual's practical skills who use the testing kit. The kit will be filled with all the tools needed to complete an electrical circuit. Then, a sensor will be placed to detect the participant's input. Each tool poses a practical problem for a participant and describes a solution approach or action based on the PDM. Each participant rates the appropriateness of the alternative tools, typically on a 7 point Lickert scale, when any of the tools was pick-up by the participants. Recognized domain experts also have taken the practice to establish a reference mean score and variance for every response tool.

There will be software that will calculate the data from the input, which will be based on the Psychomotor Domain Model (PDM) to determine the level of competency and produce a score to show the practical user skills. On some items, the experts will agree closely with each other. Moreover, the experts may differ significantly. The participant's score is then calculated by finding the deviation between the participant's score for each response item and the mean of the expert ratings. The deviation is compensated by the variance between experts so that if the experts disagree on a particular response item, the participant's deviation is less significant. A zero score, therefore, indicates perfect agreement with expert ratings.

To construct the 'psychomotor testing kit' instrument, we started by observing students individually during their laboratory experiments and interviewing them informally after completing their assigned tasks. Through these early observations and interviews, we predicted the kinds of practical skills students would acquire while performing the tasks. Then we designed an instrument that used many tools to solve practical problems or fault conditions in which practical skills will be needed. The instrument provides different tools for each application or problem, each of which was a possible method to solve the problem or execute the task.

The 'psychomotor testing kit' instrument was used to test the number of students (n=35) before and after performing the relevant laboratory experiment tasks (the treatment group).


The pre-test and post-test contained the same problems and response tools. A control group (n=25) was recruited from a similar population of first-year students who were to enrol in the same unit in the following semester. The control group completed the pre-test and post-test twice with a similar elapsed time between exposures, but without achieving the laboratory task. Seven domain experts such as laboratory demonstrators and electronics technicians provided reference scores as mentioned above.

A. ‘Psychomotor Testing Kit’ instrument In this phase, the participants will participate in a simple

constructing and diagnosing circuit task using the Psychomotor testing kit instrument provided. 60 participants participated in this study: 35 participants from the treatment group and 25 from the control group. These participants performing the constructing and diagnosing circuit task, and their performance was evaluated automatically. Each participant was required to do the task with a time taken. Their performance was scored automatically by the automated instrument by calculating how many of the appropriate tools were chosen, which tools they first chose to use (appropriate or otherwise), which components they first chose to try using, and their time to complete the task.

Fig. 2. Photograph of fault diagnosis testing kit.

Fig 2 shows a photograph of the testing kit for the fault diagnosis test. This semi-completed circuit requires students to diagnose why the light does not work and complete the necessary connections.

The constructing and diagnosing circuit task consisted of a partially completed circuit in which a battery provides power for a flashlight. Although it seems very simple, almost trivial, it was necessary to design a task for which the students' scores would provide sufficient variation to provide statistically meaningful results. A substantially more challenging task may have resulted in performance being more related to random chance than acquired psychomotor skills.

IV. RESULTS AND DISCUSSIONS This research aims to examine the contribution of

Psychomotor Skills (P.S.) to student's achievement in an introductory electrical engineering laboratory. The intention is to measure changes in P.S. among the students associated with their practical laboratory work and to test its contribution in explaining differences in students' practical achievement. This raises the first research question addressed in this research:

Can the changes in students' P.S. resulting from a single laboratory class experiment be measured?

Therefore, in this chapter, the researcher describes and evaluates the evidence in support of the null hypothesis

H1: "The change in students' P.S. resulting from a single laboratory experiment is statistically insignificant."

The researcher found that to prove the hypothesis H1 above, it opens up another research question to be answered:

1) Is there evidence that changes in P.S. can be measured?

The changes in P.S. can be measured by comparing the score of participants with the score of experts. With the expectation that the experts (N = 7) have a high level of P.I. in their domain of expertise, their mean score in the P.S. has been used as a reference or benchmark score in the entire analysis. To explore the experts' mean score, the researcher tested a null hypothesis that there is no significant difference in expert scores.

2) Is there evidence that P.S. is acquired to a measurable extent during performing laboratory tasks?

Based on the research design (pre-test – post-test control group design), the researcher analyzed the differences between the group and within the group of the independent variables. There are two independent variables (pre-test - post-test (group 1) and treatment - control (group 2)) and one dependent variable (mean score) involved in this research. There were 2 comparison analyses involved in this part, associated with null hypotheses:

a) Pre-test (treatment) vs Pre-test (control): the null hypothesis is "participants' score between the treatment group and the control group in the pre-test are the same".

b) Post-test (treatment) vs Post-test (control): the null hypothesis is "there is no significant difference between the post-test (treatment) with post-test (control)".

A total of 3 associated hypotheses needed to be tested to

provide evidence to support hypothesis H1. Therefore, the main section of the chapter shows the analysis of the comparison between the treatment and control group scores. The data gathered were analyzed using SPSS Package (SPSS ver16.0.1 for Windows). The Compare Means Model was used to analyses most of the data. The researcher analyzed the data in multiple ways, and the results are largely the same, regardless of the analysis method.


A. Analysis of the expert's score In this testing, the researcher would like to verify the score

of each expert so that the experts' mean score is authenticated to be used as a reference score in analyzing participants' data. 7 experts participated in this research to establish the reference score with the mean score of 64 with the test value of Domain Expert is 67. Therefore, this testing tests a null hypothesis that there is no significant difference in expert scores between each expert. To analyze this, the researcher used a model of Compare Mean for One-Sample t-Test.

TABLE I. THE RESULT OF ONE-SAMPLE TEST FOR EXPERT SCORE

a. ** Correlation is significant at the 0.05 level (p-value).

The result of the t-test shows that t = -1.35 with the degree of freedom is 6 (N – 1). The two-tailed p-value for this result is 0.26 (rounded off to two decimal places), greater than the level 0.05. The results were considered statistically insignificant, and the null hypothesis is accepted. The results show that there is no significant difference between each expert in their score. Therefore, all the experts agreed with the response items, and the mean value of the experts (64) is valid to be used as a reference for the P.S. score throughout this research.

B. Analysis between the Independent variables This section describes how data obtained from each

participant group determine the truth or otherwise of the null hypothesis H1. As described earlier, the treatment group performed laboratory tasks between the pre-test and the post-test. The control group did not complete the laboratory tasks between the two tests.

For Pre-test (treatment) vs pre-test (control), this investigation aims to compare the level of initial P.S. possessed by each participant for both groups. The treatment group had attended lectures and tutorials providing theory and problem-solving P.S. relevant to the laboratory class. The control group were enrolled in different courses at that point of time and therefore had not attended these lectures and tutorial classes. Therefore, there might be a difference between the pre-test scores due to this factor.

It has been indicated that the researcher aims to compare the mean of the pre-test (treatment) and pre-test (control) scores. Thus the researcher chose to use the Compare Means Model with Independent-Sample T-Test. In this case, the researcher is testing the null hypothesis where it is hypothesized that participants scores between the treatment group and the control group in the pre-test are the same. The researcher hypothesized that the mean difference between the conditions in the population from which the sample is drawn is zero.

Similarly, for the post-test (treatment) vs post-test (control), this analysis is to double-check whether there is a difference between the post-test (treatment) and post-test (control). Therefore, in this case, the researcher is testing a null

hypothesis that there is no difference between the post-test (treatment) with post-test (control).

V. CONCLUSION In conclusion of the results, based on the associated

hypotheses necessary to support hypothesis H1 and from the results compiled above, the researcher feels confident in rejecting Hypothesis H1. Therefore, a change in students' P.S. resulting from a single laboratory experiment is statistically significant and can be measured. This large-scale study has confirmed that hypothesis H1 is false, that there is a statistically significant difference in P.S. of participants measured before and after exposure to the laboratory class. The results of this study proved that P.I. could be measured concerning experts' response ratings.

Furthermore, the objective of constructing the 'psychomotor testing kit to measure psychomotor skills that were laid out earlier was achieved. The psychomotor testing kit's design was updated with a few significant improvements, such as the increase in the number of inputs units to integrate the number of sensors, make the instrument run the calculation automatically. This testing kit also allows the study of implementing the psychomotor measuring on the individual who uses the kit.

Thus, it can be said that the testing kit successfully measured the practical skills of its user. The testing kit was able to detect the tools picked up by the user. The user will then construct a simple electrical test circuit for data gathering purposes. By benchmarking on the Psychomotor Domain Model (PDM) model, a score was then produced depending on the combination of tools used in constructing the test circuit.

Acknowledgement

The author would like to acknowledge the support from the Fundamental Research Grant Scheme (FRGS) under a grant number of FRGS/1/2019/SSI09/UNIMAP/02/1 from the Ministry of Education Malaysia.

REFERENCES [1] M.H. Daud and Z.B. Razali, "Novel Approach for Assessing

Psychomotor Domain in Engineering Technology Courses," Soc. Sci., vol. 12, no. 3, pp. 406–412, 2017.

[2] M.H. Daud, Z. B Razali, and M.M.M.A. Kader. “Effective ways to test changes of practical intelligence in order to assess unintentional learning in laboratory classes,” in MATEC Web of Conf., 2018, vol. 150, pp. 05003, doi:doi.org/10.1051/matecconf/ 201815005003.

[3] M. R. Patricia and C. Gonzalez-Perez, "Understanding user behavior in textual analysis: A thinking aloud approach for digital humanities research contexts," in ACM Int. Conf. Proc. Series, vol. 02-04-November 2016, pp. 269–276. J. C. Maxwell, A Treatise on Electricity and Magnetism, 3rd ed., Oxford: Clarendon, 1892, vol. 2, pp.68–73.

[4] S. B. Yusuf, C. Nasir, and C. L. N. Rohiman, "Using think-aloud method in teaching reading skill," Stud. English Lang. Educ., vol. 5, no. 1, pp. 148–159, 2018.

[5] M. H. Daud, Z. B. Razali, and M. Alias, "Assessing students' acquisition of hands-on experience in electronics laboratories which focused on psychomotor domain," 2016.

[6] Z. B. Razali and J. Trevelyan, "Assessing engineering students' practical intelligence as the outcome of performing 'hands-on' laboratory classes," J. Teknol. Sciences Eng., vol. 64, no. 1, pp. 11–16, 2013.

[7] K. R. Salim, M. Puteh, and S. M. Daud, "Assessing Students' Practical Skills in Basic Electronic Laboratory based on Psychomotor Domain Model," Procedia - Soc. Behav. Sci., vol. 56, no. Ictlhe, pp. 546–555, 2012.

Test Value =67 T Df p-value Mean

Difference Score -1.35 6 0.26 -5.71


“Pedagogical Modes and Applications of STEM”


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The Effects of RME Approach for High School Students

Pat Vatiwitipong Department of Mathematics and Computer Science

Kamnoetvidya Science Academy Rayong, Thailand [email protected]

Abstract — Realistic Mathematics Education (RME) is a

concept of teaching mathematics by relating the topic to students' life. This study uses the RME approach and the problem-based learning method to create a Mathematical Modeling course that aims to encourage students to see the importance of mathematics they have learned in core courses. Participants of this research are 32 students from a science high school in Rayong who register for this subject as their elective course. Data were collected by observation during the class, their final project, which are the course outcomes, interview, and post-survey. By using RME approach, students paid more attention in class compared to the other mathematics subjects. They performed very well in working as a group on an after-the-topic task. In the final project, students were able to use mathematical tools and techniques taught in class to solve real-world problems. After the course, most students reflected that they gained their appreciation in mathematics because they have seen the importance and roles of mathematics in real life.

Keywords—Realistic Mathematics Education, Mathematical Modeling, Problem-Based Learning

I. INTRODUCTION Realistic Mathematics Education (RME) is a theory of

teaching mathematics proposed by Edu Wijdeveld and Fred Goffree in 1968. The core belief of this approach is to relate content in mathematic to student's real life. The student will effectively learn mathematics if they can actively invent and discover the knowledge by themselves. According to Marja Van den Heuvel-Panhuizen and Paul Drijvers in [1], there are six core principles of RME, the active principle, the reality principle, the level principle, the intertwinement principle, the interactivity principle, and the guiding principle.

In Thailand, one of the mathematical skills that students need to achieve, according to the updated version of the learning standards and indicators of The Basic Education Core Curriculum 2008, is to use mathematical knowledge to solve problems in other subjects and real life. In practice, this skill is not placed importance. This led to the fact that mathematics is always the most hated subject of Thai students because they learn many advanced topics but cannot relate them to their real life.

Problem-based learning (PBL) is a teaching method involving real-world problems in the lesson and lets students solve that problem using knowledge from the subject [2-3]. It is one of the techniques to create an active learning class. Problem-based learning is one way to implement the RME in practice. The teacher may start their lesson by introducing students to a tool and then solving a real-world problem. Then, students work in groups on that problem and present their results to the class. Other groups may ask questions or discuss the proposed idea. We expect students to get a deeper understanding of the topic and be more appreciative of the topic. [4-5]

This research aims to study students' understanding of the application of mathematics in real life and attitudes in mathematics after taking the Mathematical Modeling course, which is created based on the RME concept and using PBL as the primary teaching method.

II. RESEARCH METHOD This research studies in a science high school in Rayong,

Thailand. The participants of this study were 25 grade 11 students and 7 grade 12 students who registered for the Mathematical Modeling course as their elective course. Note that most of them have a high interest in science but may not in not mathematics. The researcher collected data on student's attitudes in mathematics using a post-survey, interviews, and observation.

The core idea of this course is to let students learn how they can use mathematic to solve problems around them. During the course, students learned many topics in mathematics, such as difference equations, differential equations, graph theory, and random variables. Students learned some essential tools in each topic and saw how people use those tools to solve problems in other subjects such as science, engineering, and economics. The lesson plan of each topic is followed by the six core principles of RME, as provided in Table I.


TABLE I. LESSON PLAN

Principle Activity

Reality Introduce real-world situations or problems that relate to the topic.

Active Attract their attention to the lesson by

letting them answer an opening problem.

Level Start giving them tools and provide examples at different levels.

Intertwinement Model the real-world problem into a mathematical problem and connect

with their obtained tools.

Interactivity

Students are given a challenging problem and try to solve it as a group.

Teachers walk around and may ask questions to motivate their ideas.

Guiding

After group discussion, students need to give a presentation to the whole class. Other groups will provide an opinion. Finally, the teacher gives

comments and suggestions

TABLE II. COURSE OUTLINE

Weeks Topic 1 Introduction

2-4 Univariate models 5-6 Multivariate models 7-8 Mini project

9-10 Network models 11-13 Probabilistic models 14-16 Final project

After finishing all topics, the student received a challenging problem related to them and tried to solve it as a group. Then their work will be presented to the whole class and discussed together. Lastly, at the end of the semester, students worked as a group to create a mathematical model and solve problems in their school as a final project. In this project, they needed to use all knowledge that they learned through the course. The course outline is provided in Table II.

The examples of final project topics are:

• Bicycle is one of the major problems at our school. Students usually ride their bicycles from dorm to school but take a walk back after class. Therefore, there are number of bikes were left off at school. Until now, riding them back seems to be the only solution. Suppose that the school arranged one pick-up truck to collect all the misplaced bikes and park them where they should be. Construct a model and create a protocol to use with this new pick-up truck in order to optimize the driver's time and fuel cost.

• A quiet office is a good working environment for teachers, which is why math and science teachers agree not to meet their project advisees in the office. The school decides to turn one room into a small project meeting room. There will be more than one teacher who would like to use that room simultaneously, so adequate tables and chairs are needed. Construct a model to design the meeting room and calculate the number of tables and chairs required. Make sure that the cost is optimized.

III. RESEARCH FINDINGS The research finding is divided into three parts based on data

collection methods. A. In-class observation

Students paid significantly more attention than the other subjects who did not use the PBL technique in class. Especially after they obtained a problem, they tried to review the topic to find appropriate tools to solve the problem. The problem assigned in class is always related to their interest; for example, in the network model topic, students are asked to find the fastest way to spread gossip in school. One can observe that students enthusiastically discuss and work in a group because they feel related to the problem. Students showed their interest in the topic and created outstanding works. Moreover, after the presentation, students always asked questions or criticized their friend's work without forcing the teacher.

B. Final Project Outcome As mentioned in the previous section, each group of students

was assigned to solve a school problem for the final project. They collected data and used their experience as one of the problem's stakeholders to suggest the solution of each issue by using the mathematical tools provided throughout the course.

Take the problem about the bicycle as an example; one group uses their knowledge about graph theory to create a network model between each parking spot. Another group modeled the student parking behavior to be a Poisson process. Then they calculate the expected number of bicycles that should park in each location and create an optimized policy to use a pick-up truck to manage the system.

Another example is the project meeting room problem. One group of students used the cumulative distribution function of a random variable to model this situation. They suggested creating a survey to determine the most crowded time of project meetings and use that data to solve this problem. On the other hand, another group used totally different ideas to solve this problem. They modeled the meeting time of each project to be an exponential random variable and used its property to suggest the required number of tables and chairs in that room.

The latter example shows us that there is more than one way to solve real-world problems. So, if we allow students to create their way, they can invent unexpected solutions. The pages from their presentation slide are shown in Fig. 1.


Fig. 1. Pages from student's final project slide

C. Post-survey and interview After the end of the course, students are asked to do the post-

survey. All of them reflect that they gain more good attitude in mathematic subject. Even one who had a good attitude in mathematics before taking this course also answered that he appreciates mathematics more. The results of the survey are shown in Table III.

TABLE III. THE POST-SURVEY SUMMARY

Question Average Level (out of 5) before after

How much do you know about the application of Mathematics? 1.4 4.5

How much do you think that Mathematics is useful? 3 4.2

From the interview, all students give their opinion about the course in a positive way. Here are examples of the student answers (translated from Thai):

• The knowledge from this course is a core tool for studying mathematics and other future subjects. It creates an ability to choose an appropriate method to solve each situation, such as a probabilistic model for random events. Moreover, to develop an ability to see a real problem around me and try to understand it, such as the epidemic of COVID-19

• I think that this subject is beneficial. At least the base idea and method of thinking. Even my current research project is not that much related to it, but if you ask me to think about a new project, I can create many research topics from this course.

• I feel that mathematics is close and valuable for my life more than before. Personally, I am more interested in mathematics.

• Personally, I was interested in mathematics. After I took this course, I saw a different side of this subject that was more touchable. I know essential tools in mathematics, understand how to use them, and have a chance to practice using them in the final project. Moreover, this course made me see the importance of mathematics that hides into many subjects and roles of mathematicians in the present world that not only work in math as before.

In summary, students reflect that this course makes them feel very appreciated in mathematics because they know how to apply it to real-world problems. Some said that they know more about how mathematics is valuable and vital to this world. About the research, they said that they would apply tools and methods of modeling in this course in their future life.

IV. CONCLUSION AND DISCUSSION The effect of using the RME approach in the Mathematical

Modeling course on students' understanding of the importance of mathematics in real life and their attitude in mathematics was studied. By using this teaching process involved with PBL, students appreciated mathematics more than teaching in a usual way. This teaching method allows students to use mathematical tools that they learned to solve real-life problems. From in-class observation, students work actively as a group to complete their solutions with other groups. Incredibly, they discussed and shared their idea in the final project to solve an assigned problem in school.

From all of the collected data, we can conclude that the RME approach with the PBL method is positively working. Students saw the importance of mathematics and gained an appreciation of the subject. We presume that the reason that this course is successful is the fact that it is an elective course. So, the student who registers for it may have previously been interested in modeling. In the future, the researcher proposes applying the RME approach to the core courses, which is more challenging because we need to deal with more students' backgrounds.

ACKNOWLEDGMENT The authors would like to greatly thank all of the students in

the Mathematical Modeling (1/2021) class for their very kind cooperation in this research.

REFERENCES [1] M. Van den Heuvel-Panhuizen and P. Drijvers, “Realistic Mathematics

Education,” in Encyclopedia of Mathematics Education, S. Lerman, Ed. New York, NY, USA: Springer, 2020. pp. 521-525.

[2] Ph. G. O'Daffer and Br. A. Thornquist, "Critical Thinking, Mathematical Reasoning, and Proof,” in Research Ideas for the Classroom High School Mathematics," New York, NY, USA: Macmillan, 1993. pp. 39-56.

[3] B. J. Duch, S. E Groh, D. E. Allen, Eds. The power of problem-based learning. Sterling, VA, USA: Stylus, 2001.


[4] A. Mudrikah, "Problem-based learning associated by Action-Process-Object-Schema (APOS) theory to enhance students' high order mathematical thinking ability," Int. J. Res. Educ. Sci., vol. 2, no.1, pp. 125-135, 2016.

[5] V. Sari and B. Baharullah, "The implementation of mathematical problem-based learning model as an effort to understand the high school students' mathematical thinking ability," Int. Educ. Stud., vol. 12 no. 2, pp. 117-123, 2018.


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Awareness of Green Academic Library by KYL Dashboard towards Sustainable Digital University

Kraisri Krairiksh Management Information Technology,

Faculty of Engineering Prince of Songkla University


Chidchanok Choksuchat Information and Communication Technology,

Division of Computational Science, Faculty of Science Prince of Songkla University


Abstract—In recent years, climate change has become one of the most important problems in the world and the effects of it have become more severe every day [1]. Everyone on this planet concerns about this problem. Including, here, Prince of Songkla University (PSU) as the biggest university in Southern Thailand plays the most important role to encourage and instigate the awareness of Southern people about these problems and environmentally friendly behavior. Therefore, Khunying Long Athakravisunthorn Learning Resources Center (KYL) has started a Green Library Project and aims to be a role model organization towards a Green Office Criteria in 2021 for the university and the society around it. Thus, the carbon footprint dashboard and information system have been developed and implemented to visualize data of KYL which will help the organization achieved green office criteria goals and encourage awareness for the people towards sustainable university together with the societies around it in Southern Thailand. Analysis of the results KYL has decreased carbon footprint by 27.57% compared to the previous year and the emission trend from 2017 to 2021 seems to get lower each year. Four resources usage: electricity, water, paper, and waste has more than 20% reduction, except the fuel which can track rapidly through the dashboard. All resource list includes 6 targets achieved the goal 2021 that water gets the top by 30% and carbon footprint amount overcome as 27%. Hence, this will be a tool for highly encouraging awareness to a digital university for sustainability.

Keywords— Sustainable Library, Green Academic Library, Dashboard, Carbon Footprint, Green Office, Data Visualization

I. INTRODUCTION Khunying Long Athakravisunthorn Learning Resources

Center (KYL) is the central library of Prince of Songkla University. The library has been providing learning resources for the University’s staff, students, and outsiders. KYL started to promote an environment collection for Green Library Project and has organized an awareness-raising activities since 2018. However, the number of natural resources usage has never been shown or display anywhere. That is why people do not understand the situation of their organization leads to ignorance and lack of concern for the environment. This study aims to develop responsive web application for data collecting and information visualization through Carbon Footprint Dashboard and Environment Usage Graphs which expected to be a tool for encouraging awareness of people in and around the university.

The paper consists of 5 parts: Related Work, Methodology, Result, Analysis and Conclusion, respectively.

II. RELATED WORK

A. Green Library for Sustainable Organization Recently, Biswas has introduced Green Information

Communication Technology (GICT) and the role to transform into a green academic library [1], which enhanced the necessity of developing a data management system in order to be a green library and be certified as a green office

organization. While Payel Saha said that “Libraries are an asset to the future of the society.” They have the opportunity to educate people and must be a role model to the community in terms of environmental preservation and sustainability [2] which makes it more significant that the library should be more environmentally conscious.

B. Data Visualization There are many kinds of data visualization that have been

introduced recently. Robert Florida has introduced Carbon Footprint Catalog Tool to visualize the amount of carbon footprint from products in every part of their life cycle [3]. Julia Hong has introduced 5 ways to visualize carbon emission: Stream graph, Treemap, Animated bar chart, interactive map, and simple bar chart [4]. The comparison of data visualization from academic libraries in Thailand which have been certified by Green Office Criteria are as follows:

TABLE I. COMPARISON OF ACADEMIC LIBRARIES IN THAILAND

Academic Library File Type Display Availability MU Library[5] MS Excel Static Offline

MSU Library[6] MS Excel Static Offline CMU Library[7] Website Mix Online MFU Library[8] MS Excel Static Offline

PSU KYL Library IS/Website Dynamic Online Being a dynamic display means an interactive graph that

can attract users’ attention and can see information in many dimensions, while online accessibility makes PSU KYL Data System more flexible for monitoring real-time information on carbon footprint and resources consumption. Information system (IS) helps staff to manage Green Library completely.

III. METHODOLOGY

In this study, we use the SDLC model for system development and the project is divided into 2 parts: data collection and data visualization. Using the agile method is the most appropriate way due to the limited time for development and software implementation. A. PSU Library’s Information Gathering

From analyzing the green office criteria 2021, we have found that environmental data that the library must collect consists of 6 categories: Electricity, Fuel, Water, Paper, Waste, and Carbon Footprint. The system must be able to integrate all the usage data monthly each year. Once we have come to carbon footprint calculation, we need to aggregate the data consist of 1) the use of fuel from stationary combustion and mobility combustion. 2) the amount of methane from the septic tank and aerated wastewater treatment pond. 3) the use of electricity from meters on floors 3-7. 4) the use of water from meter from men and women toilet floor 3-7. 5) the use of paper from the printing area on floor 3 and 7. 6) the amount of landfill waste. The traditional ways of collecting these data


are Excel files, Google Sheets, and PDF format which leads to data inconsistency and redundancy. It also takes a lot of time and effort in the gathering and preparation process. B. Requirement Analysis

From the information above, we have analyzed the system requirement which consists of 2 parts as follows:

1) Functional Requirement identifies how the system can operate. There are 4 main functions, in this case study, that the system needs to be accomplished.

a) Collecting Data: The system can be collected the environmental data via input forms separated into 6 catego-ries, be able to check for NULL value before submitting, filter inconsistency by validating input value formats, reduce redundancy by filtering only options that have not been add in the system before, be able to edit after submit and keep Log files of every event in the system.

b) Calculating Data: This function must be able to perform an accurate result by calculating the relevant data includes carbon footprint calculation and environmental resources usage calculation of 6 categories: fuel, methane, electricity, water, paper and waste.

c) Displaying Data: Requirement requires the system to display results in 2 features, one is a greenhouse gas emission in terms of carbon footprint equivalent dashboard and another one is a graph format page for resources usage includes water, electricity, fuel, paper, and waste.

d) Exporting Data: In this section, the program must provide an exporting feature that anyone can export from the system for further use or analysis. For example, the library can export the amount of carbon footprint in 2021 to analyze the average amount of emission per square meter area or per staff which can answer the criteria of Green Office (Category 1.5) much easier.

2) Nonfunctional Requirement specifies the character of the system which can be divided into 3 parts.

a) Operational: The system must be used on both PC and mobile devices. It can be accessed at all times with any browser. Dashboard and reports are public access for anyone on the internet.

b) Security: The system requires authentication for people who need to access the data collection section. People without permission cannot access the data section of the program in any case.

c) Performance: The system must render graphs and dashboard within 250 milliseconds.

C. System Architecture and UI Design We have designed the system architecture and UI as

shown in Fig 1. For the data collection section, we have designed 6 input forms that can be accessed with authentication and can be used for adding and editing data records in the system, while the data visualization section will be provided as public access.

D. Machine Specification a) Hardware: VM Server from Office of Digital

Innovation and Intelligent System (DIIS), CPU 4 Cores, RAM 4 GB, HDD 300 GB which is shared to other systems.

b) Software: Full Stack Framwork Front End includes Bootstap + NuxtJS for Responsive Website.

Back End is developed by Nodejs for the compatible with interactive graphs. Database is stored by PostgreSQL for relational

database with big data and complexity. Data visualization usage is Highcharts for variety of interactive graphs.

Fig. 1. System Architecture Design

IV. RESULTS From the implementation phase, we have analyzed and

designed all the requirements and system functions and put everything together by developing a responsive web application that can store and calculate environmental data and display them into information forms as follows:

A. Carbon Footprint Dashboard

Fig. 2. Carbon Footprint Dashboard

First section of the dashboard is where we compare the carbon footprint amount of the selected year with the previous year. The system will show the result whether the numbers are increasing (red up arrow) or decrease (green down arrow) and it also calculates the different percentages of the comparison as shown in Fig 3.

Fig. 3. Comparison Section of the Dashboard

The next section is an information part which consists of 5 graphs as follows:


Graph 1 shows the greenhouse gas emission ratio of all 3 types and compares information in the past selected 5 years.

Fig. 4. Greenhouse Gas Emission Ratio Yearly

Graph 2 shows greenhouse gas emission trends of each type as Fig5; the blue line represents an emission trend from type1 (direct emission), the blackline represents an emission trend from type2 (indirect emission from power generation source) and green line represents an emission trend from type3 (indirect emission for other sources).

Fig. 5. Greenhouse Gas Emission Trend Yearly

Graph 3 shows the carbon footprint amount from activities in each emission type. Users can drill down to display the details of the lower 3 levels of each type as shown in Fig 6.

Fig. 6. Carbon Footprint Amount by Type and Acitivities

Graph 4 shows the carbon footprint amount of each area start from floor 3 – 7 of library and can display carbon footprint sources of each area monthly as shown in Fig 7.

Graph 5 shows carbon footprint amount per month which can display quantity from highest to lowest as Fig 8. B. Reports for Environmental Resources’ Consumption

The system will render 5 reports presenting the amount of resources usage in water, electricity, fuel, paper, and landfill waste. It also compares the total usage of the selected year with the previous year as shown in Fig 9.

Fig. 7. Carbon Footprint Amount by Emission Area

Fig. 8. Carbon Footprint Amount Monthly

Fig. 9. Report Page for Resources Usage

V. ANALYSIS THE RESULTS

A. Carbon Footprint Information The study shows that, in 2021, KYL has decreased carbon

footprint amount in total 94.88 tCO2e which is a 27.57% reduction compared to the previous year and the emission trend from 2017 to 2021 seems to get lower each year. The amount and ratio of greenhouse gas emission amount of each type are Type1: 2.34 tCO2e (0.94%), Type2: 238.78 tCO2e (95.78%), and Type3: 8.18 tCO2e (3.28%). Hence, the total Emission amount is 249.30 tCO2e (100%).


Fig. 10. Carbon Footprint Information

The highest amount of carbon footprint is from electricity consumption 238.78 tCO2e while the second place is from landfill waste 7.57 tCO2e and the third place is from methane 2.05 tCO2e. The area which produces the most amount of carbon footprint is on the 4th floor at an amount of 19.12 tCO2e which are from the use of electricity, the use of water, and the amount of methane from wastewater. The month with the highest level of carbon footprint is March at an amount of 10.65 tCO2e.

B. Environmental Resources Usage Information In 2021, KYL has environmental usage amount as follows:

water usage is 892m3 (-30%), electricity usage is 477,649 kWh (-28%), waste amount is 3,396 kg (-26%), paper usage is 172 kg (-21%), and fuel usage is 110 L (+117%), respectively as shown in Fig.11.

Fig. 11. Environmantal Resources Information

These numbers have been calculated compared to the exact same periods of the previous year.

C. Achievment of Green Office Criteria Goals From the information in the dashboard and report page,

we can analyze organizational target on environmental operation as shown in Table 2.

TABLE II. ENVIRONMENTAL OPERATIONAL GOAL

VI. CONCLUSION As the results of the study, we have clearly seen the amount of carbon footprint and the environmental resources consumption at KYL in 2021 which shows that the library has done quite well on energy and environment conservation and has been able to achieve its environmental goal a lot better than what they expected. The major reason is due to Covid-19 situation round 3 resulting in service area closure and leads to reduction of electricity consumption and lower amount of waste which are the highest factors on carbon footprint emission. Therefore, the library will be able to achieve the Green Office Award as they expected. And the result of this study will also help the library keep on tracking and monitoring their performance of their operation on environment, make it more sustainable and keep getting better and better each year which will make the organization a role model for other departments within the university [9] and instigate awareness for other organizations [10] in Southern Thailand onward. For further study, we might add more analytic models and patterns to the program to help an organization get their insight information on carbon footprint and natural resources consumption much better, together with adding some more content about carbon footprint for people to learn e.g., the meaning of CF, how it is calculated, what the impact of it and why should we care and help reducing it, etc.

ACKNOWLEDGMENT We would like to sincerely thank Mr. Aussadayut Ubonkan, a

computer technical officer from KYL - who has been helping a lot in the technical part of this project, all the green library staff who has been testing and inputting all data into the system, the library executive team for the suggestions and supports throughout the project period, and of cause all lecturers from MIT department, Faculty of Engineering, Prince of Songkla University who have instructed and corrected all the defects in this project. This work was also supported by the APNIC Foundation (SWITCH SEA - TH-03) for data science and applied AI professional knowledge.

REFERENCES [1] A. Biswas, “Role of Green Information Communication Technology to

Transform Library as Green Library: A Study in the Context of Academic Library,” in Influences of Green Technology in Academic Libraries, India: Mayas Publications, 2021, pp.195-214.

[2] S. Payel, “Green Libraries Effect to the Academic Institutions: A Special Study on US Based Libraries,” Libr. Philos. Pract., vol. 2393, no. 4, Apr. 2019. Accessed: Sep., 17, 2021. [Online]. Available: https://digitalcommons.unl.edu/ libphilprac/ 2393/

[3] “Data Visualization Tool Shows Carbon Footprint of Everyday Products,” State of the Planet, Feb. 14, 2019. https://blogs.ei.columbia. edu/2019/02/14/carbon-catalogue-products/ (accessed Feb. 25, 2021).

[4] J. Hong, “Five ways organizations are visualizing carbon emissions,” Storybench, Jan. 15, 2020. https://www.storybench.org/five-ways-orga nizations-are-visualizing-carbon-emissions/ (accessed Mar 08, 2021).

[5] R. Wittayawuttikul, “Mahidol Library Green Office,” Mahidol Library KM Blog, Jul. 09, 2018. https://km.li.mahidol.ac.th/green-office/ (accessed Oct. 06, 2021).

[6] “MSU GREEN OFFICE,” MSU Library. https://library.msu.ac.th/green office/page_group1.php (accessed Oct. 06, 2021).

[7] “Green office Chiang Mai University Library,” CMU Library. https://greenoffice.library.cmu.ac.th/ (accessed Oct. 06, 2021).

[8] “MFU Library Green Office (sec 1.5.1) - Google Drive,” MFU Library. https://drive.google.com/drive/folders/1u0OwLNP1H-FKpGGx84ak43 YuL_-mIwM1 (accessed Oct. 06, 2021).

[9] S. A. R. Khan, Z. Yu, and M. Umar, “How environmental awareness and corporate social responsibility practices benefit the enterprise? An empirical study in the context of emerging economy,” Manag. Environ. Qual. Int. J., vol. 32, no. 5, pp. 863–885, Jan. 2021, doi: 10.1108/MEQ-08-2020-0178.

[10] T. Tambovceva, D. Bajare, M. V. Tereshina, J. Titko, and I. Shvetsova, “Awareness and Attitude of Latvian Construction Companies Towards Sustainability and Waste Recycling,” J. of Siberian Federal Uni. Humanities & Social Sci.,vol. 14 no. 7 pp. 942-955,Jan, 2021. Accessed: Sep., 17, 2021. [Online]. Available:https://cyberleninka.ru/article/n/awareness-and-attitudeof-latvian-construction-companies-towards-sustainability-and-waste-recycling/ viewer.

Resources List Goal Achieved

Electricity usage 3% 28%Fuel usage 0.50% 22%Water usage 2% 30%Paper usage 2% 21%Landfill Waste amount 3% 18%Carbon Footprint amount 2% 27%

Green Office Decreasing Target 2021


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Integrated STEM with Project-Based Learning Implementation to Enhance Students’ Creativity

Tanchanok Poonsin Department of Teaching Science and Mathematics, Faculty of Education

Thaksin University Songkhla, Thailand

[email protected]

Ninna Jansoon Department of Fundamental Science and Mathematics, Faculty of Science

Thaksin University Songkhla, Thailand

[email protected]

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.

Keywords—Students’ creativity, STEM project-based learning, garbage designer

I. INTRODUCTION With the advancement in technology, the career path is

also changed which hard to imagine the career for future. For this reason, the cognizant center for the future of work has studied and reported the jobs of the future 2030. Garbage designer is one of the important future careers due to a new form of garbage recycling called “upcycling” expected popular work in the future. Upcycling is the practice of turning waste into better quality products; for example, toothbrushes waste into bracelets, or used magazines paper into woven mats or plant pot. Garbage designers are important role to ensure the success of upcycling. There are expected that garbage designers can creative ways to turn the by-products of the manufacturing process into new material for making high value product.

The topic mentioned above demonstrates that creativity skill is one of 21st century skills that needed by students in

facing the advancement of technology and preparing their future career. This is due to market demands in 21st century occupations that require employees to have the ability to overcome crises and to creatively solve problems. At the same time, they must also have mastery in sciences, technology, engineering and mathematics [1]. However, there are many teachers who measure the cognitive aspects based on teacher interview data. This is an indication that students have a lack of skills, especially in creativity. Creativity is one of important skill that should be fostered by students. It refers to the creation of a novel thing, appropriate response, the production of product and solution to an open-ended task. When the creativity connected with technology, it can be produced a high quality of work or innovation [2]. Therefore, teaching and learning should be in accordance with the graduate standards of higher education by providing students with a high level of creative thinking skills.

The current curriculum in Thailand covers the format of student character development and the 21st century learning principles. Science, Technology, Engineering and Mathematics (STEM) education has become a well-known approach among educators due to the development of the global technology perspective of the 21stcentury [3]. An earlier study by Hanif et al. [2] indicated that STEM project-based learning engages students in developing 21st century skills. However, no information regarding the effect of the integration of project-based learning with STEM on the development of pre-service chemical teachers’ creative thinking skill has been reported. In addition, the researchers believe that the integrated STEM with project-based learning activities can improve 21st century skill of undergraduate students. Therefore, the present study aimed to investigate the effect of integrated STEM with project-based learning implementation on the creative thinking skill of pre-service chemical teachers in the concept of “Garbage Designer Who Use Waste As Inspiration For New Products”.

II. METHOD

A. Target Group The target group in this study consisted of a group of pre-

service chemistry teachers in the fourth year of a chemistry teacher education program at Thaksin university, Songkhla campus, Thailand, academic year 2021. 39 pre-service chemistry teachers consist of 6 males and 33 females.


B. Research Method and Instrument The study used qualitative research which is the narrative

design, since it is one of the qualitative procedures [4]. The research tool used to collect data in this study is creativity product analysis matrix (CPAM) developed by Hanif et al. [2]. The data collected pre-service chemical teachers’ creativity based on a creative product or innovation that was created by student during integrated STEM with project-based learning activity. The creative thinking of pre-service chemical teachers was evaluated with three dimensions of creativity comprise of resolution, elaboration and novelty. There were six criteria used in this study. Creativity of pre-service chemistry teachers is graded on a 1-3 scale for each criterion of creativity. The creativity product analysis is represented in Table I.

TABLE I. INSTRUMENT FOR CREATIVE PRODUCT ANALYSIS MATRIX

Creative Dimension Criterion

Score 1 2 3

Novelty

Germinal

Original

The lower level of germinal: The product is inspiring others with the creation The lower level of originality: Pre-service chemistry teachers mostly use the previous finding as their Product idea

Medium level of germinal: The product is inspiring others to try something new Medium level of originality: Pre-service chemistry teachers use the previous finding as their idea, but they make a modification of the product

High level of germinal: The product is inspiring others to try something new by directly give ideas to develop more product design High level of originality: The product idea comes from their own understanding

Resolution Valuable

Useful

The lower level of valuable: The product is not compatible with the purpose and not relates to the concept The lower level of usefulness: The product can be used once

Medium level of valuable: The product is compatible with the purpose and not relates to the concept Medium level of usefulness: The product can be used continuously with a certain requirement

High level of valuable: The product is compatible with the purpose and relates to the concept High level of usefulness: The product can be used continuously without any requirement

Elaboration Well Crafted

The lower level of well crafted: The product is done well

Medium level of well crafted: The product is done well with the good looking design

High level of well crafted: Pre-service chemistry teachers take an effort to give interesting product design

Creative Dimension Criterion

Score 1 2 3

Expressive

The lower level of expressive: The product is presented with lacking body language and need to control speaking tone, not understandable

Medium level of expressive: The product is presented with lacking body language and need control speaking tone, but understandable

by using some materials High level of expressive: The product is presented in a communicative way (using effective body language and clear voice) and understandable manner

C. Research Procedure This study was used the topic of “Garbage Designer Who

Use Waste As Inspiration For New Products” as the theme of creative design, and designed and planed learning activities. The activities were carried out in accordance with the four stages of STEM with project-based learning as already mentioned in research works [2, 5]. The stages were used in this study consist of preparation, implementation, presentation and evaluation, and correction which were the flow for pre-service chemistry teachers. Table II represents activities of each stage in the integrated STEM with project-based learning implementation.

TABLE II. INSTRUMENT FOR CREATIVE PRODUCT ANALYSIS MATRIX THE INTEGRATED STEM PROJECT-BASED LEARNING ACTIVITIES OF EACH STAGE

Stage Activity

1. Preparation

1. Teacher conducted preparation stage leads pre-service chemistry teachers to understand the theme and scope in the topic of “Garbage Designer Who Use Waste As Inspiration For New Products”

2. Pre-service chemical teachers find the information regarding the basic concept in making project.

3. Pre-service chemical teachers discuss tools and materials that used and produce design drawing

2. Implementation

1. Teacher conducted implementation stage which let pre-service chemical teachers to create the product based on their design drawing.

2. Pre-service chemical teachers conduct an actual test of their product

3. Presentation and evaluation

1. Pre-service chemical teachers present their product and basic concept of the product.

2. Three science educators evaluate pre-service chemical teachers’ product.

3. Teacher gives opportunities for other to give suggestion regarding the project that presented.

4. Correction

1. Teacher gives pre-service chemical teachers opportunity to improve their product.

2. Pre-service chemical teachers make self-correction about the product according to suggestion and feedback.

In addition, the pre-service chemical teachers proceeded their mini projector based on the integration of Science (S),


Technology (T), Engineering (E), and Mathematics (M) as shown in Table III.

TABLE III. THE INTEGRATION OF STEM IN MAKING THE MINI PROJECTORS

Science (S) Technology (T)

Engineering (E)

Mathematics (M)

The component and properties of waste milk box as the material of designed product

1. Find Information from the internet 2. Decide the tools and materials 3. Conduct an actual test

Design drawing

Magnification calculation

III. RESULTS AND DISCUSSION The result shows the qualitative data which based on

creativity rubric assessment. Pre-service chemical teachers’ creativity was evaluated from their product as resulting from mini-project learning in the topic of “Garbage Designer Who Use Waste As Inspiration For New Products” by using the Creative Product Analysis Matrix (CPAM). The learners’ creative thinking is assessed by using the Creative Product Analysis Matrix (CPAM). The obtained data was based on the criteria of each creativity dimension measurement which is scored with a rubric scale from 1 until 3 based on several requirements. The creative thinking rubric of CPAM is represented in Table IV.

TABLE IV. THE ANALYSIS MATRIX (CPAM) RUBRIC OF PRE-SERVICE CHEMICAL TEACHERS’ CREATIVE PRODUCT

Creative product criteria

Criterion Group No.

1 2 3 4 5 6 7 8 9 10

Novelty Germinal Original

3 2

1 1

1 2

1 1

2 2

1 2

2 2

1 2

1 3

2 2

Resolution Valuable Useful

3 3

2 2

2 2

3 3

2 2

2 2

2 2

2 2

3 3

3 3

Elaboration Well -

Crafted Expressive

3 3

2 2

2 2

2 2

2 2

2 2

2 2

3 2

3 3

3 3

The creativity result for each creativity dimension can be seen clearly in in Fig.1.

Fig. 1. Pre-service chemical teachers’creativity dimension for each group * The number on the bar is an average of pre-service chemical teachers’creativity in three dimension

The result as shown in Fig. 1 indicated that the pre-service chemical teachers in Group 1 have the highest percentage of creativity (94.4%) categorized as very good based on Raksapoln and Deesawat [6] already reported. Meanwhile, the lowest of creativity percentage is the pre-service chemical teachers in Group 2 (55.6%) who classified as lack of creativity. This result suggested that each group has different achievements of creativity. The learning process for the development of creative ideas of each group is also different due to the class is divided into groups when making the product. Hence, each group worked and discussed together to develop their idea for creating a product [2]. The products of pre-service chemical teachers after implementing STEM project-based learning are shown in Fig. 2.

Fig. 2. Pre-service chemical teachers’products in the concept of “Garbage Designer Who Use Waste As Inspiration For New Products”

Also, the average creative thinking skill of pre-service chemical teachers in each dimension was evaluated after implementing STEM project-based learning (Table V).

TABLE V. TABLE TYPE STYLES PRE-SERVICE CHEMICAL TEACHERS’ CREATIVITY

Creativity Dimension Average Category Novelty Resolution Elaboration 57% 80% 78% 72% Good*

* Scoring guide 80%-100% very good 70%-79% good 60%-69% pass 50%-59% lack 0

20

40

60

80

100

120

1 2 3 4 5 6 7 8 9 10

Perc

enta

ge (%

)

Group Number

Novelty Resolution Elaboration

Thermal Bag Bowling Box

Apron


As shown in Table V, each creativity dimension of pre-service chemical teachers has different attainments. The dimension of novelty, resolution and elaboration obtained 57%, 80% and 78%, respectively. The average score of each dimension creativity after the stage of implementation in the integrated STEM linked with project-based learning is 72% which categorized as good. From the results, it was suggested that pre-service chemical teachers who learn through integrated STEM with project-based learning has good creativity. The teachers are trained to realize their ideas by designing and constructing the product in integrated STEM with project-based learning. Also, the pre-service chemical teachers were given the opportunity to develop their idea by using several tools and materials that can improve the quality of the product. Therefore, it can be inferred that students who learned science by using integrated STEM with project-based learning have good creativity. The result was in line with the reported earlier Han et al. [7]. They reported that the average achievement of students’ creative thinking skills after the implementation of STEM problem-based learning was significantly different from that before the implementation of the learning model. Sumarni and Kadarwati suggested that ethano-STEM project-based learning was an appropriate learning model to help the students to develop flexibility in thinking [1]. This model learning proved that the students’ creative thinking activities and abilities would be higher when they carried out the discussions or experiments in groups in comparison with receiving information from the teacher. Hanif et al. also reported that STEM education showed comprehensive characteristics, i.e. problem solving, critical analysis, and providing students with opportunities to practice their thinking skills [2]. The implementation of STEM project-based learning provided challenges and trained students to think critically and creatively. From the result, it can be concluded that integrated STEM linked with project-based learning showed a significant effect on the improvement of pre-service chemical teachers’ creative thinking skills.

IV. CONCLUSION Pre-service chemistry teachers who learn through

integrated STEM with project-based learning in the topic of “Garbage Designer Who Use Waste As Inspiration For New Products” have good creativity. This study indicated that

integrated STEM with project-based learning could improve creative thinking skills of student in all dimensions. Moreover, this study found that continuous implementation of creative thinking strategies could develop more meaningful concepts as well as high-level thinking skills. The implementation of the integrated STEM with project-based learning in this study has improved the students’ abilities in thinking skills such as cause-effect thinking, analyzing data through various points of view, evaluating, and creating. Those skills were developed through frequent opportunities to explore and express opinions and ideas in collaborative and creative thinking. Therefore, the thinking skills taught in relevant content would promote the development of the students’ thinking skills creative thinking habits, while playing with ideas and processing the content information in various ways. The students would feel joy in the learning, find meaning and personal relevance in the learning.

ACKNOWLEDGMENT The authors would like to express for their appreciation to

all the pre-service chemistry teachers who participated in the study. Thaksin university was also acknowledged.

REFERENCES [1] W. Sumarni and S. Kadarwati, “Ethano-STEM project-based learning: Its

impact of critical and creative thinking skills,” J. Pendidikan IPA Indonesia. vol. 9, no. 1, pp. 11-21, 2020.

[2] S. Hanif, A. F. C. Wijaya, and N. Winarno, “Enhance students’ creativity through STEM project-based learning,” J. Sci. Learning. vol. 2, no. 2, pp. 50-57, 2019.

[3] D. J. Shernoff, S. Sinha, D. M. Bressler, and L. Ginsburg, “Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education,” Int. J. STEM Educ. vol. 4, no. 13, pp. 1-16, 2017.

[4] J. W. Creswell, Qualitative inquiry & research design: Choosing among five approaches, 4th ed., Thousand Oaks, CA: Sage, 2012.

[5] S. J. Lou, Y. C. Chou, R. C. Shih, and C. C. Chung, “A study of creativity in CaC2 steamship-derived STEM project-basedlearning,” EURASIA J. Math. Sci. Technol.Educ. vol. 13, no. 6, pp. 2387–2404, 2017.

[6] K. Raksapoln and S. Deesawat, “Enhancing creativity by learning management in STEM education,” The 12th NPRU Nat. Acad. Conf., pp. 3312-3319, July 2020.

[7] S. Han, R. Capraro, and M. M. Capraro, “How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: the impact of student factors on achievement,” Int. J. Sci. Math. Educ.. Vol. 13, no. 5, pp. 1089–1113, 2014.


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Enhancing Creativity and Collaboration by Learning Management in STEM Education

Kiatisak Raksapoln Faculty of Education

Valaya Alongkorn Rajabhat University under the Royal Patronage

Pathum Thani, Thailand [email protected]

.

Witsanu Suttiwan Faculty of Education

Valaya Alongkorn Rajabhat University under the Royal Patronage

Pathum Thani, Thailand [email protected]

Abstract— This research was studied the results of learning management in STEM Education of students' creativity and students’ collaboration skill in the concept of forces originating from a magnet of grade 1 - 3 students at Son Di Si Cheroen School, Nong Suea District, Pathum Thani Province, academic year 2020. The Creativity product analysis matrix (CPAM) was used in the study, which was analyzed from the product of students created by learning management in STEM Education. Three creativity dimensions used in this study which are novelty, resolution and elaboration dimension. The method used for the assessment of collaboration skill was an observation. The results of this research showed that the students who received the learning management in STEM Education had obtained as much average scores of creative dimensions equal to 86.67 %, that students were categorized as very good. The students’ collaboration skill increased with and overall mean score of 81.00 %. The increase in students' creativity and students’ collaboration skill was due to the activities involved in STEM learning through engineering design.

Keywords—STEM Education, Creativity, Collaboration, Learning management

I. INTRODUCTION

Learning and innovation skills are important for learners in order to achieve purpose of many more complex tasks in their future. That conformed with the Partnership for twenty-first Century Skills and the National Education Association determine that the 4Cs skills Which Creativity and Collaboration skill are deemed as an integral part of twenty-first century skills [1] and are emphasized in science education curriculum in Thailand as well as in other countries [2]. Therefore, learning management should be elaborated understanding of core subjects and integrate 21st century skills so that the learners have sustained both knowledge and skills to live happily with others in society.

STEM education is a learning and teaching approach that integrates science, technology, engineering and mathematics knowledge and skills. STEM Education was an initiative created by the National Science Foundation (NSF) [3]. During the STEM education, engineering-based design skills are defined by taking into account the skills that students should have in defining the problem, producing solutions for the problem and evaluating the solutions [4]. English, Lyn D. & King, Donna T. (2015) developed an engineering design framework for their research that would cater for multiple processes in early engineering education. The five main interactive processes of problem scoping, idea generation,

design and construction, design evaluation, and redesign formed their framework [5].

For further identification, this study will investigate students’ collaboration skill and students’ creativity with another three dimensions of creativity. The three dimensions of creativity that used are resolution, elaboration, and novelty. while the concept that was chosen is forces originating from a magnet. Therefore, the aim of this study was to investigate the effect of STEM education through engineering design on students’ collaboration skill and students’ creativity in the concept of forces originating from a magnet.

II. METHOD

The population of this study were students in grade 1-3 at Son Di Si Cheroen School, Nong Suea District, Pathum Thani Province, Thailand. The experiment was performed in the second semester of year 2020. Fifty samples were taken from the population by purposive sampling which requires the researcher to uses a personal judgment and believes to choose the samples. Create groups of students of different grades divided into groups and each group has five students. The tools for research consisted of:

A. The Creativity product analysis matrix (CPAM) The data that was collected from students’ creativity is

based on a creative product that was made by students during STEM Education through engineering design. The students’ creativity is scored by 1 until 3 scales for each criterion of creativity. The criterion that used is valuable, useful, well-crafted, expressive, original and novelty. Two criteria have been selected for each three dimensions of creativity, Useful and Valuable criteria have been selected for the resolution dimension. Then, Well-crafted and Expressive criteria have been selected for elaboration dimension. For the last, Germinal and Original Criteria was chosen for novelty dimension. The Creativity product analysis matrix is based on the results of adaptation and modification of the standard rubric (Besemer and Treffinger 1981) by Sofi Hanif et al. [6].

B. The assessment sheet containing the collaboration skill indicators The method used for the assessment of collaboration skill

was an observation. The researcher observed the activities done by the students during the discussion, from the beginning to the end of learning. The observer filled out the assessment


sheet containing the collaboration skill indicators. The students’ collaboration skill is scored by 1 until 4 scales for each indicator of collaboration skill. The indicators that used is Contribution, Time Management, Problem Solving, Work with other people and Investigation technique. The collaboration skills rubric is based on the results of adaptation and modification of the standard rubric (Read Write Think 2005) by Hermawan et al. [7].

All tools for research were translated into Thai. Three experts to check for the content validity of the measurements. The IOC (Index of Item Objective Congruence) testing was applied. The congruence indices between 0.67-1.0 were illustrated. Satisfactory results of the content validity were ensured.

The study used quantitative research was then applied to the students with the STEM education through engineering design [5]. The learning activities of each stage STEM education through engineering design can be represented in Table 1.

TABLE I. PROCESSES OF ENGINERRING DESIGN

Problem Scoping

Idea Generation

Design and

Construct

Design Evaluation

Redesign

Understanding the boundaries of a problem

Brainstorming and Planning

Model Development

Meeting Constraints

Model Redevelopment

Clarify and restate the goal

1. Students find the information from the internet or Knowledge paper regarding the basic concept in making product. 2. Students discuss tools and materials that will be used 3. Students develop a plan.

1. Students produce design drawing. 2. Students transform design to model.

1. Each group present their product and basic concept behind the product. 2. Students conduct an actual test of their product.

Students make self-correction about the product according to suggestion and feedback.

STEM Content Knowledge III. RESULT AND DISCUSSION

In Reporting our findings and discussion, we analyzed and divided into two parts.

A. Part I Student’s creativity When conducted STEM Education through engineering

design, the class is divided into ten groups that consist of five students to create the product. All group members should cooperate with each other in making a magnet powered vehicle. The recapitulation of students’ creativity for each group is presented in Table 2. Based on the result in Table 2, there are different achievements of creativity for each group.

Group 1 obtained 83.33%, group 2 obtained 88.89 %, group 3 obtained 94.44%, group 4 obtained 83.33%, group 5 obtained 88.89%, group 6 obtained 77.78%, group 7 obtained 94.44%, group 8 obtained 77.78%, group 9 obtained 100.00% and group 10 obtained 77.78%.

All criteria of each creativity dimension are used to assess a student’s project product after implementing STEM Education through engineering design. The recapitulation of students’ creativity in this study can be seen in Table 3. The result is shown that each creativity dimension has different attainment. resolution dimension obtained 88.33%, elaboration dimension obtained 80% and novelty dimension obtained 91.67%. The average score of each dimension creativity after implementing STEM Education through engineering design is obtained 86.67% which categorized as Excellent. In addition, documentation on Students’ product in making a simple magnet powered vehicle with design drawing can be seen in Figure 1 below. The results conformed with Kiatisak Raksapoln and Sorranat Deesawat (2020) study [8], state that the students who received the learning management in STEM Education had obtained as much average scores of creative dimensions equal to 82.62 %, that students were categorized as very good when passing through the learning management in STEM Education by the concept of water pollution. These learning activities also challenged the students to design a magnet powered vehicle to solve the problems. The students had fun and had positive attitude in the class.

TABLE II. STUDENT’S CREATIVITY RESULT FOR EACH GROUP

TABLE III. STUDENT’S CREATIVITY RESULT

Creativity Dimension Average Category Resolution Elaboration Novelty 88.33% 80% 91.67% 86.67 Excellent

Fig. 1. Students’ product in making a simple magnet powered vehicle with design drawing

Group Creativity Dimension Average Resolution Elaboration Novelty 1 83.33% 83.33% 83.33% 83.33% 2 100.00% 66.67% 100.00% 88.89% 3 83.33% 100.00% 100.00% 94.44% 4 83.33% 83.33% 83.33% 83.33% 5 83.33% 83.33% 100.00% 88.89% 6 83.33% 66.67% 83.33% 77.78% 7 100.00% 83.33% 100.00% 94.44% 8 83.33% 66.67% 83.33% 77.78% 9 100.00% 100.00% 100.00% 100.00%

10 83.33% 66.67% 83.33% 77.78%


B. Part II Student’s collaboration skill Based on the research that had been done, the results of

the collaboration skills of students are shown in Table 4. Based on Table 4, it can be seen that the collaboration skills of students on the five indicators had an overall mean score of 81% , which falls in the “excellent” category. In addition, documentation on group discussion and product manufacturing activities can be seen in Figure 2. Effective communication among team members is important in creativity, particularly in new product development teams. Therefore, educational programs should incorporate training on stimulating and managing communication in groups [9] . Collaborative skills are necessary to solve complex, interdisciplinary problems. Besides, they promote the understanding of alternative perspectives, which is vital for the progression of society and useful for achieving educational goals. Moreover, learning how to collaborate allows students to have a broader set of skills that will help industries and economies progress [10].

TABLE IV. STUDENT’S COLLABORATION SKILL FOR EACH GROUP

Fig. 2. The process of group discussion and product manufacturing

IV. CONCLUSION

The results of this research showed that the students who received the learning management in STEM Education had obtained as much average scores of creative dimensions equal to 86.67 %, that students were categorized as very good. The students’ collaboration skill increased with and overall mean score of 81.00 %. The increase in students' creativity and students’ collaboration skill was due to the activities involved in STEM learning through engineering design.

ACKNOWLEDGMENT Authors acknowledge principal of the school who already

allowed to conduct the research about STEM Education through engineering design.

REFERENCES [1] W. Pinyo and N.Wanchai, “Indicators of Super 4Cs Skills for Learners

in the 21st Century: A Concise Literature Review,” J. Human. Soc. Sci. Thonburi Univ., vol. 15 no.2, pp.176-186, 2021.

[2] Ministry of Education, Basic Education Core Curriculum B.E. 2551. Bangkok, Thailand: Printing House Agricultural Cooperatives of Thailand Ltd., 2017.

[3] B. Priemer et al., “A framework to foster problem-solving in STEM and computing education,” Res. Sci. Technol Educ., vol. 38 issue.1, pp.105-130, 2019.

[4] C. Sen, Z. S. Ay, and S. A. Kiray, “STEM skills in the 21st Century Education,” in Research Highlights in STEM Education, M. Shelley & S. A. Kiray, Ed., U.S.A.: ISRES Publishing, 2018, Ch.6, pp. 81-101.

[5] L. D. English, and D. T. King, “STEM learning through engineering design: fourth-grade students’s investigations in aerospace,” Engl. King Int. J. STEM Educ., vol. 2 no.14, pp.1-18, 2015.

[6] S. Hanif, A. F. C. Wijaya, and N. Winarno, “Enhancing Students’ Creativity through STEM Project-Based Learning,” J. Sci. Learn., vol. 2 no.2, pp.50-57, 2019.

[7] H. Hermawan et al., “Desain Instrumen Rubrik Kemampuan Berkolaborasi SiswaSMP dalam Materi Pemantulan Cahaya,” J. Pen. D. Penge. Pen. Fisika., vol. 3, no.2, pp.167-174, 2017.

[8] R. Kiatisak and D. Sorranat, “Enhancing creativity by learning management in STEM Education,” in Proc 12th NPRU Nat. acad. Conf., Nakhon Pathom, Thailand, 2020, pp. 3312-3319.

[9] Baruah, and P. B. Paulus, “Collaborative Creativity and Innovation in Education,” in Creativity Under Duress in Education?, Creativity Theory and Action in Education 3, C. A. Mullen, Ed., Switzerland: Springer Nature Publishing, 2019, Ch.9, pp. 155-177.

[10] P. Iryna, “Assessment of collaborative skills,” in Proc. Nat. Aviation Univ., 2019, doi:10.18372/2306-1472.1.13661.

Indicators of collaboration skill

Average Category Contribution

Time Manageme

nt

Problem Solving

Work with other

people

Investigation

technique

75% 77.5% 85% 90% 77.5% 81% Excellent


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

STEM Project Approach to the Topic of Sustainable Development Goals Through Online Meeting on

Students’ Self-regulation

Thanapohn Kanjanapan Science and Technology Satreethungsong School

Nakhonsrithammarat, Thailand [email protected]

Noppadon Nauldum Science and Technology Satreethungsong School


Aranya Hemman Science and Technology Satreethungsong School


Supaporn Kongkanon School Principle

Satreethungsong School Nakhonsrithammarat, Thailand

[email protected]

Narumon Rattanaburee Science and Technology Satreethungsong School


Jareerat Ruamcharoen Faculty of Science and Technology


[email protected]

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.

Keywords— STEM Project, Self-regulation, Online Meeting, SDGs

Collected pitch video and more information on QR Code:

I. INTRODUCTION Globalization, information technology, international

network or internet, these words regard to the high-tech world which we live today. Certainly, large-scale effected on education such as the changing of students’ behavior to be the Generation Z students, who are part of the generation with global, social, visual and technological changing [3]. That is why the learning styles of learners have been changed. Since the scientific revolution from 19th century to the present 21st century shows a dramatically change especially in economic, medical and technological fields

Science education system’s Thailand also got influenced by educational reform in 1999 [1]. As we know that the importance of science and technology can develop our country. The study of International Institute for Management Development (IMD) found that competitive ability of Thai student in science and technology program was leveled in 47th from the information in 2000. It means that we were the last country in a ranking. Recently, competitiveness ranking of Thailand by IMD during 2009- 2013 appeared about standard of scientific research decreased to the 44th from the 38th in 2012 in Asia. The overall performance (63 countries) still stable at 39th in 2016- 2020 [2]. Why? —What problems do Thailand occurred involving on science teaching? Thailand education system is facing on teaching science which several factors compose of the new generation students, behaviors, learning style with technology, globalization, and presently reason about pandemic of COVID-19 start from 2020 until now (2021). Therefore, if we can integrate science and technology with digital disruption, manage time including with the development on teaching and learning methodology to be primes. It can be successful on absolutely national development. Our students have ability for competition in high-tech world with 21st century skills. Hence, the integrated science, technology, engineering, and mathematics (STEM) linked with project based approach as a learning technique can improve the ability of our student especially science classroom in Satreethungsong school, Nakhonsrithammarat, Thailand. The STEM with project based approach can encourage learning style of students as active learners. The activities were created to develop students by STEM project with problem based learning and inquiry based learning to


gain them to be the potential personnel in a scientific field and have more self-regulation.

II. STEM EDUCATION ON YIC COMPETITION This research studied the changing of self-regulation for

science and mathematics students who were interested in the competition of Young Inventors Challenge (YIC2021) using STEM project connected with problem based learning to enhance the student performance in the topic of sustainable development goals

III. PBL TO STEM PROJECT FOR SDGS The purpose of this study to assess the effectiveness of

students’ potential to create the innovation for solving environmental problems in the competition of YIC2021. Students in courses were provided the recorded lectures and online meeting via Google Meet, about 2 hours per week every Sunday throughout the 1st semester (between April to September 2021). We gave many activities like the examples of Creative Thinking, Scientific principle, the exist innovation that have been used for solving those environmental problems in the course while the teacher played in a role of facilitators.

Fig. 1. Step Process of teaching Sustainable Development Goals with STEM project

There are 25 students attended in the topic of SDGs which consist of 23 students in grade 11th and 2 students in grade 10th from Science and Mathematics course including 3 students from general course but they are interested in SDGs. We classified them into 5 groups to do the project depending on the students’ satisfaction. The SDGs course for improving YIC2021 Competition was implemented as follows:

A. Step 1: Environmental problem and SDGs Issues Teacher introduced the content of environmental problem

around the world and showed the effect of environmental

problem on human life and ecosystem with scientific knowledge principle. For example, solid waste generation rates estimate the amount of waste created by residences or businesses over a certain amount of time (day or year). Waste materials discarded, whether they are later recycled or disposed in a landfill. Waste generation rates for residential and commercial activities can be used to estimate the impact of new developments on the local waste stream. Then we gave the knowledge about 17 topics of SDGs presenting by United Nation.

B. Step 2: Planning and designing to solve problems After that, the students arranged the group discussion and

shared their ideals about environmental problem relating with SDGs, especially the environmental problem topic in Thailand and their communities. Example of invention and innovation was discussed and demonstrated that how can solve various environment problems and rethinking with science and mathematics knowledge to create some inventions for Sustainable Development Goals in their school and communities. In addition, brainstorming within group of students can apply scientific knowledge to create something for a better life. Five groups of student created their proposal

and planning for developing models namely the tiny stick, rubbish robot, innovative plant care, green splint, and alternative electricity xylophone to solve the problem and to apply for YIC2021 competition.

IV. SHORTLISTED YIC2021 Three of proposals got shortlisted to develop models to the

invention as follows:

A. The Tiny Stick They created the alternative energy bar from insect. Tiny

Stick creates profit directly to the community itself without the interference of the middlemen. Therefore, this products have lower cost with high quality involve to the 2nd SDG is


ZERO Hunger. So, it can eliminate the poverty among agriculturists in the community in the first SDG no poverty. When people eat good food, it will be good for their bodies and health for the third SDG. The nutrients from the food give the cells ability to perform human necessary functions. They inspired to create The Tiny Stick from research they watched on NasDaily (https://www.facebook.com/watch/?v=747023692868153)

Their goods are dried products from Insecta Phylum— beetles as a protein, vegetables and fruits such as pumpkins, bananas and millet. Dried fruits and vegetables provide energy for the body up to 359 kcal per 100g and it can be stored for a long time. They selected the raw materials around community at Thungsong, Nakhonsrithammarat or their hometown. They can ensure they are harmless to health as it is local materials. This project creates jobs and more income for farmers. Besides, they might export products to other countries which will stabilize the country's economy relate to the 11th SDG sustainable cities and communities. The tiny stick created from biology knowledge and they must use mathematics to calculate nutrition information then use engineering design to find many recipe for the best Tiny Stick show in Fig. 2.

Fig. 2. STEM Project of The Tiny Stick Team

B. The innovative plant care

The innovative plant care, they have thought further by using soil moisture sensors connected to the Arduino board to control the release of water to water the plants automatically. It also added the Blynk smartphone app to view the measured humidity in percent. It increases the convenience of checking values. They made the soil which is a mixture of minerals and nutrients suitable for growing plants, without the need to add fertilizer. It helps reduce the time to take care of the plant. The automatic plant watering pot ‘INNOVATIVE PLANT CARE’ of their group is an innovation to take care of plants for working people, company officers and people in the city who have a workload and have no time to water and take care of plants during the day.

They use technology from Blynk app which can be viewed data at any time through a smartphone. It is an innovation that is easy to use, convenient, fast, time-saving and clearly informs the value. In addition, the remaining nutrients and

minerals in the soil may be measured, to calculate the minerals that may need to be added in the future for plant uptake will on a smartphone. Another idea that they concern about Face Masks, primary protection against the ongoing COVID-19 pandemic. After used it became tons of waste and they are non-biodegradable can be an ingredient to create a pot.

Fig. 3. Model and Invention of The Innovative Plant Care

Another Future Project they might be recycling disposable face masks ideas to make seedling bags and plant pots on Innovative Plant Care by using STEM knowledge.

C. Amphibious Garbage Robot Collector The Rubbish Robot aim to collect garbage in the

backcountry both land and coastal area and it has easy access due to a new automatic device. For robots to help humans to collect litter both on land and especially water that is difficult as humans to do. To help save energy, material and time for garbage collection. To minimize the amount of waste generated, recover the waste materials and recycle them and dispose the waste safety and effectively. It is vital for the machine to be able to get into the tough way to backcountry in taking vehicles to collect garbage. The “Rubbish Robot Collector” for foot path and coastal water using Arduino micro controller. The uniqueness of this robot from others is that it also can be use in coastal water and we installed Styrofoam for it to float. The robot is built in such a way that, when it is started it will move on the path defined in the program. When


it encounters the obstacle, depending on the conditions applied in the program that proceeds with further motion and then robot picks up the garbage. They use the Archimedes' Buoyancy Principle and Newton's Laws of Motion in Physics make the solution of our object floating: From Buoyancy principle, if the average density of water is greater than the object’s average density, the object will float. Their experiment had shown Density of the Styrofoam + Density of the Rubbish Robot =? Density of the Styrofoam 0.05 g/cm3 x 1000 kg/m³ = 50 kg/m³

1 g/cm3

50 kg/m³ + 177.47 kg/m³ = 227.47 kg/m³

That the reason why “Rubbish Robot” float with the help of the Styrofoam because the density of the water is greater than the overall object’s density. The design of garbage collector robot uses engineering method. In sequence, the method is identification of the needs required. Then these needs are analyzed to get specific components. These components are later integrated to get the desired output.

The basic methodology is as shown in the block diagram. The operation of the robot can be classified into three main categories. They are motion control of the robot, garbage collection and disposal of garbage.

The Rubbish Robot was successfully validated in a pond and on land fields. The experimental results showed that using this new proposed design, it could help to scale down the amount of rubbish especially plastic wastes. Apart from this, the new proposed design was created and produced so that it is applicable to be used anywhere and more importantly, it was designed to suit for most ages, because it is easy to control. However, the main important steps they have taken was that they created awareness among the world’s population of the negative impacts of plastic.

Fig. 4. Model and Invention of The Rubbish Robot

V. UNSHORTLISTED YIC2021 Although, 2 teams of student in SDGs course cannot pass

YIC2021 shortlisted the project proposal which drawing model, they have great ideas for doing STEM Project. One of them did the project called Alternative Electricity Xylophone. After having studied SDGs and surveyed environmental problems. So, It can be seen that student created a model of Alternative Electricity Xylophone uses piezoelectric to gather

with Thai musical instruments which people use piezoelectric to apply with new innovation in the present. However, it used to be a transducer in ultrasonic equipment in medical, speaker, and actuator which is an important part of accessory. In the first step, they have to put Piezoelectric under 21 pieces of Xylophone which Piezoelectric material is a type of ceramics that has a special property called Piezoelectric material. Piezoelectric material is a phenomena based on the asymmetry of crystalline systems which creates an electric charge when the material is subjected to stress. On the other hand, It can cause strain directly proportional to the electric field acting on the material as well.

Fig. 5. Alternative Electricity Xylophone Model

In the other words when the Piezoelectric gains mechanical force, It will give Voltage back. When they beat the Xylophone then the Piezoelectric under the Xylophone will receive vibration which is a mechanical energy. Then, mechanical energy is converted into electrical energy. The received electricity is shown through LEDs attached to the edge of each xylophone.

The 2nd team of unshortlisted proposal, the students started the STEM Project from an idea of a semi-biological splint to mix sago pulp with reuse paper and mix it with rubber. To produce with lower cost of production than other types and good quality, beneficial to many parties, whether it is farmers who grow rubber trees Medical personnel Patients must use this splint. This idea is also environmentally friendly to reduce global warming due to methane gas and the problem of overflowing waste of the world.

Fig. 6. Semi-Biological Splint Model

Density of overall object= 227.47 kg/m³ 997 kg/m³ > 227.47 kg/m³

Density of Water > Density of overall object


They thought about if 1000 people are required to receive splints, created 1000 pieces of garbage. Thus, using the semi-biological splint from sago is another option for solving environmental problems.

VI. SELF-REGULATION ON STEM PROJECT Zimmerman [5] explained the self-regulation that is a

procedure of individual aims, record behavior, and strategy thinking to achieve goals by themselves. The Institute for the Promotion of Teaching Science and Technology (IPST) [4] expects the goal of scientific literacy for all students who enable to understand nature and man-made technological products and to use scientific knowledge reasonably, creatively, and responsibly. The self-regulation evaluation was conducted for 25 students attending the SDGs course . The results are shown in Table I.

TABLE I. SELF-REGULATION RESULTS COMPARISON TO BEFORE AND AFTER LEARNING BY STEM PROJECT APPROACH (**P<0.05)

The efficiency of online meeting via Google Meet and Facebook Messenger for STEM project using self-regulated strategies on SDGs problem base learning in topic of environment was 96% students attended meeting online with teachers. It means that all students are interested to attend the

SDG course for developing themselves in YIC competition. The student got average gained score on self-regulation from 69.24 to 75.12 increased 5.88%. Moreover, all of 25 students in SDGs course gain more and more skills on STEM knowledge for trying to solve environmental problems with several ideas on the innovations and models were described.

ACKNOWLEDGMENT We would like to thank Dr.Supaporn Kongkanon, the

Principal of Satreethungsong School for supporting on this project. Thanks you also to Dr.Jareerat Ruamcharoen for providing information regarding on STEM Education. At last but not least, we would like to thank everyone who helped and motivated us to work on this project. Finally, thank you very much to YIC2021 for giving us a chance to the competition.

REFERENCES [1] Y. Chokchai, amd N. Pattawan, "Scientific literacy and Thailand

science education," Int. J. Environ. Sci. Educ., vol. 4, no. 3, pp. 335-349, Jul. 2009.

[2] IMD. "IMD world digital competitivenes,". www.imd.org. (Accessed Sep. 12, 2021.

[3] McCrindle."Characteristics," http://generationz.com.au/characteristics /. (Accessed Sep. 23, 2015.

[4] The Institute for the Promotion of Teaching Science and Technology (IPST), The Basic Education Core Curriculum B.E. 2551 (A.D. 2008) Science, Bangkok: Ministry of Education Thailand, 2008.

[5] Zimmerman, B. J., Invited symposium: motivation & self- regulation in gifted students (October), Graduate School, New York: City University of New York, 1998.

Self-regulation Total N Scores S.D. t Sig

Pre-test 100 25 69.24 7.45 2.06** 0.00

Post-test 100 25 75.12 9.75


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

The Concept of STEAM in Science Communication: Review of Works on the Curriculum

Tzong Sheng Deng Department of Science Communication

National Pingtung University Pingtung County, ROC

[email protected]

Lan-Yu Liu Department of Science Communication

National Pingtung University Pingtung County, ROC

[email protected]

Kuay-Keng Yang Department of Science Communication

National Pingtung University Pingtung County, ROC [email protected]

Ming Choa Lin

Department of Science Communication National Pingtung University

Pingtung County, ROC [email protected]

Abstract—The research aimed to explore the works of undergraduate students regarding their practices of inquiry-based as they participated in creative-learning curriculum. Data were collected throughout the program from their review of documents. The structure of the present through reviewed the meaning of scientific literacy and reflected on the relationships of self-expression and multimodality in daily life. The cases of documentary as examples, which demonstrate that the teacher and students co-created in the art-based educational process. We hope all students get to know more of their experience and improve their learning performance.

Keywords—science communication, document analysis, scientific literacy, STEAM learning

I. INTRODUCTION This study examined the concept of education of science

communication by documents analysis. The Department of Science Communication, National Pingtung University (DSC, NPTU) is the resource of all documents for studying the course and discourse during the developing of the new department in last six years.

The study took an inquiry-based approach for documents-analysis. It discussed the needs of talents of science communication, and the possible ways to practice in science communication, as the result to outline the advantages and limitations of science communication in Taiwan. As we know, art and engineering as social practice, as transdisciplinary design studio[1]. Artist can benefit by learning how scientist and mathematicians think and test their thoughts[2]. We examined the teaching cases of the departments to review the concept of education of science communication that is carried in DSC, NPTU. From collected all feedback from students and participants of the events of science communication produced from various courses of the departments, we would like to have an initial exploration the suitable showcase of science communication in Taiwan.

The impact of science on social development is increasing day by day, but the overall scientific literacy of society still needs to be improved. This study shows that education of science communication must base on scientific literacy, and have to have the scientific literacy that can participate in the content-developing of curriculums. Under the interdisciplinary construct, the DSC, NPTU can lay a suitable foundation of the discourse of science communication and cultivate talent of science communication in Taiwan.

II. STEAM HELP US “VERIFY PERSONALLY”

A. Do you believe the hullless incubation of a chick? The first case is called ‘hullless incubation of chick’.The

video of "Hullless incubation of a chick" broadcasts via Youtube did amaze us lot. Is it so easy to incubate a chick outside the shell? Do the experiments personally should be the best way to verify the video.

B. Maintaining the Integrity of the Specifications The first problem we met is buying the “fertilized egg”

because the eggs on sale in market almost are “unfertilized”. Then we found there are about 50 embryos from 100 eggs developed blood vessels, and heart or the bud of leg, and then all stop developing and turning into decay. During these experiments, we tried adjust many requirements one by one, bit by bit, and still not successful.

Even though every little progress of the development of the embryo brought us grateful, the unsuccessful of "Hullless incubation of a chick" after 100 eggs do let us realize: the best way to verify the authenticity of so called “science” or “rumor” in the era of information explosion is to "verify it personally".


Fig. 1. Embryo develops the heart and the system of blood vessels outside shell. created by Che Wei, Chang

Fig. 2. Embryo develops a bud of leg outside shell. created by Che Wei, Chang

III. STEAM HELP US “TELL STORY”

A. How rabbits use leverage to lift lions heavie

The second case is called ‘Escape A Plan’. Student Yeh creates a STEM picture book to illustrate how rabbits use leverage to lift lions heavier than themselves, which embodied the principle of leverage (Fig. 3). This picture book shows while two rabbits faced the fierce lion, and they want to lift the lion to escape. Rabbits should solve the problem in a real-world situation. In the place, they have a lot of stones, tree trunks.

B. Scitific concept of leverage The rabbits experience changing the fulcrum and force

arm, and then they can lift another ten rabbits (as Fig. 4). From that experiences, they learn the scientific concept of the principle of leverage. And while they face a fierce lion, they applicate and put it into practice. Readers should think

about it (draw it out) before turning to the next page and figuring out how these two rabbits lift the tiger. Thus, Yeh creates a STEM picture book for reader learning by reading.

Fig. 3. Principle of leverage created by Hsiang Lin, Yen

Fig. 4. picture book of leverage created by Hsiang Lin, Yen

IV. STEAM HELP US “ READING CLTURALLY”

A. Why use the color in the narrative episoda The third case is called ‘the meaning of color of

scientific social issue in animation’. As materials, science communication students used Kurzgesagt videos, which comprised social controversice of different aspects of health, economics, morality, environment, politics, etc. Kurzgesagt - In a Nutshell is a YouTube channel and design studio in Munich, with 32 people covering topics related to science, space, technology, biology, history and philosophy. Kurzgesagt means "short talk" and means "in short" in Chinese, most of which is about 10 minutes long. First divided into five major parts: point of view, story structure, style setting, animation, music production. The story structure then subdivides the beginning, conflict, climax, and ending. Style settings are then divided into role settings and scene design


B. storyboarding technique to perform the inquiry Student Tsai constructed a compare using a basic

storyboarding technique to perform the inquiry as a scientific concept. The composition contained many questions and text-based items, and textured layers added depth to the overall composition, with the questions divided into several square grids to resemble a scientific concepts narrative cell (Fig. 5). This storyboard showed a figure in the background color making the system where is a meaning of color framed by cultural background. The student connected this visual order with a color column, which affected the narrative of the social scientific issue.

The cultural product can tell us a lot of things, if we have questions, as long as the search keywords will have tens of thousands of relevant information, even if we did not have the relevant knowledge, as long as the continuous search for relevant content, basically can find what we want to know. But there are some questions that the information can't give us the right answer, which is the controversial issue. It’s the start point of STEAM leaning.

Fig. 5. storyboard of SSI video of Kurzgesagt created by Pei Hsiang, Tsai

V. STEAM HELP US “ BE ARTIST”

A. Experimental stop motion The four case is called ‘experimental stop motion’. Why create a work? The motivation for the creation of the work began from the desire for help, and then fell into a low tide, the mood has been difficult to do combing, and even feel like being pulled into the water, suffocating, rational resistance to self-negative emotions, and sensibility has long spread throughout the body (Fig. 6).

B. Character of geometry The main character in the story with irregular circle, tied to the rope, bound its origin of the worldly vision, but to be able to bind it for so long is itself, experienced various emotional changes, and finally he got the help of friends, to be freed. But the source of making it bright comes from itself, not from the help of friends. The final work ends with gratitude. The picture of the work to a few simple colors as the narrative of the picture, to present a strong mood, color in today's world, there are several of the same definition, but bring different people have different feelings, through the promotion of the script to let the audience together unified in the film's definition, everyone like a small white ball, contaminated with a variety of secular, rendering their own colors.


Fig. 6. ‘experimental stop motion’ created by Han Yu, Hsu

VI. STEAM HELP US “ BE MAKER”

A. Find their nesting beach In the open ocean, sea turtles regularly navigate long

distances to find the same tiny stretch of nesting beach. How they do it is one of the greatest mysteries in the animal kingdom, and finding an answer has been the focus of generations of researchers.

One promising new theory on how sea turtles navigate suggests that they can detect both the angle and intensity of the earth’s magnetic field. Using these two characteristics, a sea turtle may be able to determine its latitude and longitude, enabling it to navigate virtually anywhere.

B. Be Maker

We offer an opportunity for students to play sea turtles to “FIND” their nesting beach by using the ‘Magnetic Display Card’ (Fig. 7). In this science activity, students sense and establish relevance between magnetic and the way they (sea turtles) find their nesting beach. No lecture, no test but play and experience (Fig.8).

Fig. 7. The Magnetic Display Card(Left: No magnetic Right: With magnetic)

Fig. 8. The Magnetic Display Card(Left: No magnetic Right: With magnetic)

VII. CONCLUSION Art, like engineering, is concerned with finding answers

to problems and seeking visual solutions using the design process[3]. As these cases, the crisis of confidence after the explosion of information, all risks are spread without verification, forming a barrier to scientific communication, but even if individuals are exposed to scientific authority, they may be able to take rebuttals and resistances under different arguments and opinions. In fact, no matter what the spread, "listening to the story" has become a way to reduce the resistance to persuasion, through the story of the narrative to trigger recognition, so we all said to tell a story, our graduation exhibition has also become the students self-verification network information and development of self-story presentation.

Therefore, from the point of view of being close to science, each of us has the right to talk about science, to discuss the way and content of science is close to us, and of course to look at science from a different perspective, to think about the impact of science on our way of life and thinking, and to live in the noise of the scientific world. Of course, our social expectations of the role of science are always correct, fair and objective, so that the knowledge of scientific production is of value, even if the expression, content is different, in the face of different audiences have a variety of persuasion means and strategies, these are worthy of public inquiry together.


Our society still regards ‘science’ as a word that needs to be explained, which is not popular at all, on the contrary, in our growth process, education to learn natural science, society to discuss scientific inventions and discoveries, science has naturally integrated into our lives, become our common language, "science" is a very close and familiar use of the word, although most people are not scientists, nor scientific research for work, but science is like classroom textbooks, media news, museum exhibition, Let's go in and out freely.

ACKNOWLEDGMENT

This research is partially sponsored by the National Pingtung University (NPTU), supported by the Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. MOST 110-2410-H-153-022.

REFERENCES [1] K.W. Guyotte, N.W. Sochacka, T.E. Costantino, J. Walther and N.a N.

Kellam, “Steam as Social Practice: Cultivating Creativity in Transdisciplinary Spaces”, Art Educ, vol. 67, no.6, pp. 12-19, 2014. doi: 10.1080/00043125.2014.11519293

[2] T. Wynn and J. Harris, "Toward A Stem + Arts Curriculum: Creating the Teacher Team", Art Educ, vol. 65, no. 5, pp. 42-47, 2012. doi: 10.1080/00043125.2012.11519191

[3] J. Bequette and M. Bequette, "A Place for Art and Design Education in the STEM Conversation", Art Educ, vol. 65, no. 2, pp. 40-47, 2012. doi: 10.1080/00043125.2012.11519167


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Understanding Volcano Activity Using 2D Simulation Models of MT Data

Nazli Ismail Department. of Physics

Faculty of Mathematic and Natural Science, Universitas Syiah Kuala

Banda Aceh, Indonesia [email protected]

Ummi Nadra Dept. of Geophysical Engineering

Faculty of Engineering, Universitas Syiah Kuala


Muhammad Yanis Dept. of Geophysical Engineering

Faculty of Engineering, Universitas Syiah Kuala


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.

Keywords—Volcano model, forward modeling, 2D simulation model, magnetotelluric

I. INTRODUCTION Monitoring of volcanoes in Indonesia is usually based on

recordings of seismic activity through the installation of seismographs on volcanoes [1]. Before an eruption occurs, an active volcano is always marked by an increasing number of volcanic earthquakes. Volcanic earthquakes occur because of the movement or strong thrust of magma from within the earth. This continuous monitoring of seismic activity (seismicity) is carried out by the Center for Volcanology and Geological Hazard Mitigation Agency on an active volcano to reduce the number of fatalities. However, in actual conditions on the ground, volcanic seismicity patterns are generally very complex and difficult to be interpreted because in general, the intensity of volcanic earthquakes is weaker than tectonic earthquakes.

Several other methods besides the seismic method are still rarely used for monitoring due to the high cost and time required for the data acquisition process. Likewise, research conducted sometimes only for a short period such as the Time-lapse Gravity measurement [2], the geomagnetic method [3], and the GPS survey method by [4]. In addition to monitoring volcanoes, the magnetotelluric method can be used.

The magnetotelluric method is a passive exploration technique that utilizes a broad spectrum of naturally occurring

geomagnetic variations as a power source for electromagnetic induction on Earth. Mapping of subsurface resistivity values can be done through magnetotelluric data processing which aims to obtain an impedance tensor [5]. Through this impedance tensor, the subsurface resistivity distribution modeling will be obtained [6]. However, like some other geophysical methods, the magnetotelluric method also requires a large amount of money and time. However, with increasingly sophisticated technological advances, the existence of computational science can be used for simulations before measurements in the field so that this method becomes a reliable method. In addition, simulations for monitoring volcanoes can minimize errors in the interpretation of subsurface conditions, namely by looking at changes in volcanic responses by forward-modeling of 2D MT data profiles using synthetic data [7]. The results of modeling like this can also be used as learning material about volcanic activity for the community in a very easy way.

II. THEORY

A. Volcanism The cycle of convection currents in the earth's mantle

causes volcanic activity. At the location of an active volcano, magma gains access to rise near the surface and then undergoes a cooling process and forms a layer of volcanic igneous rock [8]. In other conditions, the increase in magma in the magma pocket can also trigger volcanic eruptions. Wohletz and Kenneth explain that the volcano model is constantly evolving [9]. Because the magma that is formed has a density that is smaller than the surrounding rock, the magma will be pushed to the surface through the crater pipe and produce hydrothermal alteration at the top of the crater. However, when parts of a volcano have gaps between layers, the flowing magma can fill them and then be solidified, forming sill-like or dike-like structures.

The process of releasing magma within the earth is called an eruption. Volcanic eruptions can be classified based on low to high levels, namely from slow-flowing non-explosive lava eruptions to explosive eruptions that throw materials into the atmosphere [10]. In all cases, the main driver of volcanic eruptions is gas. Liquid magma with low gas content will have a very slow lava flow and only flow around the slopes. But thick magma with high gas content will erupt violently and throw pieces of lava up to tens of kilometers into the air and then fall into residential areas [11]. Most molten magmas tend to have a more mafic composition, which means they have lower silica content and more iron, magnesium, and other gases. Whereas viscous magma has a higher silica content and less iron and magnesium content [12].

This research was funded by the Directorate of Higher Education, Ministry of Education and Culture, Indonesia, PDUPT scheme No. 44/UN11.2.1/PT.01.03/DRPM/2021.


A volcano's shape is influenced by its origin, how the eruption begins, the processes involved in volcanic activity, and the level of danger that a volcano poses to life in the surrounding area. There are no volcanoes on Earth that have the same shape, although there are six general types of characteristics in classifying volcanoes, including shield volcanoes, cinder cones, stratovolcanoes, lava dome, fissures volcanoes, and caldera [13].

In geophysics, understanding the inside of a volcano is described through the physical properties of the material that makes up the volcano. Based on the electrical resistivity properties, the in-situ resistivity values of most igneous rocks vary between 500 and 10000 Ohm-m although lower values have been recorded (e.g., Basalt Rocks in Hawaii). Rocks that have low resistivity values (below 1000 Ohm-m) are classified into mafic rocks, i.e., diabase, gabbro, and basalt. Intermediate to felsic rocks, i.e., granite, syenite, and diorite, have in-situ resistivity values above 2000 Ohm-m. The resistivity of saprolite formed in igneous rocks is between 5 Ohm-m (basalt) to 200 Ohm-m (quartz diorite) [14].

B. Magnetotelluric Method The magnetotelluric method is a passive electromagnetic

(EM) exploration technique that measures fluctuations in natural electric (E) and magnetic (B) currents that are perpendicular to each other on the earth's surface [15]. The magnetotelluric method can determine the value of the conductivity of structures on the earth's surface from a depth of tens of meters to hundreds of kilometers [16]. The depth that can be reached by passive electromagnetics is influenced by the average conductivity value that enters the earth's surface. The electromagnetic field used has geomagnetic fluctuations with a range of 10-3 to 105 s or a frequency range of 10-5 to 103 Hz. Signals with frequencies above 1 Hz (periods below 1 s) come from meteorological activities such as lightning, while signals with frequencies below 1 Hz (periods above 1 s) come from the solar wind (interaction of the solar wind with the earth's magnetism) [17]. The main principle of the magnetotelluric method is based on the Maxwell equation, where the Maxwell equation is an empirical equation that regulates the relationship between electric and magnetic fields [18].

The electric field and magnetic field data in the MT method are not used separately, both are used to obtain a quantity called impedance. Impedance (Z) is a tensor that connects electric and magnetic fields (Simpson and Bahr, 2005). Assuming the electromagnetic wave propagates in the form of a plane wave with a fixed frequency, the horizontal component of the electric field (Ex, Ey) and the vertical component of the magnetic field (Hz) will have a relationship with the horizontal component of the magnetic field (Hx, Hy) which is written by Cantwell [19] as shown in (1).

(𝐸𝐸𝑥𝑥𝐸𝐸𝑦𝑦

) = (𝑍𝑍𝑥𝑥𝑥𝑥 𝑍𝑍𝑥𝑥𝑦𝑦𝑍𝑍𝑦𝑦𝑥𝑥 𝑍𝑍𝑦𝑦𝑦𝑦

) (𝐻𝐻𝑥𝑥𝐻𝐻𝑦𝑦

) (1)

The surface electrical resistivity can be estimated using the formula for impedance introduced by Cagniard [20]. Ward and Hohmann (1987) derived the formula for the normal state of a uniform, homogeneous surface and a flat wave over an n-plane surface for an isotropic model of the earth. However, 2D fields are currently very widely used in MT methods and 3D earth models are also well developed. If we assume a flat wave propagates in positive z (downward), the x-axis is the direction of measurement of the electric field and the y-axis is

the direction of measurement of the magnetic field, then the estimation of the impedance yields the equations of apparent resistivity (2) and phase (3).

𝜌𝜌𝑥𝑥𝑦𝑦 = 1𝜔𝜔𝜇𝜇0

|𝐸𝐸𝑥𝑥𝐻𝐻𝑦𝑦

|2 (2)

𝜑𝜑𝑥𝑥𝑦𝑦 = tan−1 (𝐼𝐼𝐼𝐼 (𝑍𝑍𝑥𝑥𝑦𝑦)𝑅𝑅𝑅𝑅 (𝑍𝑍𝑥𝑥𝑦𝑦)). (3)

Apparent resistivity (ρxy) shows the average volume of the earth's resistivity in the hemisphere with a radius equal to the skin depth. While the φxy (phase) shows the phase difference between the electric and magnetic field components. Apparent resistivity and phase are the main parameters used to obtain structural resistivity information from measurement data. By including the apparent resistivity in the frequency domain, the variation of resistivity with depth will be known [7].

C. Forward Modeling Modeling is intended to obtain information contained in

the data to estimate the distribution of subsurface resistivity through models. The model includes a mathematical or theoretical relationship between the model parameters and the response model [21]. In this case, the model parameters are the resistivity and thickness of each layer. Forward modeling is the process of making a model by predicting the simulation data based on the hypothesis of subsurface conditions. This simulation data is commonly referred to as synthetic data. The forward modeling technique is done by calculating the response of a model [22]. Then the results obtained can be displayed in the form of a cross-section of apparent resistivity and phase. In addition to the cross-section, the distribution of resistivity values can also be displayed in the form of a resistivity map. The cross-section and resistivity map can describe the distribution of the conductive zone and the resistive zone below the surface.

III. METHOD To understand magmatic activities within the volcano

conduit, synthetic models of conduits were illustrated. These synthetic model responses were used to study how the magnetotelluric response within the volcano. The models used here are based on Lockwood and Hazlett [23] as shown in Fig. 1. The models have included the volcano with an empty conduit (a), a conduit filling with magma in the base (b), a conduit with magma half-filled (c), and a conduit filled full with magma (d). Apparent resistivity and phases of magnetotelluric transfer function responses were obtained from the four conditions.


Fig. 1. Illustrated model of an empty conduit (a) base filled with magma (b), half-filled with magma (c), and full magma (d). The models are adopted from Lockwood and Hazlett [23].

In this study 2D, geoelectrical models of a shield volcano were used. The model is characterized by a low terrain volcano composed of homogeneous basaltic rock on the top. The Synthetic models were built using the forward modeling technique of REduced Basis OCCam's (REBOCC) code [24]. The input model parameters used are resistivity, thickness, and frequencies. The forward modeling technique calculates the response using a finite-difference (FD) approach for the desired model. By using the FD approach, the electrical properties of the earth and the EM field or its potential are visualized into a rectangular mesh model and the related differential equations are calculated from the results of the linear equations in the FD approach [21].

The simulated models shown in Fig. 2 were used to generate response apparent resistivity and phases data of magnetotelluric transfer function in TE-mode (transverse electric mode). The model consists of three resistivity layers, i.e., the first layer has a rock resistivity value of Ohm-100 m with a thickness of 753 Ohm-m, the second layer has a rock resistivity value of 400 Ohm-m with a thickness of 2623 Ohm-m and the basement has a rock resistivity of half-space 1000 Ohm-m. Four conduit models are set at the middle of the model, i.e., a distance of 4500 m along with the profile. The conduit has 1000 m wide and the magma chamber is situated at a depth of 2208 to 3863 m. The models were discretized in 610 columns and 37 rows for a better resolution. The data responses were measured at 21 stations with 500 m spacing between stations in a range of frequencies of 0.001, 0.01, 0.1, 10, 100, and 1000 Hz.

IV. RESULTS AND DISCUSSION Fig. 2 shows the response of four volcanic states in the

form of apparent resistivity and phase of the magnetotelluric transfer function. The model of a volcano is made up of three

layers of 100, 400, and 1000 Ohm-m from top to bottom, respectively. At the center of the model, there is an upset-down mushroom-shaped conduit with a resistivity of 10 Ohm-m which is assumed to be an empty conduit, and the resistivity of magma is 50,000 Ohm-m [25].

In all conduit conditions, the apparent resistivity at frequencies of 10, 100, and 100 Hz shows a value of about 1000 Ohm-m (value 3 on a logarithmic scale), except for only slight differences from each of these models. Meanwhile, at the frequencies of 0.1, 0.01, and 0.01 Hz, the apparent resistivity value is around 100 Ohm-m (i.e., 2 in the logarithmic scale). However, above the conduit, the apparent resistivity value drops to 10 Ohm-m (i.e., 1 in logarithmic scale). This applies to an empty conduit, a conduit filled with magma in the chamber and partially filled with magma. While in the model with a full conduit filled with magma, the apparent resistivity value is above 10 Ohm-m and rises slightly at the bottom. above 1000 Ohm-m.

Fig. 2. Conduit model (bottom) that is empty (a), filled with magma in the chamber (b), half-filled with magma (c) and filled with magma (d). The response data are shown as phases (middle) and apparent resistivity (top).

V. CONCLUSION Forward modeling magnetotelluric simulations on

volcanoes can be used to study magmatic activity below the surface. This model can be developed for volcano teaching materials in schools in a way that is easy and easy to do. To more easily understand the volcanic activity, these simulations can be carried out for several other magnetotelluric response data, such as the magnetotelluric transfer function of apparent resistivity and phase data in electric and magnetic mode transverses, determinant, magnetic mode, and geomagnetic tipper vector transfer function.


ACKNOWLEDGMENT This project was conducted at the Laboratory of

Computational Geophysics, Geophysical Engineering Department, Faculty of Engineering, Universitas Syiah Kuala. The research fund was provided by by Directorate of Higher Education, Ministry of Education and Culture, Indonesia research was funded by the Directorate of Higher Education, Ministry of Education and Culture, Indonesia, PDUPT scheme No. 44/UN11.2.1/PT.01.03/DRPM/2021.

REFERENCES [1] Indonesia window. "One century of monitoring volcanoes." Indonesia

window. https://indonesiawindow.com/en/one-century-of-monitoring-volcanoes/. (Accessed 4 November 2021).

[2] B. Hemmings, J. Gottsmann, F. Whitaker and A. Coco, "Investigating hydrological contributions to volcano monitoring signals: a time-lapse gravity example," Geophys. J. Int., no. 1, pp. 259-273, 2016.

[3] A. Kotsarenko, V. Grimalsky, R. P. Enrıquez, V. Yutsis, S. Koshevaya, J. A. L. Cruz-Abeyro, C. Valdez-Gonzalez and R. A. V. Ceron, "Geomagnetic anomalies observed at volcano Popocatepetl, Mexico," Adv. in Geosci., no. 14, pp. 21-24, 2008.

[4] H. Z. Abidin, M. Hendrasto, H. Andreas, M. Gamal, M. A. Kusuma, U. Rosadi, I. Mulyana, D. Mulyadi, O. K. Suganda, B. H. Purwanto and F. Kimata, "Karakteristik Deformasi Gunungapi Ijen dalam Periode 2002-2005 Hasil Estimasi Metode Survei GPS.," in Proc. ITB Sains & Tek, Bandung, 2007.

[5] Marwan, M. Syukri, R. Idroes and N. Ismail, "Deep and Shallow Structures of Geothermal Seulawah Agam Based on Electromagnetic and Magnetic Data," Int. J. of GEOMATE, vol. XVI, no. 53, pp. 141-147, 2019.

[6] F. Simpson and K. Bahr, Practical magnetotellurics. U.K.: Cambridge Univ. Press, 2005.

[7] N. Ismail, G. Schwarz and L. Pedersen, "Investigation of groundwater resources using controlled-source radio magnetotellurics (CSRMT) in glacial deposits in Heby, Sweden," J. of Applied Geophys., vol. 73, no. 1, pp. 74-83, 2011.

[8] H. Sigurdsson, B. Houghton, S. R. McNuctt,, H. Rymer and J. Stix, The Encyclopedia of Volcanoes. Rhode Island, USA: Academic (Press Inc.), 2015.

[9] K. Wohletz and G. Heiken, Volcanology and Geothermal Energy. CA, USA: Univ. of California Press, 1992.

[10] J. Taddeuccia, P. Scarlatoa, E. Del Belloa, L. Spinaa, T. Ricci, D. Gaudinab and P.-Y. Tournigand, "The dynamics of explosive mafic eruptions: New insights from multiparametric observations," in Forecasting and Planning for Volcanic Hazards, Risks, and Disasters, Amsterdam, USA: Elsevier, 2021, pp. 379-411.

[11] P. D. Sheet and D. K. Grayson, Volcanic Activity and Human Ecology. NY, USA: Academic (Press Inc.), 1979.

[12] S. Earle, Physical Geology. British Columbia: BCcampus, 2019. [13] M. P. Poland and E. d. Z.-v. Dalfsen, "Volcano geodesy: A critical tool

for assessing the state of volcanoes and their potential for hazardous eruptive activity," in Forecasting and Planning for Volcanic Hazards, Risks, and Disasters, Amsterdam, USA: Elsevier, 2021, pp. 75-115.

[14] G. Palacky, "Resistivity Characteristics of Geological Targets," in Electromagnetic Methods in Applied Geophysics-Theory, Tulsa,USA: Soc. of Explor. Geophys., 1987, pp. 53-129.

[15] K. Vozoff, "The magnetotelluric method," in Electromagnetic Methods in Applied Geophysics, Tulsa, USA: Soc. of Explor. Geophys., 1991, pp. 641-711.

[16] N. Ismail and L. B. Pedersen, "The electrical conductivity of the Hallandsås Horst, Sweden: A controlled source radiomagnetotelluric study," Near Surf. Geophys., no. 9, p. 45–54, 2011.

[17] L. B. Pedersen, "The magnetotelluric impedance tensor- Its random and bias errors," Geophys. Prospecting, no. 30, pp. 188-210 , 1982.

[18] W. M. Telford, L. P. Geldart and R. E. Sheriff, Applied geophysics. Cambridge U.K.: Cambridge Univ. Press, 1991.

[19] T. Cantwell, Detection and analysis of low frequency magnetotelluric signals: Ph. D. dissertation, MIT, MA, USA, 1960.

[20] L. Cagniard, "Basic theory of the magnetotelluric method of geophysical prospecting," Geophys., vol. 1953, no. 18, p. 605 – 653.

[21] W. Menke, Geophysical Data Analysis: Discrete Inverse Theory. San Diego, USA: Academic (Press Inc.), 1989.

[22] D. B. Avdeev, A. V. Kuvshinov, O. V. Pankratov and G. A. Newman, "Three dimensional induction logging problems, Part I –An integral equation solution," Geophys., no. 67, pp. 413-426, 2002.

[23] J. P. Lockwood and R. W. Hazlett, Volcanoes Global Perspective. U.K.: Wiley-Blackwell, 2010.

[24] W. Siripunvaraporn and G. Egbert, "An efficient data-subspace inversion method for 2D magnetotelluric data," Geophys., no. 65, pp. 791-803, 2000.

[25] D. H. Carlson, C. C. Plummer and L. Hammersley, Physical Geology Earth Revealed. NY, USA.: McGraw-Hill, 2010.


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The Role of Demographic Variables in Secondary School Teachers’ Digital Literacy: The Case of

Indonesia Khairul Umam

Mathematics Education Department Universitas Syiah Kuala Banda Aceh, Indonesia

[email protected]

Mailizar Mailizar Mathematics Education Department


Wiwit Artika Biology Education Department


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.

Keywords—digital literacy, demographic variables, secondary school teachers

I. INTRODUCTION Information Communication Technologies (ICT) have

become an essential part of life and have changed the teaching and learning process [1]. Furthermore, in the context of the 21st century, teachers are expected to effectively integrate ICT in many aspects of teaching, such as planning, designing, and developing teaching materials, assessment and evaluation activities in order to enhance learners’ performance [2].

Gilster [3] introduces and defines digital literacy as the ability to understand and use a wide range of information formats when it is presented via computers. Furthermore, [4] argues that digital literacy involves digital reading writing across multiple platforms, including word. In addition, Radovan [5] defines digital literacy as the skill of using digital technology for investigating, evaluating, and communicating information. In the context of Indonesia, previous studies on teachers’ digital literacy have been conducted. For instance, Rizal et al. [6] identified pre-service science teachers’ digital literacy. They used five constructs of digital literacy, namely information, communication, content creation, safety, and problem-solving. This study reveals that the teachers’ digital literacy falls into the medium category. Another study was conducted by Liza and Andriyanti [7], which measured the

level of digital literacy of English language teachers. This study indicates that the teachers had high digital literacy skills.

According to Hall et al. [8], digital literacy is influenced by demographic factors. Another study conducted by Tirado-Morueta et al. [9] revealed that socio-demographic significantly affect digital literacy. However, there has been little research directly related to the effect of demographic background on in-service teachers’ digital literacy, particularly in the context of Indonesia. Therefore, by adopting List et al. [10] digital literacy framework, in this study, we examined Indonesian secondary school digital literacy levels according to their demographic background, namely, gender, school level, teachers’ level of education, and teaching experience. The framework proposes four constructs of teacher digital literacy, namely, technology-focused (TF), digital reading (DR), goal-directed (GD), and critical use (CU).

II. METHOD In this study, we employed a quantitative method with a

cross-sectional survey [11]. We developed the questionnaire based on [10] digital literacy framework and administered in by an online survey platform. We distributed the questionnaire to several virtual groups of secondary mathematics teachers, such as WhatsApp and Facebook groups. We received responses from 232 teachers. Participants’ demographic information is provided in Table 1.

TABLE I. PARTICIPANTS’ DEMOGRAPHIC INFORMATION

Demographic Background Number of Participants

Percentage

Gender Male 95 40.9 Female 137 59.1

School Level Lower Secondary School

112 48.3

Upper Secondary School

120 51.7

Level of Education

Undergraduate Degree

217 93.5

Postgraduate Degree

15 6.5

Teaching Experience

0-5 Years 43 18.5 6-10 Years 114 49.1 11-15 Years 66 28.4 16-20 Years 7 3.0 More than 20 Years

2 .9


III. RESULTS In this section, we present results of data analysis based on

teacher demographic background examined, namely, Gender, School Level, Teachers’ level of education and teaching experience.

A. Gender Table 2 reveals results of descriptive analysis, while

Table 3 presents results of ANOVA analysis on the difference of teachers’ level of digital literacy according to their gender. Overall, the result shows that there is no difference in teachers’ digital literacy across the constructs of digital literacy, and only aspect critical use (CU) that differs according to gender. Therefore, we conclude that gender does not play a significant role in teachers’ digital literacy.

TABLE II. MEAN OF TEACHERS` DIGITAL LITERACY ACCORDING TO GENDER

Construct of Digital Literacy Gender CU TF DR GD

Male 4.4779 4.2605 4.1930 4.3965 Female 4.3460 4.1405 4.1825 4.2944

TABLE III. RESULTS OF ANOVA ON TEACHERS' DIGITAL LITERACY ACCORDING TO THEIR GENDER

Digital Literacy Constructs

Sum of Square

df Mean Square

F Sig

CU .976 1 .976 4.943 .027 TF .808 1 .808 2.975 .086 DR .006 1 .006 .026 .872 GD .585 1 .585 2.476 .117

B. School Level In this study, we involved senior and junior secondary

school teachers. Therefore, we examine the level of teachers’ digital literacy according to the school levels. Table 4 and Table 5 indicate that there was no significant difference in teachers’ digital literacy level according to the school levels.

TABLE IV. MEAN OF TEACHERS' DIGITAL LITERACY ACCORDING TO SCHOOL LEVELS

School Level Digital Literacy Constructs CU TF DR GD

Junior High School 4.4196 4.1741 4.1369 4.3512 Senior High School 4.3817 4.2042 4.2333 4.3222

TABLE V. RESULTS OF ANOVA ON TEACHERS' DIGITAL LITERACY ACCORDING TO SCHOOL LEVEL

Sum of Squares df Mean Square F Sig. CU .084 1 .084 .415 .520 TF .052 1 .052 .190 .663 DR .539 1 .539 2.283 .132 GD .049 1 .049 .204 .652

C. Teaching Experience We also examined the level of teachers’ digital literacy

according to their teaching experience. Table 6 and Table 7 shows that there was no significant difference in teachers’ digital literacy according to teaching experience.

TABLE VI. MEAN OF TEACHERS' DIGITAL LITERACY ACCORDING TO TEACHING EXPERIENCE

Digital Literacy Constructs Teaching experience

(Year) CU TF DR GD

0-5 4.4233 4.3081 4.3411 4.4186 6-10 4.3772 4.1623 4.1374 4.2895 11-15 4.4121 4.1515 4.1616 4.3636 16-20 4.4857 4.1786 4.1905 4.4286

Above 20 4.5000 4.5000 4.5000 4.0000

TABLE VII. RESULTS OF ANOVA ON TEACHERS' DIGITAL LITERACY ACCORDING TO TEACHING EXPERIENCE

Sum of Squares df Mean Square F Sig. CU .164 4 .041 .201 .938 TF .979 4 .245 .891 .470 DR 1.540 4 .385 1.641 .165 GD .876 4 .219 .921 .453

D. Teacher Education Level In terms of teachers’ education level, we examined the

difference in teachers’ level of digital literacy into two categories, namely, undergraduate and post-graduate degrees. Table 8 and Table 9 reveal that there are significant differences in teachers’ digital literacy across all the constructs. Teachers with a post-graduate degree have a higher level of digital literacy than those with an undergraduate degree.

TABLE VIII. MEAN OF TEACHERS' DIGITAL LITERACY ACCORDING TO TEACHER EDUCATION LEVEL

Digital Literacy Constructs Education Level CU TF DR GD

Undergraduate Degree 4.3843 4.1725 4.1590 4.3164 Post-Graduate Degree 4.6400 4.5167 4.6222 4.6444

RESULTS OF ANOVA ON TEACHERS' DIGITAL LITERACY ACCORDING TO EDUCATION LEVEL

Sum of Squares df Mean Square F Sig. CU .917 1 .917 4.623 .033 TF 1.662 1 1.662 6.322 .013 DR 3.010 1 3.010 13.382 .000 GD 1.510 1 1.510 6.491 .011

IV. DISCUSSION The present study aimed at examining Indonesian

secondary school teachers’ digital literacy according to their demographic background. We examined teacher level of digital literacy according to their gender, school level, level of education, and teaching experience. The finding showed that teacher level of digital literacy is the only statistically significant difference according to their level of education. The other demographic variables do not play a significant role in teachers’ digital literacy. The results suggest several points that need to discuss.

First, in terms of gender, since the introduction of the computer, digital technology-related activities have been considered as a male domain, including technology competence [12]. However, the dominance of male teachers over female teachers in the competence of digital technology


is no longer valid. For instance, [13] reveals that there is no difference in teachers’ technological knowledge. The present study aligns with the view that gender does not play a significant role in teachers’ digital literacy.

Second, teaching experience and school level do not play a significant role in teachers’ digital literacy. Regarding school level, this study is in line with other studies that show there is no significant difference in teachers’ technological knowledge between senior secondary school teachers and junior secondary school teachers [14], [15]. Furthermore, regarding teaching experience, this study challenge previous studies that suggest teacher experience plays a significant role in teacher digital competence [16], [17].

Third, teachers’ education level plays a significant positive role in digital literacy. Teachers with a higher level of education have a significantly higher levels of digital literacy than those with a lower level of education. This is in line with the view that teachers’ education levels play a significant role in the quality of teachers. It is in agreement with a previous study, suggesting that teachers with s a post-graduate degree have a higher level of digital competence than teachers with an undergraduate degree [18].

V. CONCLUSION In the present study, we examined secondary school

teachers’ digital literacy according to their gender, school level, teaching experience, and level of education. To some extent, this study suggests that demographic variables do not play a significant role in teachers’ digital literacy. Teaching experience, gender, and school levels do not have a significant role in teachers’ digital literacy. On the other hand, only teachers’ level of education has a significant impact on their digital literacy. This study indicates that researchers and practitioners need to consider teacher level of education when they design and implement a training program to enhance teacher digital literacy to achieve a better result of the program.

REFERENCES [1] C. R. Graham, N. Burgoyne, P. Cantrell, L. Smith, L. S. Clair, and R.

Harris, “Measuring the TPACK confidence of inservice science teachers,” TechTrends, vol. 53, no. 5, pp. 70–79, 2009.

[2] M. C. Kim and M. J. Hannafin, “Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice,” Comput. Educ., vol. 56, no. 2, pp. 403–417, 2011.

[3] P. Gilster, Digital Literacy. John Wiley & Sons, Inc, 1997. [4] H. A. Spires, C. Medlock Paul, and S. N. Kerkhoff, “Digital Literacy for

the 21st Century,” in Advanced methodologies and technologies in library science, information management, and scholarly inquiry, IGI Global, 2019, pp. 12–21.

[5] R. Vrana, “Digital literacy as a prerequisite for achieving good academic performance,” Croat. Ecil, 2014.

[6] R. Rizal, W. Setiawan, and D. Rusdiana, “Digital literacy of preservice science teacher,” J. Phys. Conf. Ser., 2019.

[7] K. Liza and E. Andriyanti, “Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies,” J. Educ. Learn., vol. 14, no. 1, pp. 74–79, 2020.

[8] M. Hall, I. Nix, and K. Baker, “Are learner perceptions of digital literacy skills teaching affected by demographic factors?,” Seventh Int. Blended Learn. Conf. “Reflecting Our Achiev. - What’s Next Technol. Learn. Teaching?,” Hatfield, Hertfordshire, UK, 2012.

[9] R. Tirado-Morueta, J. I. Aguaded-Gómez, and Á. Hernando-Gómez, “The socio-demographic divide in Internet usage moderated by digital literacy support,” Technol. Soc., vol. 55, pp. 47–55, 2018.

[10] A. List, E. W. Brante, and H. L. Klee, “A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden,” Comput. Educ., vol. 148, p. 1003788, 2020.

[11] N. E. Fraenkel, Jack R., Wallen, How to Design and Evaluate Research in Education (Vol 7). MacGraw-Hill, 2009.

[12] E. Tezci, “Attitudes and knowledge level of teachers in ICT use: The case of Turkish teachers,” Int. J. Hum. Sci., vol. 7, no. 2, pp. 19–44, 2010.

[13] T. Altun, “Examination of Classroom Teachers’ Technological, Pedagogical and Content Knowledge on the Basis of Different Variables,” Croat. J. Educ., vol. 15, no. 2, pp. 365–397, 2013.

[14] T. B. Kagizmali, E. Tatar, and Y. Zengin, “Investigation of Preservice Teachers’ Perceptions on Using Technology in Teaching Mathematics,” J. Kirsehir Educ. Fac., vol. 14, no. 2, 2013.

[15] M. Mailizar, M. Hidayat, and W. Artika, “The effect of demographic variables on mathematics teachers’ TPACK: Indonesian context,” J. Phys. Conf. Ser., vol. 1882, no. 1, 2021.

[16] J. H. L. Koh, C. S. Chai, and C. C. Tsai, “Demographic factors, TPACK Constructs, and teachers’ perceptions of constructivist-Oriented TPACK,” Educ. Technol. Soc., vol. 17, no. 1, pp. 185–196, 2014.

[17] M. H. Lee and C. C. Tsai, “Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World wide Web,” Instr. Sci., vol. 38, no. 1, pp. 1–21, 2010.

[18] M. Mailizar and L. Fan, “Indonesian teachers’ knowledge of ICT and the use of ICT in secondary mathematics teaching,” Eurasia J. Math. Sci. Technol. Educ., vol. 16, no. 1, pp. 1–13, 2020.


Matrix Factorization in Latent Semantic IndexingWei Shean Ng

Department of Mathematical and Acturial SciencesLee Kong Chian Faculty of Engineering and Science

Universiti Tunku Abdul RahmanBandar Sungai Long, Malaysia

[email protected]

Wen Kai Adrian TangDepartment of Mathematical and Acturial SciencesLee Kong Chian Faculty of Engineering and Science

Universiti Tunku Abdul RahmanBandar Sungai Long, Malaysia

[email protected]

Abstract—Matrix factorizations are methods used to factorizea matrix into a product of two or more matrices. Matrixfactorizations are used to reduce the dimension of a data setthat help in reducing the computational time. In this project,we study how Singular Value Decomposition (SVD) and Non-Negative Matrix Factorization (NMF) are applied in LatentSemantic Indexing (LSI). LSI is a search algorithm where a setof documents is returned based on the keywords searched by theuser. The performance of the two types of matrix factorizationsare compared while applying them in LSI.

Index Terms—matrix factorization; text extraction; LatentSemantic Indexing (LSI)

I. INTRODUCTION

The demand for information extraction algorithms increasesas the number of text data increases. These algorithms help or-ganizations in decision making by extracting information fromcustomers’ feedback and comments in social media. Therefore,in this paper, we look into Latent Semantic Indexing (LSI).LSI uses matrix to extract information and returns a list ofdocuments that is highly associated with users’ input. Thus,we are able to apply matrix factorizations in LSI.

Vasireddy [1] stated that a document data set can betransformed into n words and m documents dataframe, wherethe stop words are removed. Then it can be written as amatrix A where rows of A represent words and columns ofA represent documents and each entry is the word count ina particular document. Deerwester, Dumais and Hershman [2]apply Singular Value Decomposition (SVD) in LSI where theoriginal matrix A is factored into three matrices and createsanother matrix which is an approximation of the originalmatrix A. Thus, the computational time can be reduced byusing the approximated matrix. Beside using SVD, Non-Negative Matrix Factorization (NMF) is also used in this paperto perform comparison in terms of accuracy and time usage.

A. Notations

Let Rn×m be the set of all n×m real matrices. In particular,when n = m, Rn×n denotes the set of all n×n real matrices,named as square matrices. For all matrices A ∈ Rn×m, AT

is the transpose of A. An orthogonal matrix is a real squarematrix A when AT = A−1. A sparse matrix is a matrix wherethe number of zero entries is more than the number of nonzeroentries in the matrix.

II. BRIEF EXPLANATION

There are many different types of matrix factorizations, butwe choose Singular Value Decomposition (SVD) and Non-Negative Matrix Factorization (NMF). This is because theconditions to use the methods are easier to meet as comparedto other matrix factorizations. In the following subsection,we give some brief explanation on SVD, NMF and theirapplications in LSI.

A. Singular Value DecompositionAs stated by Stewart [3], Singular Value Decomposition

(SVD) was discovered in two different approaches whichwere linear algebra approach and integral equation approach.The linear algebra approach was discovered independently byEugenio Beltrami (1835 – 1899) and Camille Jordan (1838 –1921) whereas the integral equation approach was discoveredby Erhard Schmidt (1876 – 1959), and Hermann Weyl (1885– 1955). In 2019, Pandey and Umrao [4] stated that SVDfactorization keeps the important information of the originalimage by using lesser memory from the computer. There aremany applications of SVD where we are unable to describeall of them here. For more properties of the SVD and itscomputation, see [5].

Definition of SVD [6] is as follows:Let A ∈ Rn×m, p = min(n,m) and rank(A) = r, thenA = UΣV T where U ∈ Rn×n and V ∈ Rm×m areorthogonal matrices and a square diagonal matrix Σp =diag (σ1, σ2, . . . , σp), such that σ1 ≥ σ2 ≥ · · · ≥ σr > 0 =σr+1 = · · · = σp with three cases which is:

• When m = n, then Σ = Σp,• When m > n, then Σ =

[Σp 0

]∈ Rn×m,

• When m < n, then Σ =[Σp 0

]T ∈ Rn×m.Besides that, low-rank approximations [7] is performed as

shown in Fig. 1. Let k be an integer and 0 < k < rank(A) =min(n,m). When k = 1, the first column of U , the firstdiagonal value of the Σ and the first row of V T are chosenand multiplied to obtain the approximated matrix A. Theapproximated A is computed for k = 2 and this is repeateduntil the objective function is minimized,

B. Non-Negative Matrix FactorizationPaatero and Tapper in 1994 [8] was the first to introduce

Non-Negative Matrix Factorization (NMF). In the paper, they

978-1-6654-1680-1/21/$31.00 ©2021 IEEE


Fig. 1. Low-rank approximation when k = 1.

called it positive matrix factorization. NMF has become morepopular after Lee and Seung [9] published an article in 1999.NMF is to factorize a matrix A ∈ Rn×m with positive entriesinto W ∈ Rn×r and H ∈ Rr×m where r ≤ min(n,m) , i.e.A ≈ WH , where all entries in W and H are positive. NMFis used in many areas such as data imputation, text mining,bioinformatics etc. Hassani, Iranmanesh and Mansouri (2019)[10] used NMF in a method for term-document matrices. Theterm-document matrix was reduced into a smaller matrix fortext clustering in their algorithm.

In [11], Zurada, Ensari, Asl and Chorowski show the stepsto calculate W and H matrices. First, they initialized thevalues of W and H matrices randomly. Then multiplicativeupdate rules or coordinate descent were performed to calculatenew W and H . When the objective function is minimized,the process is stopped. Normally, Frobenius norm is usedas an objective function. However, there are other objectivefunctions where different objective functions produce differentW and H .

C. Application of matrix factorizations in Latent SemanticIndexing

In this section, we explain how matrix factorizations areapplied in Latent Semantic Indexing (LSI). The result thatLSI returns is a list of ranking of documents that is associatedwith user’s input by using the formula,

x = AT y (1)

where x is the list of ranking of documents, AT is thedocument-word matrix and y is the word-document matrix ofthe user’s input. We apply both SVD and NMF on matrix Ato get the approximated matrix (denoted as A).

In the case of SVD, we use the code in [12] to factorize Ainto U , Σ and V T matrices. Next, we determine the value of kby minimizing the objective function. Then, we perform low-rank approximation to find the approximated matrix A withthe given k. Finally, we substitute A into (1) to get the list ofranking of documents.

In the case of NMF, we use scikit-learn to compute W andH matrices. The project scikit-learn was started as a GoogleSummer of Code project by David Cournapeau in 2007. In2010, F. Pedregosa et al. [13] took over the leadership of theproject. The model that we use in this research is [14] Inthe model, there are parameters “init”, “solver”, “beta loss”,“n components” and “random state” which need to be set.After setting the parameters, A is calculated with the help of

the model and it is substituted into A of (1) to get the list ofranking of documents.

Fig. 2. Flow chart to code.

III. COMPARISON OF SVD AND NMF

In this paper, we use the Blog Authorship Corpus data setfrom Kaggle [15]. We then extract three different sizes of dataset which are 400, 800 and 1200 rows of data. The processof coding to get the result is shown in Fig. 2. We present theresults of accuracy in Latent Semantic indexing and time takento calculate A between SVD and NMF.

A. Accuracy of SVD and NMF in LSI

Before we look into the accuracy of the two types of matrixfactorization, we first look at how the value of k for SVD isdetermined and which parameters are to be tuned in the NMF.

In this paper, the objective functions used in SVD todetermine the value of k are as follows:

• First objective function:∑k

i=1 σ2i∑r

i=1 σ2i

≈ ξ, (2)

where σ2i is an eigenvalue of AAT , k is the minimum

value used to approximate the original matrix A in (1), ris the total number of eigenvalues of the original matrixand ξ is the ratio as in equation (2). We set ξ to be 0.85,0.90 and 0.95. In other words, we are keeping 85%, 90%and 95% of the eigenvalues.

• Second objective function is Frobenius norm:

‖A−B‖Fro =

√√√√n∑

i=1

m∑j=1

|aij − bij |2, (3)

where B is the approximated matrix from UkΣkVTk .

After k is obtained, we use low-rank approximation to get Aand substitute into A of (1) to get the documents ranking.

On the other hand, there are many different parameters totune in the NMF model [14]. We have chosen only five param-eters and keep the other parameters to default value. The fiveparameters are “init”, “solver”, “beta loss”, “n compoments”and “random state”. For the parameter “init”, there are twodifferent methods which are non-negative matrices, scaledwith

√X.mean()

n components and non-negative double singular valuedecomposition. These methods are used to initialize both Wand H matrices. For the parameter “solver”, there are alsotwo methods to calculate new W and H matrices which


are coordinate descent and multiplicative update. For theparameter “beta loss”, Frobenius norm and Kullback-Leiblerdivergence are the choices. These methods are used as theobjective function to minimize the errors between the previ-ous updated matrix and new updated matrix. The parameter“n components” is the number of data rows that the userwishes to use. In this paper, when number of data rows is400, then “n components” is 370, when number of data rowsis 800, then “n components” is 700 and when number of datarows is 1200, then “n components” is 1032. Finally, we set“random state” to zero. If we do not set this parameter to zero,W and H are different even though the same parameters areused every time the algorithm is run. In Table I, Table II andTable III, the results of various combinations of parametersare compared and we choose the combination that has thelowest Frobenius norm. Then, we get W and H matricescorresponding to each number of data rows. Finally, weperform matrix multiplication to get A and substitute into Aof (1).

Next, we have the accuracy of the methods plotted in a barchart as shown in Fig. 3. First three bars of each case areusing (2) with ξ set to 0.85, 0.90 and 0.95 as the objectivefunction, the fourth bar is using (3) as objective function foreach case and the last bar of the graph is using NMF model[14]. From the bar chart, when we change the value of ξ in (2)the accuracy increases but if we increase the number of datarows the accuracy have large fluctuation throughout the threecases. Next, when we use (3) we can see that the accuracy havesmall fluctuation throughout the three cases, it is the same aswhen using the NMF model. Thus, from the graph we cansay that Frobenius norm and NMF model are recommendedin solving LSI.

B. Time usage to calculate A between Singular Value Decom-position (SVD) and Non-Negative Matrix Factorization (NMF)

In this section, we compare the time needed for the twomethods to calculate A. In both Table IV and Table V, whenwe increase the number of data rows the time needed hasincreased as well. When a sparse matrix is used we obtainthe same pattern of results when the number of data rowsincreases. However, the time needed decreases as comparedto when the original size of the matrix is used. In python,there is a code that helps to compress the dimension of sparsematrix by discarding the zero entries. The time taken decreaseswhen dealing with a smaller size of input matrix. Overall, SVDcalculates faster as compared to NMF.

TABLE I. PARAMETER TUNING FOR 400 DATA ROWS

No Parameter Parameter Parameter ||A−WH||2Fro||A−WH||2Fro||A−WH||2Fro“init” “solver” “beta loss”

1 random cd Frobenius 31.844712 random mu Frobenius 44.473703 random mu Kullback-Leibler 67.527734 nndsvd cd Frobenius 33.255705 nndsvd mu Frobenius 92.918886 nndsvd mu Kullback-Leibler 238.21473

TABLE II. PARAMETER TUNING FOR 800 DATA ROWS



TABLE III. PARAMETER TUNING FOR 1200 DATA ROWS



Fig. 3. Accuracy comparison between different methods.

TABLE IV. TIME NEEDED TO CALCULATEAPPROXIMATED MATRIX USING SVD

Number of data row Time usage using Time usage usingoriginal matrix (second) sparse matrix (second)

400 0.85436 0.76629800 4.06100 3.759671200 11.12663 10.21182

TABLE V. TIME NEEDED TO CALCULATE APPROXIMATEDMATRIX USING NMF

Number of data row Time usage using Time usage usingoriginal matrix (second) sparse matrix (second)

400 481.57546 455.14909800 1271.99165 1182.603521200 2842.28285 2655.21590


IV. CONCLUSION

This paper shows the application of Singular Value De-composition (SVD) and Non-Negative Matrix Factorization(NMF) in Latent Semantic Indexing (LSI). LSI is a matrixbased algorithm for searching a document by using keywordsas input to return the document that has the highest similaritywith the keywords that the user interested in. We concludethat in terms of accuracy, SVD and NMF have similar results.On the other hand, SVD has a higher speed in calculationcompared to NMF.

ACKNOWLEDGMENT

This research is supported by Universiti Tunku Abdul Rah-man under the Universiti Tunku Abdul Rahman Research Fund(UTARRF), Project No.: IPSR/RMC/UTARRF/2021-C1/N03.

REFERENCES

[1] J. L. Vasireddy, “Applications of linear algebra to information retrieval,”M. S. thesis, Dept. Math. Stats., GSU, Atlanta, GA, US, 2009.

[2] S. Deerwester, S. T. Dumais, G. W. Furnas, T. K. Landauer and R. Harsh-man, “Indexing by latent semantic analysis,” J. Am. Soc. Inf. Sci., vol. 41,issue 6, pp. 391 – 407, Sep., 1990. [Online]. Available: https://doi.org/10.1002/(SICI)1097-4571(199009)41:6〈391::AID-ASI1〉3.0.CO;2-9

[3] G. W. Stewart, “On the early history of the singular value decomposi-tion”. SIAM Rev., vol. 35, issue 4, pp. 554 – 566, Apr., 1993. [Online].Available: https://epubs.siam.org/doi/10.1137/1035134

[4] J. P. Pandey and L. Singh Umrao, “Digital image processing usingsingular value decomposition,” in Proc. 2nd Int. Conf. Adv. Comp. Softw.Eng. (ICACSE) (2019), Sultanpur, India, 2019, pp. 283 – 285. [Online].Available: https://doi.org/10.2139/ssrn.3350278

[5] A. K. Cline and I. S. Dhillon, “Computation of the singular valuedecomposition,” in Handbook of Linear Algebra, L. Hogben, eds., BocaRaton, FL: CRC Press, 2006, ch.45, pp. 45.1 – 45.13.

[6] R. A. Horn and C. R. Johnson, “Unitary Similarity and Unitary Equiv-alence,” in Matrix Analysis, 2nd ed. USA: CUP, 2013. ch. 2, sec. 2.6,pp. 149 – 157.

[7] N. K. Kumar and J. Shneider, “Literature survey on low rank approx-imation of matrices,” Linear Multilinear Algebra, Linear MultilinearAlgebra, vol. 65, issue 11, pp. 2212 – 2244, June, 2016. [Online].Available: https://arxiv.org/abs/1606.06511

[8] P. Paatero and U. Tapper, “Positive matrix factorization: a non-negativefactor model with optimal utilization of error estimates of data values,”Environmetrics, vol. 5, pp. 111 – 126, June, 1994.

[9] D. D. Lee and H. S. Seung, “Learning the parts of objects by non-negative matrix factorization,” Nature, vol. 401, no. 6755, pp. 788 –791, Oct., 1999.

[10] A. Hassani, A. Iranmanesh, and N. Mansouri, “Text mining usingnonnegative matrix factorization and latent semantic analysis,” Neural.Comput. Appl., vol. 33, pp. 13745 – 13766, Apr., 2021. [Online].Available: https://arxiv.org/pdf/1911.04705.pdf

[11] J. M. Zurada, T. Ensari, E. H. Asl and J. Chorowski, “Nonnegativematrix factorization and its application to pattern analysis and textmining,” in Proc. 2013 Fed. Conf. Comput. Sci. Inf. Syst. FedCSIS2013, Krakow, Poland, 2013, pp. 11 – 16. [Online]. Available: https://annals-csis.org/Volume 1/pliks/003.pdf

[12] J. Brownlee. How to Calculate the SVD from scratch withPython. (2019). Accessed: June 15, 2021. [Online]. Available:https://machinelearningmastery.com/singular-value-decomposition-for-machine-learning/

[13] F. Pedregosa et al., “Scikit-learn: Machine Learning in Python,” J. Mach.Learn. Res., vol.12, no, 85, pp. 2825 – 2830, 2011. [Online]. Available:https://jmlr.csail.mit.edu/papers/volume12/pedregosa11a/pedregosa11a.pdf

[14] J. Boisberranger et al. sklearn.decomposition.NMF. Accessed: June15, 2021. [Online]. Available: https://scikit-learn.org/stable/modules/generated/sklearn.decomposition.NMF.html

[15] R. Tatman. Blog Authorship Corpus. Accessed: June 17, 2021. [Online].Available: https://www.kaggle.com/rtatman/blog-authorship-corpus


“Curriculum Studiesand Development Focused

STEM Education”


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Refutation Text as an Assessment Tool in Exploring Misconceptions of Students

Bingo Aligo Department of Science Education

De La Salle University Manila, Philippines

[email protected]

Voltaire Mistades Department of Science Education

De La Salle University Manila, Philippines

[email protected]

Abstract—When a misconception develops into a habit or founded behavior/way of thinking, it is very difficult to change. In this way, the difficulty in learning concepts causes problems. Several studies adhered that misconception hinders conceptual understanding of the science content among students specifically in learning Newton’s laws of motion. As this is a recurring problem in learning physics, this study aims to explore the misconceptions of students using refutation text as an assessment tool. This study utilized descriptive case study using the qualitative research design. It employed the Knowledge Revision Component (KReC) Framework as a guide. Participants (N=12) from grades 8, 9, and 10 have undergone the think-aloud method and were asked to answer a two-tier concept test afterward. It was found out that students who read refutation texts were able to answer more questions correctly though the persistence of the misconceptions is observed across grade levels. This supports the use of refutation text as an instructional material in exploring students’ misconceptions in Newton’s laws of motion. In addition, this paper presented the implication of this study with regards to the use and development of refutation text in teaching physics and future studies.

Keywords—refutation text, Newton’s law of motion, teaching physics

I. INTRODUCTION As soon as an individual becomes conscious, he/she starts to

develop concepts. The conception begins from attentive, conscious analysis of what is being perceived; adults consciously think, plan, and solve problems using the different concepts established over the years [1]. For infants, they form concepts of objects when they characterize them according to what they do, what they are for, and what is done to them. This implies that even before going to school, students have already formed concepts of different things. But not all concepts formed by the students are correct [2]. These are referred to by different researchers as preconceptions, alternative conceptions, naive knowledge or beliefs, and misconceptions. This research uses the term misconception. In general, misconceptions are preconceived notions about a concept, usually based on their experiences or observations of physical phenomena in daily life [3].

One interesting thing about misconceptions is that they are stable, robust, and are resistance to change. Some

misconceptions are caused by misunderstanding, confusion, or lack of information; and these can be treated immediately upon detection [4]. But there are misconceptions which persist even after treatment. For instance, one researcher was surprised to hear a student misconception even though he was sure that he sufficiently addressed the misconception in class [5].

Several studies adhered that misconceptions hinder students’ conceptual understanding of the science content [6], [7], [8], [9], [10], [11]. In Physics education, the importance of understanding the concept of motion and force is emphasized as it is essential and a prerequisite in learning and understanding other advanced physics topics such as on thermodynamics, and electricity and magnetism [12]. This scientific concept is omnipresent in the daily lives of students, thus affects their learning. Therefore, misconceptions in Newton’s laws of motion and the ability to learn physics are closely connected.

The present study seeks to explore the misconceptions of students regarding Newton’s Laws of Motion using refutation text as an assessment tool. Refutation texts are generally outlined as follows: (1) clear statement of the alternative conception, (2) explicit refutation of the alternative conception, and (3) scientific explanation of the correct concept. In this way, students experience cognitive conflict upon reading refutation texts. As a result, the misconception is contrasted to accommodate the correct concept.

II. METHOD

A. Research Problem The study aimed at exploring the misconceptions of students.

It investigated the effects of refutation and nonrefutation texts to the students’ conceptions related to the laws of motion. Specifically, this study aimed to answer the following questions:

1) What are the persistent misconceptions that students hold in Newton’s laws of motion?

2) How did reading refutation and nonrefutation texts affect students’ explanations?

B. Research Participants The introduction of Newton’s laws of motion starts in the

eighth grade. Learning is then enhanced in the succeeding grades


in the junior high school. Four learners each from grades 8, 9, and 10 were the participants (N=12) because they have learned the laws of motion. The researcher sought for volunteers from the first section (top five percent of the grade level) as participants in the online assessment; each section consists of approximately 35 students. Purposive sampling was done among the population; those who have stable internet connection and laptop or desktop with speaker, microphone, and webcam were requested to volunteer as participants.

Grade 8 participants consist of four females; grade 9 with one male and three females; and grade 10 with two males and two females. They are from a public high school (established 1967) in North Caloocan being taught by science education majors. Grade 8 teacher is a graduate of BS Education major in General Science and MA in Science Education with 12 years of teaching experience; grade 9 teacher is a graduate of BS Education and MA in Teaching Science, and has been teaching for 12 years; grade 10 teacher is a graduate of BS Physics for Teachers, has completed the academic units of MS in Teaching Physics, and with 10 years of teaching experience.

C. Materials Because refutation text can correct single-idea

misconceptions better [13], narrative form was used as the design for each specific misconception in Newton’s laws of motion. Based on the literature, a prevalent misconception for each law of motion was considered in this study. Each set of texts were designed using the format adapted from [14]. In both texts, the sources (such as books, experiments, and more knowledgeable others) of the correct outcomes were carefully considered to be more convincing for the readers.

For the refutation texts, they have the following parts: introduction, refutation, elaboration, filler, correct outcome, and closing. The researcher used the processes in the KReC [15] as a guide in creating the texts. The prior knowledge of the readers is activated in the introduction (passive activation principle). The target misconception is clearly stated and is coupled with an explicit refutation that leads to cognitive conflict (coactivation principle). It is then followed by an explanation that supports the refutation (integration principle). As part of the narrative refutation text, a filler is used as a transition to the correct concept (competing activation principle). At this point, the new information dominates, and the reactivation of the old information has a lower percentage. Afterward, the closing part is presented.

Non-refutation texts have the following parts: introduction, nonrefutation, nonelaboration, filler, correct outcome, and closing. The introduction, filler, correct outcome, and closing parts are the same as those in the refutation texts. The only parts that are altered are the nonrefutation and nonelaboration parts. They do not include any refutation and supporting information. But the correct concept is given.

D. Data Gathering Procedure Table I shows the description of the think-aloud method

used in the study.

TABLE I. THINK-ALOUD METHOD

Preliminaries Materials Process Concept Test

Validation, Permission, Approval, Instructions, Trials

Refutation and Nonrefutation Texts

Participants were asked to verbalize their thoughts after reading each section in the text.

Two-tier Questions (online)

Preliminary and necessary activities were done before the conduct of the study. During the data gathering, participants have an online one-to-one session with the researcher. This was done for the participants to be more comfortable and freely speak their thoughts and to avoid competition or diffidence that may arise among them.

The think-aloud setup aimed to explore the quality of readers’ explanations during reading refutation and nonrefutation texts. Participants were asked to think-aloud after reading each section in the text. It was thoroughly explained by the researcher, and they undergone a trial session to ensure familiarity with the procedure. They were also instructed to read at their own comfort and make sure that they understand the texts they were reading. At the very end of each passage, a question not related to the misconception is posted. It is answerable by yes or no to ensure understanding.

After the students have read all the texts, they were asked to answer the concept test part. Each question in the test has two parts. The first part asked whether the given statement is true or false. The second part asked for the reason for the answer in the first part.

E. Data Analysis The researcher examined each student’s verbal responses

and concept test results. At what extent do refutation and nonrefutation texts influence the explanations of readers? Who has significantly generated more correct and consistent explanations? The researcher initially assumed that students who read refutation texts will provide quality explanations with authentic examples. On the other hand, readers of nonrefutation texts were assumed to have vague explanations and uncertain answers.

III. RESULTS AND DISCUSSION The effects of reading refutation text and nonrefutation text

on the explanations of students were obtained by comparing the verbal responses to their concept test results. Primarily, it was to look for similarities, differences, and consistency of students’ conceptions during and after reading the texts. The responses of grades 8, 9, and 10 are summarized in Table II.


TABLE II. VERBAL (D) AND WRITTEN (A) RESPONSES

CO Responses NT RT

D A D A D A D A Grade 8 8-1 8-2 8-3 8-4 CO1 C C C I C C C M CO2 C M C M C C C I CO3 C C C C C C C C subtotal 3 4 Grade 9 9-1 9-2 9-3 9-4 CO1 C M C I C C I M CO2 C M C M C C I C CO3 C C C C C C C C subtotal 2 4 Grade 10 10-1 10-2 10-3 10-4 CO1 C C C M C C C M CO2 C I C M C C C C CO3 C C C C C C C C subtotal 3 5 TOTAL 8 13

*C = correct; I = incorrect RT: Refutation Text NT: Nonrefutation Text CO: Correct Outcome M: Misconception CO1: No applied force is needed to keep an object moving. CO2: The two objects reach the ground at the same time. CO3: Inanimate objects can exert forces. A: After Reading (Written Response) D: During Reading (Verbal Response) During the think-aloud method, participants did a literal

translation of the texts to the local language (Filipino). They read and restated the events and concepts present in the texts. The correct concepts were indicated, and the students acknowledged them. They mentioned “the ball does not need a constant force to keep rolling when there is no friction between the ball and the surface; the two stones simultaneously reached the ground; and even a nonliving can exert a force.” They displayed trust on the texts and were likely influenced by them.

A. Consistency of Responses of Grade 8 In the concept test results, student 8-1 (nonrefutation) had

retained the correct concept in the first item by simply restating the correct outcome in the text. Student 8-2 (nonrefutation) also cited the correct concept in the text but with an additional incorrect concept of friction being responsible for the continuous movement of the ball. The answer of 8-2 is mixed-up with the concept that movements such as walking are only possible when there is friction between the ground and the feet. Although it is correct that people cannot move without experiencing friction, it is not the case that the first item is asking about. The researcher purposely did not highlight the concept of friction in the nonrefutation text to show that the elaboration part of the refutation text is very crucial for the readers in generating explanations. This may have contributed to the explanation of student 8-2 in her answer in the concept test. Physics learners lack explanatory conceptual understanding and that the focus on

missing concepts rather than misconceptions has more advantages [6]. Hence, this study suggests that refutation text is much more promising if in the refutation and elaboration parts, they include not only the misconceptions but also the missing concepts.

Students 8-1 and 8-2 have inconsistent responses in their verbal explanations and in the second item in the concept test. They uttered the correct concept in the think-aloud method but displayed the misconception in the concept test. By design, nonrefutation text did not include concepts like free fall, acceleration due to gravity, vacuum, and air friction. Presumably, the students did not rely on the correct outcome of the event in the nonrefutation text but on their preconception, prior knowledge, or science class lessons. From these cases, it may be inferred that merely reading the correct concept or outcome without support/elaboration/details such as on the expository and nonrefutation texts is insufficient to change the conceptual understanding of the readers.

Student 8-3 (refutation) did a sentence-by-sentence translation of the texts to the local language. In her concept test answers, she was able to provide correct explanations with no elaborations to the first and second items. Although the student showed shallow understanding, she had aligned responses in the think-aloud method and in concept test results.

Student 8-4 (refutation) read and verbally restated selected parts of the texts. She recognized the thought conflict between the characters Aoi, Leonne, and Marie. For the first refutation text, she mentioned the statement of Leonne in which the frictionless ball does not need a constant force applied when rolling on a frictionless surface. But in her answer in the concept test, she indicated that a force is needed to keep an object moving which corresponds to the active force concept (the first misconception). In relation to the KReC Framework, the student may still be in the co-activation process or may still experience integration of the old and new knowledge. The competing activation process may yet to happen after some time. For the second refutation text, she mentioned the statement of Aoi that the heavier object will reach the ground first compared to the lighter one. But she also recognized that when an object is in free fall, if it is heavy, Earth pulls it harder towards its center; but if it is light, the gravitational pull of Earth on it is lesser. In her answer to the second question, a discrepancy is observed which is heavier things have lower acceleration. This is in contrast with her concluding statement that falling objects have the same acceleration regardless of the mass. This is maybe because the student may have not yet fully grasped the concept of acceleration due to gravity and the reason why it is constant.

Overall, there are more cases of inconsistency of the correct outcome in the nonrefutation text readers (3) than in the refutation text readers (2). These inconsistencies of responses related to the first and second misconceptions should be resolved as early as grade 8 because it may affect the understanding of other physics topics.


B. Consistency of Responses of Grade 9 Student 9-1 (nonrefutation) displayed inconsistency in her verbal responses and written answers to the first and second questions in the concept test. The answer to the first question conforms to the Aristotelian view of motion while the answer to the second question matches the second misconception. The student performed well in the think-aloud method, but the correct outcomes were not retained. She may had used the detailed reading technique and not the revision reading technique. This is maybe reflected by the inability of the student to apply the concepts.

Student 9-2 (nonrefutation) also showed inconsistency in his answers in the verbal activity and concept test. The answer to the first question in the concept test is incorrect while the answer to the second question is the misconception itself. It was confessed by the student after the think-aloud activity that he encountered difficulties in reading the second refutation text. According to him, it was his first time to come across with the situation. Because he displayed the second misconception, it may be concluded that he relied more on the statement of Aoi which became more dominant than the correct outcome. In addition, it may also be deduced that the student has only reached the passive activation process where the incorrect concept affected his working memory thus impacted comprehension.

Student 9-3 (refutation) relied on the text and was able to retain the concepts in the texts to her concept test answers. Although the students were not assessed whether they hold the misconceptions or not, student 9-3 depicted in her verbal response that she has acquired the correct concepts even before reading the texts.

In the introduction parts of the first and second refutation texts, student 9-4 (refutation) initially agreed to Aoi who insisted the misconceptions. But as she read the texts, she conceded to the correct outcome parts. In her answers to the concept test questions, the first misconception prevailed while the second misconception was negated. She acknowledged that the two stones will reach the ground at the same time if they are simultaneously thrown. In this case, the effect of reading a refutation text may have led the student to knowledge revision process as predicted in the KReC theory. This may support one benefit of using refutation texts.

Using the think-aloud method in Grade 9 revealed that those who have relied on the refutation texts had more consistent correct answers (4) compared to those students who were engaged with nonrefutation texts (2). Only student 9-4 was observed to show immediate positive reversal of response.

C. Consistency of Responses of Grade 10 Student 10-1 (nonrefutation) provided a correct but limited

response to the first question in the concept test. She may have been greatly influenced by the design of the text especially the last sentence in the nonelaboration part which encompasses her

answer. Her written response to the second question is similar to answer given by grade 8 student 8-4 (refutation) which states that heavy objects have lesser acceleration. To explain this incorrect concept, the reader may think that when Earth pulls on a heavy object, the object will fall faster, and vice versa. But because she knows that the regardless of the mass, objects fall at the same rate; so, to accommodate this concept, she speculated that a heavy object has lesser acceleration while a light object has faster acceleration thus resulting to the constant rate of fall.

Student 10-2 (nonrefutation) presented opposite views during the think-aloud activity and in the concept test. Both answers to the first and second questions conforms the first two misconceptions. The response to the first question shows that the student has not yet recognized the correct reason (presence of friction) why a moving object stops. He supposed that an applied force keeps an object moving and once the force is removed, the object stops. The inconsistency in the response to the second question may be firmly supported by the student’s previous experience. Thus, the persistence of the misconception may be more difficult to resolve.

Student 10-3 (refutation) consistently provided correct answers in both written and verbal responses. Student 10-4 (refutation) revealed that the first misconception persists. In his verbal response, he pointed out that Aoi is correct in saying that the ball stops without an applied force. This is consistent with his answer in the first item in the concept test despite the verbal restatement of the correct outcome. The student has the notion that in moving objects, they always experience friction with the surface they are moving on. Although ice was given in the text as an example with less friction, the student may have not yet recognized frictionless surfaces. In his answer to the second question, he was able to retain the correct concept he uttered in the think-aloud activity.

Overall, the Grade 10 the students engaged in refutation texts had more consistent correct answers (5) and better explanations compared to those who read nonrefutation texts (3) in the think-aloud activity.

D. Related FCI Questions Table III displays the frequency of misconceptions of

students. There are four cases in grade 9 and three cases each in grades 9 and 10. It can also be observed that the first and second misconceptions are persistent while the third misconception did not persist upon using both refutation and nonrefutation texts.

TABLE III. TABLE OF MISCONCEPTIONS

Students Misconception Related

FCI (1992) Questions

Grade 8

Grade 9

Grade 10 Total

1. Active Force Concept

29A 8-4 9-1, 9-4

10-2, 10-4,

5


2. Heavier Objects Fall Faster

1A, 3B, 3D 8-1, 8-2

9-1, 9-2

10-2 5

3. Only Animate Objects Exert Forces

2C, 12E, 13D, 13E, 14E

0 0 0 0

Total 3 4 3 10

In the active force concept, there are three cases observed in the answers of refutation text readers while there are two cases displayed by readers of nonrefutation text. This misconception may be attributed to the counterintuitive nature of the event that mislead many scientists before. Aristotle, for example, proposed the violent motion which he described as a result of push/pull or imposed motion. The presence of friction was not recognized by most not until 16th and 17th century physicists such as Galileo and Newton popularized it.

The persistence of the second misconception among nonrefutation text readers may have different causes. One possible reason is the lack of understanding among physics terms such as gravitational mass, gravitational force, mass and weight, free fall, and acceleration due to gravity. It was suggested that students who think that the value of acceleration due to gravity changes from one point to another on the surface of Earth, may confuse gravitational force with gravitational potential energy [3]. If students do not fully recognize the differences of such concepts, they have difficulty in answer the following question. How does gravity act on a falling object? The second question in the concept test is just one case of this inquiry.

The persistence of the misconceptions may be because of less exposure and incomplete recognition of the concepts of force and motion. The spiral progression of the K-12 curriculum is purposely implemented for students to make connections and relationships of ideas and concepts between and among disciplines [16]. This means students should be able to integrate the concepts of Physics to those in Biology, Chemistry, and Earth Science. But if teachers are unsuccessful in facilitating this approach, learning is not meaningful to students and eventually the preconceptions are retained. Although it has been implemented seven years ago, teachers still encounter difficulties in implementing the new curriculum due to different reasons such as scarcity of resources, teachers’ beliefs, attitudes, and practices, and lack of professional development.

IV. CONCLUSIONS AND RECOMMENDATIONS Based on the findings of the study, the following conclusions

were drawn. First, students who read refutation text were able to answer more questions correctly compared to the student who read the nonrefutation text in both setups A and B in grades 8, 9, and 10. This means that it is likely that the refutation text has affected the way they perceive misconceptions. Second, grade 8, 9, and 10 students yield better engagement with refutation texts. This has provided better quality answers to the questions. It means that students engaged in refutation texts had more correct answers, better explanations, and fewer misconceptions

compared to those who read nonrefutation texts. For further studies, a pretest may be used to determine whether the students hold the misconceptions even before the implementation. In addition, the use of refutation text as an instructional material may also be tested in a flipped classroom setup. This is to give students more time to process the cognitive conflict consequence of reading refutation text.

ACKNOWLEDGMENT The authors would like to express their gratitude to the

Department of Science and Technology-Science Education Institute for the scholarship under Capacity Building Program for Science and Mathematics Education, Division of City Schools–Caloocan City and Bagumbong High School, and De La Salle University.

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[3] T. Neidorf, A. Arora, E. Erberber, Y. Tsokodayi, and T. Mai, “Conclusions about using TIMSS and TIMSS advanced data to explore student misconceptions, errors, and misunderstandings in physics and mathematics,” in IEA Res. for Educ., vol. 9, Cham, Switzerland: Springer International Publishing, 2020, pp. 133–153.

[4] M. T. H. Chi, “Commonsense conceptions of emergent processes: Why some misconceptions are robust,” J. Learn. Sci., vol. 14, no. 2, pp. 161–199, 2005, doi: 10.1207/s15327809jls1402_ 1.

[5] K. V. Martinez, “Addressing Heat Energy and Temperature Misconceptions in High School Chemistry,” M.S. thesis, Dept. of Sci. Ed., California State Univ., Long Beach, California, 2018.

[6] C. von Aufschnaiter and C. Rogge, “Conceptual Change in Learning,” in Encyclopedia of Sci. Educ., Dordrecht, Netherlands: Springer Netherlands, 2015, pp. 209–218, doi: https://doi.org/10.1007/978-94-007-2150-0_99.

[7] S. Soeharto, B. Csapó, E. Sarimanah, F. I. Dewi, and T. Sabri, “A review of students’ common misconceptions in science and their diagnostic assessment tools,” J. Pendidik. IPA Indones., vol. 8, no. 2, pp. 247–266, 2019, doi: 10.15294/jpii.v8i2.18649.

[8] B. Tompo, A. Ahmad, and M. Muris, “The development of discovery-inquiry learning model to reduce the Science misconceptions of junior high school students,” Int. J. Environ. Sci. Educ., vol. 11, no. 12, pp. 5676–5686, 2016.

[9] S. Rasul, A. Shahzad, and Z. Iqbal, “Teachers’ misconceptions in science: Implications for developing a remedial teacher training program,” Glob. Soc. Sci. Rev., vol. 4, no. 3, pp. 221–228, 2019, doi: 10.31703/ gssr.2019(IV-III).28.

[10] N. W. Subayani, “The profile of misconceptions among science subject student-teachers in primary schools,” Int. J. Educ. Lit. Stud., vol. 4, no. 2, pp. 54–61, 2016, doi: 10.7575/aiac.ijels.v.4n.2p.54.

[11] P. Anjarsari, “The common science misconceptions in Indonesia junior high school students,” J. Sci. Educ. Res., vol. 2, no. 1, pp. 21–24, 2018, doi: 10.21831/jser.v2i1.19329.

[12] M. Tomara, V. Tselfes, and D. Gouscos, “Instructional strategies to promote conceptual change about force and motion: A review of the literature,” Themes in Sci. Technol. Educ., vol. 10, no. 1, pp. 1-16, 2017.

[13] M. Chi, “Three types of conceptual change: Belief revision, mental model transformation, and categorical shift,” in S. Vosniadou, Ed., Handbook of Res. on Conceptual Change, Hillsdale, NJ: Erlbaum, 2009, pp. 61-82.


[14] K. K. Will, A. Masad, H. A. Vlach, and P. Kendeou, “The effects of refutation texts on generating explanations,” Learn. Individ. Differ., vol. 69, pp. 108–115, 2019, doi: 10.1016/j.lindif.2018.12.002.

[15] P. Kendeou and E. J. O’Brien, “The Knowledge Revision Components (KReC) Framework: Processes and Mechanisms,” in D. N. Rapp & J. L. G. Braasch, Eds., Process. inaccurate inf.: Theor. and appl. perspectives from cogn. sci. and the educ. sci., Boston: Boston Review, 2014, pp. 353–377.

[16] Department of Education. “Policy guidelines on the K to 12 basic education program.” Republic of the Philippines Department of Education. https://www.deped.gov.ph /2019/ 08/22/august-22-2019-do-021-s-2019-policy-guidelines-on-the-k-to-12-basic-education-program/. (accessed Oct. 12, 2021)


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Development of CT Using Need Assessment and Gamification: A Systematic Review

Athit Aroonsiwagool School of Industrial Education

and Technology King Mongkut’s Institute of

Technology Ladkrabang Bangkok, Thailand

[email protected]

Somkiat Tuntiwongwanich School of Industrial Education

and Technology King Monkut’s Institute of Technology Ladkrabang

Bangkok, Thailand [email protected]

Abstract— This study originates from the content synthesis of studies on computational thinking, need assessment, gamification, and computational thinking with coding from Thai and international scholarly articles published in accredited databases. Then, the synthesis results were integrated into the development of computational thinking through gamification and programming knowledge to improve the efficacy of computational learning. The process commenced with an analysis of the learners’ needs obtained through the questionnaires concerning computational thinking. Data analysis illuminated the learners’ levels of computational thinking as well as a fundamental understanding of what the learners need to be taught or what areas of skills each learner. With regards to this, conventional teaching approaches may not serve best to transmit the relevant knowledge which may subsequently induce unfavorable attitudes toward computational thinking. With the data elicited through the need assessment, instructors will have a clear direction as to how the pedagogical process should be designed to directly address the needs in each of the computational thinking components. In general, each component of them is rather complex, so the researcher incorporated gamification theory-based learning defined by its enjoyable game mechanisms and challenging nature which makes the coding lesson fun with block programming enabling learners to proficiently grasp the concept of computational thinking.

Keywords—computational thinking, need assessment, gamification, computational thinking with coding

I. INTRODUCTION Technology has been an integral part of our daily life,

and our surroundings seem to operate with the assistance of technologies. Such influence extends to the world of education which needs to be adapted in accordance with evolving times. Learners born in the 21st century are categorized as Native Digital whose learning contexts tremendously differ. As for the computational thinking skill, this still involves systematic thinking comprising analytical processes to yield effective outcomes. Computational thinking represents high-order thinking [1]. which is one of the most crucial skills for 21st-century youths [2][3][4][5]. Computational thinking can be applied in the process of daily problem solving and its use is not confined to professionals in Computer Science only because computational thinking is a systematic thinking skill aimed to solve problems by emphasizing Abstract and Decomposition. Adopters of this thinking principle should be able to decipher complex problems which can be applied in the analysis to solve daily life’s problems [2][6]. The number of components of computational thinking may vary but the common goal of CT is to equip learners with a systematic problem-solving system [3]. In terms of the development of computational

thinking, Scratch is adopted as a tool for teaching management because it facilitates block programming and provides free access [7].

Teaching computational thinking is complicated because learners have difficulties in differentiating problems based on the basic components of computational thinking [8]. Most of the studies synthesized suggested that the development of the programming skill only involves collecting pre-test and post-test scores which do not correspond with the learners’ needs to enhance their computational thinking. As a result, faced with problems that they cannot solve by themselves, learners may have a negative attitude toward learning about programming. According to the reflections on using code.org for programming, it was found that some students completed the whole exercise while some did not pay attention to it due to a lack of understanding of the necessity of computational thinking [9]. This testifies to the complexities of computational thinking justifying the fact that it may not appeal to every student’s interest. Consequently, to optimize teaching and enhancement of students’ knowledge, additional sets of tools and theories should be integrated such as pedagogical theories or need assessment. The latter provides teachers an insight into students’ background knowledge or what the students desire to learn about [10][11][12]. After that, results yielded by the need assessment are processed to identify the needs of learners before the development of tools or learning activities. Analysis of needs can reveal the needs of the learners which lay a solid foundation of the teaching approach’s designs whose flexibility suits them. The activities or lessons will directly address their needs. Another benefit of the need assessment is that it enables everyone involved with the problems or projects to genuinely comprehend the content and responsibilities assigned [13]. In addition, need assessment can be applied in the analysis of needs to design learning formats specific to groups [14].

Gamification-based teaching is a teaching process motivating learners to enjoy learning. Instructors can persuade learners to actively engage in the content which helps to stimulate learning and address the problems following the instructor’s learning objectives [15]. The tools used for promoting learning in the programming lessons to enhance computational thinking skills of the present generation’s students have changed from Text-based to Block-based tools which have simplified navigation. For the Bock-based, learners do not need to acquire knowledge about grammar as a prerequisite to programming. A simple drag-and-drop step accompanied by inputting conditions and instructions is what the Block-based tool requires to launch any actions. Also, users can use it on the website with no need to install the program [16]


In this study, the researcher aims to present the format for developing computational thinking effectively by synthesizing research content published in Thai and international scholarly articles. The learning approach consists of (1) Assessment of learners’ needs to analyze learners, and (2) Usage of gamification to teach Block-based programming in compliance with the analysis results of the learners’ need analysis to ensure effective correspondence between the learners’ needs and teaching of computational thinking based on each of the components.

II. METHODOLOGY This study is derived from reviews of research articles

followed by their synthesis. The researcher reviewed interesting studies on the development of computational thinking stemming from a combination of programming and gamification as a motivator for learners, and also to establish this the learning approach for the development of programming through gamification. This study highlights the following topics (1) research concerning computational thinking, (2) research on need assessment, (3) research on gamification-based teaching, and (4) research concerning the development of computational thinking through programming. The study included content from the research conducted in Thailand and overseas as shown in Table I. Source of Information.

TABLE I. SOURCES OF INFORMATION

Source Type of Articles Topic Total English Sources Research Paper Computational

Thinking 8

Research Paper Needs Assessment 2 Research Paper Gamification 2 Research Paper Computational

Thinking with Coding 8

Thai Sources Research Paper Computational Thinking

2

Research Paper Needs Assessment 5

Research Paper Gamification 3

Research Paper Computational Thinking with Coding

1

Total 31

Table I. shows numbers of researches from Thailand and overseas where the four topics reviewed from. There are 20 international studies comprise of 8 papers for computational thinking, 2 papers for needs assessment, 2 papers for gamification and 8 papers for computational thinking with coding. The researchers also investigated 11 studies from Thailand which compose of 2 papers for computational thinking, 5 papers for needs assessment, 3 papers for gamification and 1 paper for computational thinking with coding. A total of 31 research papers were thoroughly examined and reviewed in this study.

A. Computation Thinking Computational thinking is systematic thinking performed

based on logic. It is the application of skills and techniques to solve problems in accordance with the process entailing detailed steps. Upon completion of all the steps, a proficient outcome is assumed to emerge. As a result, it is evident that computational thinking is an indispensable skill for 21st-century learners, because preset surroundings contain

technologies. This is an implication that novel careers in the future tend to rely on computational thinking which is the basis for programming. Several studies have proposed definitions of the components of computational thinking. According to the articles, this term is defined as a pattern of systematic problem solving entailing abstract and decomposition. Research by [2][17][18] put forward the definition of this term that it must comprise Decomposition, Pattern Recognition, Abstract, Algorithm, and Design. According to some of the studies, it was suggested that the number and order of the components of computational thinking may be distinctly defined. However, the core concept of computational thinking is a thinking system oriented toward systematic problem solving employing algorithms [3]. In this study, the researcher applied all the computational thinking components as suggested by the studies which are quite comprehensive and concise. Computation thinking can be adapted to teaching in conjunction with pedagogical theories such as Integration of problem-based learning to promote computational thinking in mathematics [18].

The results suggested that the computational thinking of learners can be promoted if the relevant areas of the learners’ needs are addressed. The components of computational thinking must be explicitly divided. Pedagogical theories accompanied by tools are also needed to promote learning on the topics where individuals’ specific needs have to be catered to.

B. Need Assessment Need assessment is the process of taking the information

and analyze the current conditions and the desired condition. After that, the result of the need assessment will be processed to identify priorities of the needs as well as interventions or solutions needed. All the studies revealed that there were need assessments and prioritization of needs being conducted in the sample groups. In the research process, the content of the questionnaire was tested on content validity by experts and piloted with an experimental group to identify the content validity. When analysts of the need assessment have identified the question representing what learners desire the most based on Priority Needs Index Modified (PNIModified) signifying the highest need value of that particular item, all the questions will be indexed for priority ranging from the highest to the lowest, followed by an analysis to identify solutions to the problems [10][11][12][19][20].

Results yielded by the synthesis of studies on need assessment demonstrated that the need assessment questionnaire can potentially be used to collect data on learner’s computational thinking before commencing the class. This allowed instructors to formulate appropriate teaching strategies and guidelines to develop learners in a way most corresponding to the learners’ needs.

C. Gamification Children of the 21st century are Native Digital who have

been well acquainted with technology since early years of life. With altered courses of learning, contexts of teaching and learning should be promoted to comply with the nature of the learners. One interesting approach to this is learning through gamification which engages learners in fun learning planned according to an instructor’s objectives. Learners play a part as a creator of knowledge derived from games


they have played. Gamification can be adjusted to suit the characteristics of learners [21] and applied in conjunction with other pedagogical theories such as Constructivism teaching, knowledge structure theory, and game-integrated learning which helps to sharpen learners’ intellect, attitude, and skills. Gamification consists of points, Badges, Levels, Leaderboard, and Challenges which are the main component of the theoretical principle of gamification. Also, gamification-based teaching is not limited to the subject related to computer science but can be applied in several subjects to provide a fun learning environment [22][23][24].

Synthesis of the studies on gamification can be applied to create knowledge in conjunction with the development of computational thinking since each of the components in computational thinking is complex and difficult. Faced with difficulties, learners may withdraw and feel discouraged. As a result, the researcher proposed a pedagogical approach applying gamification as a stimulus and motivator to keep them engaged in enjoyable learning together with computational thinking.

D. Computational thinking with Coding Thinking is what reflects the abstract perspectives of

humans as dictated by a natural process. Computational thinking is the thinking process dependent on lines of precise steps, so teaching programming on the basis of computational thinking differs from the general teaching of programming because the teaching is grounded on computational thinking which enables learners to apply the programming skill in a real-life [1]. Nowadays, our surroundings are intertwined with the digital system and present era’s learners are capable of easily adapting to and acquire knowledge about new technology. Hence, contexts of learning need to inch along accordingly [9]. Learning about programming is highly crucial for learners of the 21st century. In some countries, programming is started with learners as young as those in the primary school level and this is where Scratch, a programming tool, gains its popularity [7]. Besides Scratch, code.org is another tool for supplementing computational thinking. Instructors can implement the flipped-classroom teaching approach to add flexibility to learning and feasibility for analyzing, following up, and evaluating learners [25]. Essentially, Block-based programming is not limited to either Scratch or code.org. Learners can independently construct the knowledge by themselves using other different types of block-based programming delivered by different programs. They can alternatively choose CS unplugged conducted simultaneously with activities that enable learners to participate in conceptualizing problems leading to motivation to develop their problem-solving thinking based on algorithm [26]. After having developed computational thinking, data imputed back to the instructor will provide an insight into the learners’ attitude and knowledge acquired. One of the most adopted methods is called reflection where skill upgrades concerning computational thinking are displayed because learners are anticipated to be able to elaborate on the background of their thinking process. The depth and width of learners’ understanding shall be proved as well as the instructor’s pedagogical expertise [16]. Additionally, the development of computational thinking through the study of programming also emboldens learners’ mathematical skills and cognitive skills. In terms of planning and concentration, it was found that learners’ ability to plan

improved after they had had experience some mistakes in programming because they learned to be more careful in their next attempts at designing an algorithm for work. It also applies in thinking to identify solutions to problems. All in all, the capacity to concentrate does derive itself from the intense focus one has when playing games and make learners better at staying focused on the problem. This is a significant skill for primary school children [27]. To foster this skill in learners, one highly contributor is a format of the media and lessons designed by an instructor [28]. Likewise, setting a simulated situation for learners to program based on can be an effective stimulus pushing them to engage in high-order thinking since computational thinking is tightly associated with the ability to solve problems and to do it based on charts [29]. Promoting the Unplugged computational skill can take place in coordination with the mathematical thinking skill because both are similarly centered upon orderly problem-solving steps [30]. There are some studies on utilizing innovations combining computational thinking with creative thinking by having learners work on creative exercises to enhance their computational thinking skills. The results revealed that creative exercises can promote computational thinking [31]. According to the synthesis of studies on the development of computational thinking through programming, it was suggested that programming strengthened learners’ computational thinking skills using the application of a systematic algorithm. This will contribute significantly to effective thinking skills and problem-solving. Computational thinking comes with diverse skill-promoting tools to optimize computational thinking skills.

III. RESULT Synthesis results of the studies inspired the researcher to

formulate patterns and approaches to the development of computational thinking using need assessment to collect data on learners’ needs and desired skills. Then, the data were analyzed to identify the priority for development based on the computational thinking’s components. The instructor and learners were able to be informed of and determine the learning forms or levels of teaching as demanded by the learners’ needs with gamification being used as a motivator in Block-based programming lessons to promote computational thinking as shown in Fig. 1. Executive Computational Thinking Intervention.

Computational Thinking Needs Assessment Questionare

Learner

Needs Assessment Analysis & Instructional Design

Gamification + Computational Thinking with Coding

Intervention

Fig. 1. Executive Computational Thinking Intervention

Fig. 1. This figure illustrates how to implement it. First, the instructor and stakeholders design a computational


thinking questionnaire, do effective measurement (IOC, reliability), and tryout with a sample group. In the second step, the learner takes a questionnaire after that the instructor needs to analyze and compute PNI modify, so the instructor knows the high priority computational thinking skill needs of the learner. In the third step, the instructor designs gamification and block-based programming to intervene with the learner.

IV. CONCLUSION According to reviews and synthesis of the studies on

Computational thinking, Needs Assessment, Gamification, and Computational thinking with coding, the researcher has elaborated on the components and definitions of computational thinking put forward differently but centered upon the same goal which is to promote computational thinking [3]. The researcher proposed that four explicit and comprehensive components of computational thinking namely Decomposition, Pattern Recognize, Abstract, Algorithm design be applied. In essence, computational thinking is not exclusively limited to problem-solving attempted by computer scientists but transcends the computer science domain into that as simple as daily life’s problem-solving tasks because its ultimate goal is to systematically identify solutions to the problems with proficient processes [6]. Based on the reviewed studies, it was posited that the promotion of computational thinking plays an integral part for 21st century children. [2][3][4][5]. That is because we are currently navigating in the digital era where almost every unprecedented task or job continuously demands computational thinking and programming skills. These skills will undoubtedly lay a systematic thinking path for learners with high-order thinking [1]. Computational thinking is in and of itself a pedagogical challenge due to its diverse components. Regarding this, synthesis of the studies revealed the integration of several pedagogical theories and teaching methodologies to as a motivator for the development of computational thinking to ensure attainment to the predetermined learning objectives. Instructors must be fully informed of the learners’ needs before introducing any interventions to ensure learning relevant to their needs and desired conditions. As a result, the researcher proposed that data be yielded by need assessment questionnaires on the development of computational skills and analyzed to identify the priority indexes. Any questions yielding the highest PNIModified value are assumed to signify a large volume of needs[10][11][12]. Then, gamification-based learning will follow which provides a fun motivator in conjunction with Block-based programming learning.

The researcher has proposed a concept to effectively assist in the development of a computational thinking skill with strong relevance to what learners genuinely desire. This is what learners can further build upon and extensively apply in their lives in the future.

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[3] M. Özmutlu, D. Atay, and B. Erdoğan, "Collaboration and engagement based coding training to enhance childrens computational

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[5] F. Alegre, J. Underwoood, J. Moreno, and M. Alegre, "Introduction to computational thinking," in Proc. of the 51st ACM Technical Symp. on Computer Science Education, Mar. 2020, pp. 992-998..

[6] J. M. Wing, "Computational thinking," Commun. ACM, vol. 49, no. 3, pp. 33–35, 2006.

[7] P. J. Rich, S. F. Browning, M. K. Perkins, T. Shoop, E. Yoshikawa, and O. M. Belikov, "Coding in k-8: international trends in teaching elementary/primary computing," TechTrends, vol. 63, no. 3, pp. 311–329, 2018.

[8] V. Jantarasena, and M. Asanok, "Composition evaluation of blended learning using visual programming to promote computational thinking for primary 4 students," J. Grad. Res., vol. 11, no. 1, pp. 43-54, Jun. 2020.

[9] F. Kalelioğlu, "A new way of teaching programming skills to k-12 students: code.org," Comput. Hum. Behav., vol. 52, pp. 200–210, 2015.

[10] O. Suadang, Y. Yanprechaset, and C. Paiwithayasitham, "Guideline to develop learning media for distance education of undergraduates: a complete needs assessment research," SSTOU J., vol. 33, no. 2, pp. 134–151, Feb. 2021.

[11] K. Tharaworn, and K. Tangdhanakanond, "A needs assessment of teachers for developing learning assessment of secondary school students," Online J. Educ. Res., vol. 11, no. 3, pp. 374–389, Apr. 2017.

[12] C. Masantiah, N. Bunthumpanich, N. hongsa-ard, P. anidvadtana, and N. engsomboon, "Needs assessment of teachers in achievement test development," Suthiparithat, vol. 32, no. 104, pp. 14–25, Jun. 2020.

[13] E. Garira, "Needs assessment for the development of educational interventions to improve quality of education: a case of ZIMBABWEAN primary schools," Soc. Sci. Humanit. Open, vol. 2, no. 1, p. 100020, 2020.

[14] V. Terziev, "Analysis of educational needs assessment methodology of children with special educational needs in Bulgaria," Procedia Soc. Behav. Sci., vol. 146, pp. 47–54, 2014.

[15] M. Phitthayasenee, T. Sittiwong, and K. Phumpuang, "Blended learning model using gamification base to promote computational thinking skills of student’s teachers," Lampang Rajabhat Univ. J., vol. 9, no. 2, pp. 172–183, Dec. 2018.

[16] F. Kalelioğlu, "A new way of teaching programming skills to k-12 students: code.org," Comput. Hum. Behav., vol. 52, pp. 200–210, 2015.

[17] P. Roungrong, R. Kaewurai, and S. Namoungon, "Computational thinking with thai education," Panyapiwat J., vol. 10, no. 3, pp. 322–330, 2018.

[18] C. Songkhram, C. Klineam, and W. Supap, "The development of computational thinking by using the problem-based learning in probability for grade 10th students," Silpakorn Educ. Res. J., vol. 12, no. 1, pp. 203–217, Jun. 2020.

[19] K. Parkpoom, T. Unaramrert, L. Veranavin, and C. Paiwithayasiritham, "The development of the essential competency model for teachers in basic education schools to prepare for ASEAN community," The Golden Teak : Hum. Social Sci. J., vol. 21, no. 1, pp. 105–118, Sep. 2015.

[20] A. Panyanuwat, C. Putprasert, R. Samuttai, and S. Rakpong, "Evaluation model for developing instruction management of science teachers in reading, critical thinking," Social Sciences Res. Academic J., vol. 11, no. 33, pp. 115–130, Jan. 2017.

[21] F. Rozi, Y. Rosmansyah, and B. Dabarsyah, "A systematic literature review on adaptive gamification: components, methods, and frameworks," in 2019 Int. Conf. on Electrical Engineering and Informatics (ICEEI), 2019, pp. 187-190.

[22] M. Phitthayasenee, T. Sittiwong, and K. Phumpuang, "Blended learning model using gamification base to promote computational thinking skills of student’s teachers," Lampang Rajabhat University J., vol. 9, no. 2, pp. 172–183, Dec. 2018.

[23] P. Kummaritsinchai, S. Innoi, and T. Kantathanawat, "Research and development of online game – based courseware on the topic of computer vocaburary for second year vocational certificate students", J. Ind. Educ., vol. 19, no. 1, pp. 93-101, Apr. 2020.


[24] A. Toth and S. Tovolgyi, "The introduction of gamification: a review paper about the applied gamification in the smartphone applications,"

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generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills," Comput. Educ., vol. 121, pp.

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978-1-6654-1680-1/21/$31.00 ©2021 IEEE

STEM Activity Promoting 11th Grade Students’ Creative Thinking Skills : Case Study from a Pre-

service Teacher

Arunrut Vanichanon

Department of Basic Science and Mathematics Faculty of Science Thaksin University Songkhla, Thailand [email protected]

Nilubol Nuanjunkong Department of Basic Science

and Mathematics Faculty of Science Thaksin University Songkhla, Thailand

[email protected]

Witsarut Jonjerm Department of Teaching Science,

Mathematics and Computer Faculty of Education Thaksin University Songkhla, Thailand

[email protected]

Abstract - This research aims to explore effects of STEM learning management about plant transport on learning progress and creative thinking skills of eleventh grade students at Triam Udom Suksa School of the South, Thailand. The cluster sampling group was a total of 41 students taught by a pre-service teacher at the first semester of the 2020 academic year. The research instruments were a STEM lesson plan on plant transport, a learning achievement test and a creative thinking skill assessment form. The data analysis comprised of mean, standard deviation, normalized gain and paired-samples t-test. The results revealed that using the STEM learning management, students’ learning progress on plant transport was developed at a high level (<g> ≥ 0.70) and a moderate level (<g> between 0.30 - 0.70), accounting for 53.66% and 43.9% of all sampling students, respectively. Creative thinking skill was also effectively improved overall (4.12 ± 0.62). The sample group's average creative thinking skills in each area were significantly higher than before implementation of STEM learning management at the 0.05 level.

Keywords - STEM activity, Plant transport, Normalized gain, Creative thinking skill

I. INTRODUCTION STEM education is a learning management that integrates

scientific knowledge content, technology and mathematics through engineering design processes. Real-world problem solving is emphasized using scientific knowledge to prepare students for future work and life. Moreover, scientific investigation, scientific inquiry and engineering design process are essential components for the good STEM activity [1]. Therefore, integration of all above mentions enhances the 21st century skills especially creative thinking skills: fluency, originality, flexibility and elaboration thinking [2]. Creative thinking skills can lead to new discoveries and develop innovations that are an important thing to develop and enhance the country's economic growth for global competition.

As a result from 2019, the mean score of ordinary national educational test (O-net test) on science subject of 12th graders studied at Triam Udom Suksa School of the South, Thailand was low (only 33.62%). This obviously indicates the need to develop student’s learning improvement on science subject. The learning management of biology content, as a part of science subject, was normally performed using lecture based and questioning techniques. By these methods, some students

found that the course was not interesting enough and eventually became boring and difficult for them. In addition, students sometimes could not link biological knowledge to their daily lives. Since student’s attitude is one of the necessary factors for successful learning, teachers have to motivate the students through persuasion together with reinforcement and provide learning resources in biology [3].

For our 11th grade students, majority of students actively participated in the class when they answered questions only remembering level, the lowest learning level in cognitive domain of the Bloom’s taxonomy. This represented insufficiency on creative thinking and problem solving ability among our students. Because the creative thinking and problem solving skills are necessary for learners to thrive in the 21st century world, both skills should be enhanced. Observing from the previous lesson unit on the structure and function of flowering plants, almost half of our students (48.78%) had test scores less than 60 percent, relatively inadequate learning achievement. Therefore, STEM activity on plant transport was selected to engage and motivate students to develop learning progress and creative thinking skills in this research.

II. METHODS Forty-one students were randomly selected, using cluster

sampling technique, from a population of 219 students of 11th grade student studied at Triam Udom Suksa School of the South, Thailand at the first semester of the 2020 academic year. Research tools were the STEM lesson plan on plant transport established by a pre-service teacher, the worksheet for designing pipe of water transport, the multiple-choice learning achievement test comprised of 10 items with the Item Objectives Congruence (IOC) index equaled to 1.00 after examined by three experts and the creative thinking assessment form modified from the institute for the promotion of teaching science and technology (IPST) [4]. This creative thinking assessment form determined four categories of creative thinking skills consisting of fluency, flexibility, originality, and elaboration thinking [5], each with five qaulity levels: excellent (5), very good (4), good (3), fair (2) and very poor (1). In order to explore the improvement on learning achievement and creative thinking skill, the students were assigned to design and produce the pipes imitating water transport elements in plant through the STEM activity. The


data were investigated using pretest-posttest of students’ learning achievement and creative thinking skill, before and after implemented with STEM activity on the plant transport. The single student normalized gain method was used to exhibit learning progress using achievement scores [6]. Meanwhile, the creative thinking skills before and after the implementation with the STEM activity were statistically compared using paired-samples t-test at the significant level of 0.05 (α = 0.05). The results were reported as mean ± standard deviation (X ± S. D.).

III. RESULTS The results exhibited that implementation of STEM

activity on plant transport (Fig.1) promoted learning progress illustrating by the greater average posttest score (8.76 ± 0.70) than the average pretest score (5.85 ± 1.04). Moreover, the average normalized gain, calculated from posttest and pretest of each student, was high (0.7). Twenty two students, accounting for 53.66 percent of total sampling students, got a high level of normalized gain (<g> ≥ 0.70). Whilst, eighteen students (43.9%) had normalized gain between 0.30 - 0.70 which was a moderate range. Noticeably, only one student (2.44%) obtained a low level of normalized gain (<g> ≥ 0.30) (Fig.2).

Fig. 1. The STEM activity of plant transport

Fig. 2. Normalized gain plot of each student

It was illustrated that after learning STEM activity, the students have significantly improved their overall creative

thinking skills (p<0.05), the average score developed from 2.97 ± 0.66 to 4.12 ± 0.62 (Fig. 3). This result was ascribed to the significant improvement on all creative thinking categories (p<0.05). The posttest scores of fluency (4.37 ± 0.58), originality (4.07 ± 0.65), flexibility (4.07 ± 0.65) and elaboration (3.95 ± 0.63) were significantly higher than the pretest scores (3.10 ± 0.63, 2.83 ± 0.63, 2.93 ± 0.76 and 3.00 ± 0.63, respectively) (Fig. 3). Considering among all categories, the fluency thinking ability was the top for both pre and post learning scores. Remarkably, our designed learning management promoted the greatest improvement on originality thinking skill, as displayed by the highest difference of the pretest and posttest. From the design worksheet, one group of students had a unique originality thinking on designing the continuously long pipes with various diameter sizes which was conformed to the real phenomenon that the xylem of plant commonly possesses various diameters of vessel elements. On the other hand, by our design learning strategy, elaboration thinking skill was the least improvement. From interview, the students pointed out that the limited time of STEM activity led to unsatisfied progress on elaboration thinking.

Fig. 3. The pretest and posttest scores for each category of creative thinking skills

IV. DISCUSSION The results illustrated that average normalized gain of

learning achievement was high (0.7). Because STEM learning management mimics the real-life situations in which the students have to think critically and analytically to solve the problem, scientific knowledge is deeply understood [7]. In this research, STEM learning management seamlessly integrated science, mathematics, technology and engineering (Fig. 4). The field of science requires students' understanding of transpiration, water potential, the route of water absorption and the forces related to water transport in plant including capillary action, root pressure and transpiration pull. The field of technology desires students to find out concepts for designing pipes imitating water transport elements and select material, size and quality of those pipes. The field of engineering design process drives students to design an effective and efficient water transport system through the engineering design challenge. The field of mathematics endeavors students to compute cost-effectiveness of material selection [5].Our results were consistent with [8] which revealed that the STEM activity on the topic of homeostasis enhanced students’ learning achievement to be at a good level (75.65%), which was higher than the expected criterion (70.00%). This indicated that the STEM education is the powerful


learning experience which excellently improves students’ learning achievement.

Fig. 4. Contents of STEM activity on plant transport

Our findings indicated that creative thinking ability after nting the STEM activity in the topic of plant impleme

transport was significantly higher than before )p< 0.05 .( This is possibly according to the role of STEM activity on engaging students into science classes with real world situations and engineering design challenges [ 1] . STEM education also positively influences 21st century skills, especially creative thinking skills [ 9 ] . From Lin’ s studies [ 10] about the three elements of creative pedagogy, we proposed that STEM education is one of creative pedagogy which enhances creative thinking skill (Fig. 5) . The pre-service teacher had to create and develop the STEM activity which was a part of creative teaching. The second element is teaching for creativity. The STEM activity could enhance the learners’ creativity owing to its real life situation, open-ended question and engineering design challenges that inspire student to learn. Teachers, in addition, have to create supportive environment, for creative and meaningful learning which is the third element. The top score of creative thinking skills was fluency thinking ability in both pre and post learning with our STEM activity . The students ’learning achievement

considered, on average in ths class, from the laboratory practice and worksheet in previous topic on plant structure and function was 80 percent . from studentsIn addition, ’behavior observation, most students were able to participate and respond to any scientific questions asked thin e

classroom .Originality thinking ability was the best aspect of creative thinking skills that was highly promoted in this

study .This ability generates different or uncommon ideas ]5 ]. Nevertheless, elaboration thinking ability in this class, after

ementing our STEM activityimpl , was improved at the est rank amonglow the four categories. Thus, this suggested

that, in order to promote exponentially the student’s ability to think elaboratively, the learning experience related to this skill

should be carried out regularly and continuously .The STEM activity, employed in this study, was designed and developed by a pre-service biology teacher, as a part of STEM education course designated in curriculum of Bachelor degree on education. This course provided an opportunity for the pre-service teacher to identify and apply concepts and contents from science, technology, engineering, and mathematics to understand and solve the real world challenges or problems. Moreover, the trainee has been encouraged to practice the hand- on STEM activities ( Fig. 6) . Finally, STEM activities have been designed, developed, and tried out with the high school students during practicum period. Since 2019, the teacher education programme in Thailand has been adjusted from the 5- year curriculum into 4- year curriculum by the Ministry of Education. As a result, the STEM education course has been eliminated because of limited credit. Even with that problem, as demonstrated by our research, by various published findings and especially as accounted by Kamolchat [11], STEM education has a potential to help develop student’s skills at various fields and prepare students for daily life and work force in the 21st century. During STEM activity, besides the creativity, the students are encouraged to practice other diverse twenty- first century skills, for example, problem solving, critical thinking, collaboration, communication, information literacy, leadership, and decision making which support lifelong learning [12]. According to Thailand national strategy plan (2018-2037), lifelong learning has been aimed to strengthen in all Thais in order to become a developed country with proper security, prosperity and sustainability [13] . By its qualification, the STEM pedagogy is thus promising to help the country accomplish the plan on human capital. Therefore, we emphasize the pre- service teachers to take the STEM education course for implementing STEM activities in school.

Fig. 5. The three elements of STEM activity modified from [10]

V. CONCLUSION Our findings underpinned previous researches which

showed that learning achievement and creative thinking skills can be fostered with STEM activities. For learning achievement, high normalized gain was exhibited in 53.66 percent of students; 43.9 percent of students had medium gain. In the aspects of creative thinking skills, the originality thinking ability was the best aspect that highly improved. Contrarily, the least improvement of creative thinking skill was demonstrated for elaboration thinking skill, showing the requirement for the students to regularly and continuously practices with STEM activities together with questioning


techniques. Our recommendation was that STEM activity should be used as routine learning management in science classes to enhance scientific knowledge, scientific skills and 21st century skills.

Fig. 6. STEM class for pre-service teacher and task

REFERENCES [1] E. M. Reeve, “The need for STEM education: Now more than ever!,”

Southeast Asian J. STEM Educ., vol. 2, no. 1, Jan. 2021. [2] N. F. Robinson, “A case study exploring the effects of using an integrative

STEM curriculum on eighth grade students’ performance and engagement in the mathematics classroom,” Ph.D. dissertation, Coll. Educ. Human Devel., Georgia State Univ., Georgia, USA, 2016.

[3] D. O. Fareo, “Study attitude and academic achievement in biology at secondary school level in Mubi Metropolis of Adamawa State, ” Int. J. Sci. Res. Publ., vol. 9, no. 8, pp. 333-340, Aug. 2019.

[4] The Institute for the Promotion of Teaching Science and Technology, A teacher guide for design and technology: 10th grade, Bangkok, Thailand: The Institute, 2018, pp. 137. (in Thai)

[5] Z. R. Ridlo, U. Nuha, I. W. A. Terra, and L. Afafa. “The implementation of project-based learning in STEM activity (water filtration system) in improving creative thinking skill,” J. Phys. Conf. Ser., vol. 1563, pp. 1-11, Jun. 2020, doi: 10.1088/1742-6596/1563/1/012073.

[6] A. Tongchai, K. Arayathanitkul, C. Soankwan, N. Emarat, and R. Chitaree, “A new assessment method by using pretest and postest scores,” HCU J., vol. 11, no. 21, pp. 86-94, July. 2007.

[7] A. M. A. EI Sayary, S. A. Forawi, and N. Mansour, “STEM education and problem-based learning,” in The Routledge International Handbook of Research on Teaching Thinking, R. Wegerif, L. Li, and J. C. Kaufman, Eds., New York, USA: Taylor & Francis Group, 2015, ch. 29, pp. 357-365.

[8] A. Chimkul, S. Kaewdee, and N. R. Disyatat, “Effect of biology learning management based on the STEM education approach on problem-solving ability and biology learning achievement of upper secondary school students,” Online J. Educ., vol. 12, no.1, pp.324-342, Jan. 2017. (in Thai)

[9] R. Riyanti, E. Susilaningsih, and N. M. D. Putra, “Developing learning materials of project-based learning with integrated STEM to improve creative thinking skill,” Educ. Manage., vol. 10, no.1, pp. 1-9, Apr. 2021.

[10] Y. S. Lin, “Fostering creativity through education - a conceptual framework of creative pedagogy,” Creative Educ., vol. 12, no. 3, pp. 149-155, May 2011.

[11] K. Klomim, “Learning management based on STEM education for student teacher,” J. Educ. Naresuan Univ., vol. 18, no. 4, pp. 334-348, Oct. 2016. (in Thai)

[12] M. Demirel, “Lifelong learning and schools in the twenty-first century,” Procedia Soc. Behav. Sci., vol. 1, no.1, pp. 1709-1716, Feb. 2009.

[13] National Strategy Secretariat Office, National Strategy 2018-2037(Summary). Bangkok, Thailand: Office of International Affairs, 2018.


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

Predicting Google Classroom Acceptance and Use in STEM Education: Extended UTAUT2 Approach

Syuhaida Mahamud Institute of Technology Management

and Entrepreneurship Universiti Teknikal Malaysia

Melaka, Malaysia [email protected]

Hasan Saleh Institute of Technology Management



Soo-Fen Fam Institute of Technology Management



Sentot Imam Wahjono Management Department

Universitas Muhammadiyah Surabaya, Indonesia

[email protected]

Mohd Fauzi Kamarudin Institute of Technology Management



Abstract— 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.

Keywords— E-Learning, Google Classroom, STEM education

I. INTRODUCTION The popularity of E-Learning platforms has boomed

around the world during the coronavirus lockdowns. It is an undeniable fact, COVID-19 associated changes teachers work and teaching habits caused a marked increase in the use of technology. The idea of Science, Technology, Engineering and Mathematics (STEM) education has been contemplated since the 1990s in the United States of America. Ever since then, it has received continuous attention by many countries in the world including Malaysia as foundational to economic growth. The ability to understand the scientific and mathematical principles, a working knowledge of technology and engineering, and the problem-solving skills are the features hunted for future employability. The Ministry of Education (MOE) Malaysia has seriously took up the suggestions of the National Education Blueprint (PPPM) 2013-2025 by encouraging students to enroll in STEM subjects through the integration of STEM education in teaching and learning in the year 2017. Despite the importance of science, the learning of STEM subjects at school is still problematic, so one possible way to support teaching and learning process is through E-Learning. E-learning can be described as the delivery of educational content via digitally enabled devices such as personal computers, laptops, and smartphones to facilitate learning [1]. This has been conducted by transforming traditional learning styles that feature interaction between teachers and students in the classroom into online learning [2]. E-Learning includes numerous types of media that deliver text, audio, images, animation, streaming video. It includes technology applications and processes such as audio, video, satellite TV, and computer-based learning as well as local intranet or extranet, and web-based-based learning [3].

Based on the latest Scopus online search carried out on 22nd August 2021 by using Boolean “and” to conjoin the two singular words “e-learning” and “UTAUT”, number of research material published on Scopus from year 2006 to 2021. A total number of 242 materials were found on this area. The first article on “e-learning” and UTAUT was published in 2006. Following, a slight interest builds on “e-learning” and UTAUT from year 2008 to 2012 as the number of published research material increases. However, in year 2013 there is the number of research materials published increased from 7 to15. By 2019, a drastic rise in interest on “e-learning” and UTAUT as published materials increases to 54. The upward trend in this study area.

In Information Systems (IS) literature, acceptance of the system by users is vital to ensure the success of any system. Hence, it is important to understand and identify the necessary factors that effect on teacher’s acceptance of eLearning such as Google Classroom. Xhafaj et al. [5] examined that this explores the number of factors that affect the use of Google Classroom in Albanian universities by using the UTAUT 2 and PLS-SEM. Farhan et al. [6] stated that were focusing on Human E-learning Interaction (HEI), this interdisciplinary research integrates concepts from instructional communication and instructional technology and applies them to E-Learning systems, focusing on academic stakeholders' roles and competencies. Tseng et al. [8] found that they study to aimed to investigate the drivers of teachers’ acceptance and use of MOOCs from the perspective of the UTAUT2. The number of the MOOCs around the globe is on the rise. Turki & Sathiyanarayanan [9] were considered a case study and carried out a survey which examined the possibility of adoption and acceptance of mobile learning in the Saudi Arabian high schools from teachers' perspective. Some studies on E-Learning platforms and their acceptance rates also reveal the relationship between acceptance and their effects. This study will be used to predict which constructs of extended UTAUT2 model influenced teachers’ acceptance and use of Google Classroom.

II. LITERATURE REVIEW

A. Science, Technology, Engineering and Mathematics (STEM) Education Recent global educational initiatives and reforms have

focused on increasing the number of students pursuing STEM subjects, and ensuring students are well-prepared, and suitably qualified to engage in highly educated workforce


[10]. The four strands of STEM have been staple forms of all students’ academic careers; particularly science and mathematics. Science (S) is defined as the systematic study of the nature and behavior of the material and physical universe, based on observation, experiment, and measurement, and the formulation of laws to describe these facts in general terms. Technology (T) is defined as the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science. Engineering (E) is defined as the art or science of making practical application of the knowledge of pure sciences, as physics or chemistry, as in the construction of engines, bridges, buildings, mines, ships, and chemical plants. Mathematics (M) is defined as a group of related sciences, including algebra, geometry, and calculus, concerned with the study of number, quantity, shape, and space and their interrelationships by using a specialized notation [11].

Considering continuous global competition and the technology breakthroughs in science, technology, and engineering progress, it is imperative for the Malaysian education system to produce holistic, innovative, entrepreneurial, and balanced graduates through the Malaysia Education Blueprint 2015-2025. The first of these factors is the limited awareness about STEM where there is a perception amongst students and parents that STEM subjects are harder than Arts subjects. In other words, there is a general lack of awareness among students and parents of the value of STEM learning and its relevance to everyday life. The second factor is the current STEM curriculum places greater emphasis on content at the expense of practical aspects and does not sufficiently emphasize its relevance to everyday life. The third factor is related to the inconsistent quality of teaching and learning where the approaches are teacher-centered, and students lack sufficient opportunities to be critical, creative, and innovative. Moreover, several teachers also lack requisite knowledge in Science and Mathematics subjects. The last factor refers to a limited and outdated infrastructure where 20% of schools have Science labs that are damaged and no longer functional, and some schools also lack modern equipment and facilities [12].

B. Google Classroom (GC) Recently the number of E-Learning platforms is rapidly

growing, and Google Classroom has been the most popular tools used to be integrated into teaching and learning. In 2014, Google Apps for Education (GAFE) launched Google Classroom. The application is free for teachers and students to use which makes it an ideal fit for developing countries, where the budgets are limited [13]. Google’s education tools are designed for an education environment. But they are also invaluable for the administrators, starting with the basic real-time collaboration capability [5]. Google Classroom can work in unidirectional process as it can serve the teachers’ strategies and styles on one hand and perception, understanding, and effective participation in different classroom skills on the other hand [14]. It can act as a learning management system in schools, colleges, and higher education institutes. Google Classroom is an easy-to-use and secure tool that helps educators manage, measure, and enrich learning [15]. User to get started as a teacher which he or his need to complete the step as below. First, user need to sign in to Google Classroom

by go to classroom.google.com. Next, teacher can start using Google Classroom by created a class at the top of the Classes page. Then, Google Classroom automatically creates a class code that teacher can use to invite students to the class. Teacher can always get the class code at the top of the class stream and send by link invite, email invite or share class code. While teacher can start class video meetings in Classroom, Meet, Google Calendar, and Gmail on your computer or mobile device with Google Meet. Moreover, teacher can post resource materials, such as a syllabus, classroom rules, or topic-related reading, to the Classwork page. However, resources [16] like other types of posts on the Classwork page, materials can be organized by topic, reordered, and scheduled to post later. Teachers can effectively utilize classroom time using Google Classroom.

Total of 15 studies gleaned carried out for this study, 2 were on Google Classroom acceptance, 5 were studies on mobile learning acceptance, 2 studies were on MOOCs acceptance and 6 were studies on others online learning platform acceptance. Table 1 summarizes the technology acceptance and the theoretical model used for each E-Learning platform described. The presented table below shows that, the number of research papers that focuses on Google Classroom acceptance as means of teaching and learning are still limited. To add, UTAUT2/modified UTAUT2 model is the most used to predict users’acceptance of E-Learning platform. Therefore, this study will focus on Google Classroom acceptance by using UTAUT2 as the basic theoretical model. Eventually, proposed an extension of the model with additional construct for better understanding the users’ acceptance.

TABLE I. TABLE TYPE STYLES SUMMARY OF TECHNOLOGY ACCEPTANCE AND E-LEARNING PLATFORM USED FOR EACH THEORETICAL

MODEL

Platform TAM/

modified TAM

UTAUT/ modified UTAUT

UTAUT2/ modified UTAUT2

Google Classroom 1 1 mobile learning 2 3

MOOCs 1 1

others online learning platform

1 1 4

C. Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) Information technology (IT) has the importance of

studying user acceptance in order to be recognized in the late 19th century. Technology acceptance models and theories have been widely used in various fields to understand and predict user behavior. Researchers conducted multiple studies in the field of technology acceptance and developed a framework for evaluating the use of specific development and implementation technologies. UTAUT2 model is one of the most important models in the field of technology and education adoption which has been developed by Venkatesh et al. [17]. UTAUT2 incorporates not only the main relationships from UTAUT, but also new constructs and relationships that extend the applicability of UTAUT to the consumer context. UTAUT2 was proved to be a valid model


for explaining and predicting users’ acceptance behavior regarding the use of new technologies in many contexts. UTAUT2 was found to be directly determined by performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit; with gender, age, and experience, as key modifiers that affected the constructs. Venkatesh et al. [17] confirmed the important roles of hedonic motivation, price value, and habit in influencing technology use and in UTAUT2, which is tailored to the context of consumer acceptance and use of technology. The original model of the UTAUT2 is graphically depicted in Fig. 1. Most of the recent research has focused on the acceptance of e-learning in educational institutions, especially in higher education. The theories that were mentioned the most concern technology acceptance such as TAM, TPB, or TRA, researchers believe that the UTAUT model is one of the most suitable models for measuring the acceptance and usage of tools developed through the online. This attempts to complete the missing parts of previous studies on the same subject, especially in the field of education which under knowledge of researcher. Therefore, this model will help us to predict on teachers’ acceptance of Google Classroom in teaching and learning context.

Fig. 1. UTAUT2 Model

III. DISCUSSION

A. Conceptual Framework In this research, conceptual framework is proposed as

shown in Fig. 2. constructs of this study are UTAUT2 along with addition of three new constructs. The research model postulates PE, EE, SI, FC, HM, PV, H, PI T, and SE as independent variables, BI as mediator Exp as moderator, and USE as dependent variable. The study adopts constructs form UTAUT2 by[17] but revised by [7], [18], [19]. This model is adopted to determine the factors that influence the teachers’ intention to use Google Classroom for teaching and learning.

a) Performance Expectancy (PE) Performance Expectancy (PE) is the degree to which a

teachers believe that using E-Learning Platforms will provide benefits in teaching and learning.

b) Effort Expectancy (EE) Effort Expectancy (EE) is identified as the degree of ease

of use related with the information system. Generally, users tend to consider the effort required before using an information system.

c) Social Influence (SI) Social influence (SI) is defined as the degree to which an

individual perceives that important other believe people should use the new system.

Fig. 2. Conceptual Framework

d) Facilitating Condition (FC) Facilitating conditions (FC) refers to the consumer's view

of the resources and support available to perform the behavior.

e) Hedonic Motivation (HM) Hedonic Motivation (HM) is considered to be the degree

of fun, enjoyment or pleasure brought about by technological innovation, and is recognized as a key role in determining the acceptance and use of technology.

f) Price Value (PV) Price Value (PV) refers to the user's perceived value. PV

is the difference between the total perceived benefits of applications and the total monetary or non-monetary costs of using them.

g) Habit (H) Habit (H) described as the point where people plan to

perform their behavior automatically due to learning or experience, and it is predictor of both intention and technology use.

h) Personal Innovativeness (PI) Personal Innovativeness (PI) refers to stable personality

trait that makes individuals desire to try out new technology. PI refer to innovative people are well aware of technological advancements, and they enjoy receiving latest news updates in their relative area of interest; through which they remain ahead of others in terms of technical know-how [20], [21]. There are research results of [19], [22] showing that PI has a direct effect on behavior intention and Use Behavior within the e-learning system. The current study conceptualized PI to have significant positive effects on both teacher’s BI and USE of Google Classroom. STEM teachers should posses the characteristics of innovativeness to be able to train innovative students. A Personal Innovativeness Scale could be developed or adopted to measure teacher’s level of PI in the aim to help them through an adequate training to enhance their PI in designing their lesson activities, thus, educating their students to be innovative.


i) Trust (T) Trust (T) is defined as the willingness of individuals to

accept vulnerability due to positive expectations of the intentions or actions of others in situations of interdependence and risk. In terms of information privacy and security, trust is a powerful factor in receiving technology. Numerous studies [18], [21], [23], [24] have proven that T is equally relevant, in explaining one’s intention to accept an item, as other variables present in different technology acceptance models. T has been established as a positive influencer and the most significant predictor of BI. STEM teachers as instructors needs to develop well design course and have a good communication in establishing trust of a successful E-Learning environment.

j) Self-Efficacy (SE) Self-efficacy (SE) structure refers to the judgment of a

person’s ability to use technology such as a computer to complete a specific task. Lwoga & Komba [25] found that SE was a strong determinant of actual usage of web-based learning management systems (LMS) in the study. Fianu et al. [1] stated that computer SE had a significant influence on MOOC usage intention. Almaiah et al. [24] found in their study that self-efficacy was the most significant determiners of mobile learning system acceptance. SE was also shown to impact on Behavioral Intention; it means that teachers’ technological pedagogical knowledge affects positively their intention to adopt mobile internet use in teaching [7]. The present study also conceptualized SE to affect STEM teacher’s BI of Google Classroom.

k) Behavioral Intention (BI) and Use Behavior (USE) Behavioral Intention (BI) is predictable in the domain of

the psychological discipline. Use Behavior (USE) refers to the performance of an observable response in a predictable context related with given target.

B. Moderating Effects With regard to the moderating effect of teachers’

experience, there are a few results have shown that user experience has been recognized as one of the main factors that ease the relationship between users’ perceptions of technology and their behavioral intentions, users will gain experience when using the E-Learning Platforms because over time. Experience In this research, researcher expect that the relationship between PE, EE, SI, FC, HM, PV, H, PI, T, SE, BI and USE are moderated by Exp with Google Classroom.

C. Mediating Effects Mediation is a researcher whose goal is to test or establish

how independent variables exerts its influence on dependent variable frequently postulates a model in which one or more intervening variables M is located causally between the independent variables and the dependent variable. The impact of FC, H and PI on the BI results in the USE.

IV. CONCLUSION Google Classroom acceptance among STEM teachers has

not been sufficiently researched. This study thereby investigates the UTAUT2 model and proposed a modification to study teachers’ acceptance of this technology. However, this study bears several limitations such as the number of papers examined, and the proposed framework is only based on literature review. Consequently, further research should be undertaken, focusing on the empirical validity and reliability of the proposed conceptual framework.

ACKNOWLEDGMENT The authors would like to thank for the supports from the

Faculty of Technology Management (FPTT) and the Centre for Research and Innovation Management (CRIM) Universiti Teknikal Malaysia Melaka (UTeM).

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[5] Xhafaj, E., Qendraj, D., Xhafaj, A., & Halidini, E. (2021). Analysis and Evaluation of Factors Affecting the Use of Google Classroom in Albania: A Partial Least Squares tructural Equation Modelling Approach. Math. Stat., 9(2), 112-126. doi:10.13189/ms.2021.090205

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978-1-6654-1680-1/21/$31.00 © 2021 IEEE

The Impact of University Facilities on Pre-Service Mathematics Teacher’s interest in Learning

(A Case Study at Guangxi Normal University) Chen Jihe

Dept. of Mathematics and Statistics

Guangxi Normal University Guilin, China

[email protected]

Zhou Ying Dept. of Mathematics and

Statistics Guangxi Normal University

Guilin, China [email protected]

Jerito Pereira Dept. of Mathematics and

Statistics Guangxi Normal University

Guilin, China [email protected]

Tommy Tanu Wijaya School of Mathematical

Sciences Beijing Normal University

Beijing, China [email protected]

Neni Hermita

Pendidikan Guru Sekolah Dasar Universitas Riau

Pekanbaru, Indonesia [email protected]

Maximus Tamur Pendidikan Matematika

UNIKA St. Paulus Ruteng Ruteng, Indonesia

[email protected]

Abstract—A successful teaching and learning activity are affected by various factors and one of them is University facilities. A good facility can help in the information delivery to be easier. From the students’ side, when they learn with a good and complete facility, students will be able to understand the information easily. This research aims to know the the impact of university facilities on pre-service mathematics teacher’s interest in learning interest for mathematics students. This research was done in October-December 2020 in Guangxi Normal University, China. The data analysis used is a qualitative method. In the last section, 5 respondents were chosen by random sampling from Guangxi Normal University. Research results showed that Guangxi Normal University has a huge and comfortable library, mathematics laboratory, tablet, and computer for all students, free access to download international journals for reference. Based on the interview and students’ responses from Chinese and International students, they are very satisfied with the facilities in Guangxi Normal University. Their learning interest also increases because of the facility given. This is in line with the research that was done which stated that facility can influence students’ learning performance.

Keywords—university facilities, pre-service teacher, interest in learning

I. INTRODUCTION A teaching and learning activity in university is an

interaction between students and teachers that aims to transfer knowledge or information to students [1]. An important focus in teaching is to teach students how to solve daily life problems [2][3]. A successful teaching and learning activity are affected by various factors and one of them is university’s’ facility [4]. A good facility can help in the information delivery to be easier. From the students’ side, when they learn with a good and complete facility, students will be able to understand the information easily [5].

Suyanta et al [6] see that facility has a huge effect on the teaching and learning activity. Based on this fact, Suyanta researched to compare the worth of facilities in high schools and found out that some schools do not have a complete facility. Soeprijanto S. et al. [7] also researched schools’

facilities. He researched the facility in vocational high school and found out that there are only a few facilities available and there are still a lot of facilities that are lacking. The lack of facility in school causes disturbance in class. From previous research, it can be concluded that there is an influence of university facilities on various aspects. There is a lot of qualitative research on schools’ facility but there are a few kinds of research almost none on the effect of the school facility and students’ learning interest.

An abstract mathematics topic is hard to learn [8][9]. Pre-service teachers need a computer, laptop, various software, or other supporting tools that can help in explaining mathematics topics that are hard to explain. The lack of facility in the mathematics education faculty can make pre-service teachers not master technology which will affect them when they are teaching after they graduate. Also, the lack of usage of learning media or mathematics software will be harder for students to understand the concept which will cause students to only memorize the mathematics formulas [10].

In the last few years, China has grown rapidly in various aspects and one of the growths that stood out is education. Based on Programme for International Student Assessment (PISA)’s the survey result in 2018 [11], China is leading in the reading, science, mathematics category. China got a score of 555, 591, and 518 for reading, mathematics, and science respectively in the test held in 2018. This score improves compared to the test result in 2015 where the scores for reading, mathematics, and science were 494, 531, and 518 respectively. Not only that, but students from China also the best in the mathematics Olympiad [12][13]. China ranks first with 6 of their candidate’s score of 215 and got 5 gold medals and 1 silver medal.

University is responsible for students’ learning interests. When students’ learning interest increases, their learning outcome, ability, and soft skills will also improve [14][15]. Just like the research result done by Irene[16] that analyses the effect of game-based learning. In her research, she proved that students’ learning interest increases, and their scores also improve. With this, researchers have a hypothesis that if a


university has a good facility, therefore students’ learning interest can also improve.

Seeing the importance of students’ learning interests and university facilities, researchers got a chance to research the facility available in China’s university. The researcher also observes the relationship between university facilities and students’ learning interests.

In this paper, we analyze: first, observing what facilities exist at Guangxi Normal University, China. Secondly we analyze students' attitudes towards university facilities. This paper contributes as information for other universities to improve learning facilities at the university to increase students' motivation and interest in learning.

II. RESEARCH METHODOLOGY This research was done from October 2020 to December

2020 in Guangxi Normal University, China. Researchers took the mathematics and statistics department as the case study sample.

This research uses the case study method which means that research on a certain case or phenomena in an institution is done deeply to study the situation and interaction happening [5][6]. This case study uses a qualitative method so that the research quality can be deeper and thorough and better [7][8].

The information collected in this research is taken from literature results, observation, interviews, and documentation so that the data collected are facts based on the real condition in Guangxi Normal University. Researchers also asked random respondents’ to be interviewed and asked their opinion on students’ learning interest and the university’s facility about facilities in Guangxi Normal University.

III. RESULT AND DISCUSSION

A. GXNU’s Library A library is usually known to be a building with lots of

books and has various and wide information from various fields. A library is where people will go to search for a certain research reference or to update information. Guangxi Normal University has a digital and an actual library which means that students who are not in the library can read books or search for information through their gadgets. For a reason that library is one of the important learning facilities, students in Guangxi Normal University can request books that are not yet available. The librarian will then respond and buy books according to students’ needs.

Guangxi Normal University’s library is the biggest in Guangxi province with a complete facility that supports students to study inside. This library opens from 7.30 to 23.30. The library has successively purchased a large number of electronic resources and important full-text databases. For example, there are about 560,000 kinds of e-books from the Founder of Peking University, Purchase important online databases at home and abroad, such as Tsinghua Tongfang, Chongqing Weipu, National People's University Copying Full-text Database of Newspapers and Periodicals, People's Daily graphics and texts Full-text database, National Studies Collection, Chinese Social Science Introduction Index, "Yearbook Resource Database", "Education Special Database", EBSCO in the United States, Springer LINK in Germany, Elsevier in the Netherlands, LexisNexis database , The United States "Chemical Abstracts" (CA) and other 32

Chinese and foreign full-text databases. Internet/ WIFI with a speed of 1-4Mb/s, book catalog, reading light, and sockets on every desk. Students can bring their laptops to the library and study for the whole day. The libraries in china are made comfortable so that students are interested to study in the library rather than in their room. The library is also equipped with free water for students.

B. Mathematics and statistics department The mathematics and statistics department in Guangxi

Normal University has a lot of mathematics laboratory. This mathematics laboratory is useful for making technology-based learning media, learning video and it’s equipped with various dynamic mathematics software. Hawgent dynamic mathematics software is one of the dynamic mathematics software that is usually developed to help students and teachers understand mathematics concepts and as a supporting object for learning video [17]. Hawgent can cover all mathematics theories from middle school, junior high school, and high school [18]

Fig. 1. Mathematics and Statistics department’s laboratory

Fig. 1. showed the facilities available in Guangxi Normal University’s mathematics and statistics department’s laboratory. The laboratory is equipped with free internet access. Every table is equipped with 4-5 PCs with a specification of Intel Core i7 8th gen. The front of the laboratory is equipped with 1 widescreen pc that can be used for presentations. Each student has their place in the laboratory. The weather change in Guangxi can be very extreme wherein during the summer it can reach up to 35 degree and during winter it can reach up to -2 degree. With the extreme weather change in mind, the laboratory is also equipped with an Air conditioner to keep the weather warm and comfortable to study in.

C. Laptop and Tablet as a facility A pre-service mathematics teacher is required to have a

Technological Pedagogical Content Knowledge (TPACK) skill [19][20]. A mathematics teacher who has the TPACK skill will have self-confidence when they are teaching [21]. The use of technology also has a good effect on students [22][23]. The mathematics and Statistic Department of Guangxi Normal University provides their students with computers and tablets that can be used and carried around by students for study purposes. These tablets will enable students to study anywhere and anytime even if they are on holiday at home. This facility also makes students equal as there will be no social status difference between students.


D. Scientific Journal search facility Scientific research is always related to journal publication.

From decade to decade, there are a lot of researches that have a huge impact on the world. However, not every research paper can be downloaded freely and the cost is quite high just to read a paper. Guangxi Normal University provides their students and teachers be able to download papers for free from the Social Science Citation Index (SSCI). With this facility, students don’t need to pay to download a paper and make it easier for students to find research and study references. This facility can improve students’ learning interests and made them up-to-date with the current situation.

E. Students’ opinion on university facility The relationship between facility and students’ learning

interest is done by interviewing students to objectively see their opinion on the facility available in Guangxi Normal University, China, and observe their answer on the relationship between facility and students’ learning interest. There are 5 random respondents and the interview result can be seen in table I.

TABLE I. STUDENTS AND TEACHERS STATEMENTS IN USING UNIVERSITY FACILITIES

Initial Students Respond’s FH(Chinese student) Not only in Guangxi Normal University but

every university in china has adequate and supportive facilities for students to study and prepare them to face the global challenge in the 21st century.

ZS (Chinese student) The facility in Guangxi Normal University is very complete with a comfortable library and free download to reputable journals. This made me excited to study from morning until night.

PJ (International student)

I usually choose to study in the library rather than my room because the library in Guangxi Normal University has a good study atmosphere dan is very comfortable. There are times wherein the library is full and there are no seats left.

WT(International student)

In my country, the campus facility is not as adequate, especially to download information. There was also no free WIFI. When I came here to study, I’m able to download and read international papers for free easily.

TSW(Chinese student)

The computer and tablet facility given to me has made my learning interest increase. I now can make a learning video every week to help middle school and junior high school students to learn mathematics.

Based on the interview and students’ responses from Chinese and International students, they are very satisfied with the facilities in Guangxi Normal University. Their learning interest also increases because of the facility given. This is in line with the research that was done which stated that facility can influence students’ learning performance.

This research is done descriptively with the case study in Guangxi Normal University, China which means that research results in other university or other countries may be different. Future research can talk about the effect of the facility on students’ specific abilities.

IV. CONCUSSION University facility has a huge impact on students’ learning

performance. At the university level, a good campus facility can prepare students to have a good TPACK skill. The analysis result showed that the facility in Guangxi Normal University, China support students to have a good skill.

Students have a good learning interest because it has a library with a comfortable and good learning atmosphere, computer and laptop to develop technological skills for the 21st century, convenience in searching scientific journals to search for information and research data that can be used for research reference. This research result can serve as a suggestion for other university so that they will facilitate students. Improving a university’s facility can increase students’ learning interest and improve students’ learning performance.

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[17] C. Jihe, Z. Ying, J. Pereira, M. Yuehuan, M. Tamur, and N. Hermita, "Develop teaching material using Hawgent Dynamic Mathematics


Software," in 2021 Int. Conf. Big Data Anal. Comput. Sci. (BDACS), Jun. 2021, pp. 26-30, doi: 10.1109/BDACS53596.2021.00014.

[18] J. Pereira, Y. Huang, J. Chen, N. Hermita, and M. Tamur, "Learning the concept of absolute value with Hawgent Dynamic Mathematics Software," J. Ilmu Pendidik., vol. 16, no. 2, pp. 160-169, Dec. 2020.

[19] H. S. Tokmak, L. Incikabi, and S. Ozgelen, "An investigation of change in mathematics, science, and literacy education pre-service teachers’ TPACK," Asia-Pac. Educ Res., vol. 22, no. 4, pp. 407–415, 2013.

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Measurement of Students Learning Outcomes through the Application of Smartphone Microscope

Wiwit Artika Teacher Training and Education Faculty; STEM Research Center


Samsuar Teacher Training and

Education Faculty Universitas Syiah kuala Banda Aceh, Indonesia

M. Ali Sarong Teacher Training and

Education Faculty Universitas Syiah Kuala Banda Aceh, Indonesia

Mailizar Teacher Training and Education Faculty; STEM Research Center


Intan Mulia Sari STEM Research Center Universitas Syiah Kuala Banda Aceh, Indonesia

Abstract—This study aimed to observe students' psychomotor skills and analyze learning outcomes by applying a smartphone microscope based on the STEM (Science, Technology, Engineering, and Mathematics) approach as a practicum tool on the Animalia topic. This research applied a quantitative approach with quasi- experiment (Pretest-Posttest Non-Equivalent Control Group Design) and descriptive methods. An observation sheet was used as an instrument for assessing students' psychomotor skills using the observation method. Researchers alsoapplied a multiple-choice test to measure learning outcomes. Furthermore, the population was 108 students of year 10 at SMAN 1 Woyla, while 58 students of the population were selected as the samples purposively. Data of psychomotor skills were analyzed by descriptive quantitative using a percentage formula, while the learning outcomes data was generated from the N-gain test and the independent sample t- test. The study results showed that psychomotor skills for both groups were very high (experimental group: 96.0%, control group: 95.5%). The N-gain test of learning outcomes showed the same result for both groups. However, the results of hypothesis testing revealed that the learning outcomes of the experiment group were not higher than the control group. It is known that there is no significant difference on learning outcomes t (58) = .11 (< .05). This study results indicate that using a smartphone microscope based on the STEM approach could not improve students’ learning outcomes.

Keywords—smartphone microscope, STEM, psychomotor skills, learning outcomes, animalia.

I. INTRODUCTION The K-13 (2013 Curriculum) has run for approximately

six years since the 2013/2014 Academic Year. However, not all schools in Indonesia have implemented it. In the 2018/2019 Academic Year, the Ministry of Education and Culture required all schools to apply the curriculum [3]. Not all teachers have implemented the curriculum as expected. Teachers are more likely to improve and measure the students’ cognitive domain, so the psychomotor domain is rarely sharpened and developed [4]. Whereas Harimurti clearly said that psychomotor learning outcomes is the continuation of cognitive and affective learning outcomes [6]. Cognitive and affective learning outcomes will become psychomotor learning outcomes if students have demonstrated particular behaviors or actions following the meanings in the cognitive and affective domains.

One way to improve psychomotor skills is to do learning using a practicum method. Active, innovative, and constructive learning models, such as constructivism learning through the STEM (Science, Technology, Engineering, and Mathematics) approach should follow the practicum method.

Tsupros suggested that STEM involves using science, technology, engineering, and mathematics in real contexts [16]. STEM can also train students' psychomotor skills, improve learning outcomes, and create a product to support a more advanced life in responding to the challenges of the 21st century. Students create a product through the STEM approach by applying four fields of discipline into one concept or idea. One of the innovative products that students can develop is a smartphone microscope. Students can apply this product to improve their psychomotor skills and learning outcomes through the practicum method to observe animal characteristics in Animalia.

Biology teachers at SMAN 1 Woyla argued that they lacked training, sharpening, and developing psychomotor skills of students on Animalia topic. Teachers generally focus on increasing cognitive domains using conventional teaching methods and teacher-centered. Thus, students do not get direct learning experience and active learning, such as in a practicum method. In addition, based on observations, it was also found that students’ learning outcomes on the Animalia topic at SMAN 1 Woyla was poor, which is showed by the average score in Biology, which is below the Minimum Mastery Criteria (KKM) of 70.

Nowadays, STEM is essential to enhance skills, creativity and competitiveness of students. The interview results revealed that the learners found it challenging to analyze the problem given by the teacher. They were less responsive, and only a small percentage of them had an excellent response to questions or problems. This condition shows that the learning outcomes are under-achieved. If this phenomenon continues, it can have an impact on students' abilities. The National Examination result for the Biology subject at SMAN 1 Woyla is low [2]. In the Animalia topic the students are confused imagining without seeing directly to identify the characteristics and analyze the structure of the animal body in each phylum in the topic. Thus, this study aimed to observe students' psychomotor skills and learning outcomes on the Animalia topic by applying a smartphone microscope based on the STEM approach.

II. METHOD This research was conducted in Year 10 students of

Mathematics and Science classrooms at SMAN 1 Woyla, West Aceh Regency, Aceh Province. This research used a quasi-experiment method (to determine the effect after treatment on learning outcomes) with a Pretest-Posttest Non-Equivalent Control Group Design and descriptive (to provide an overview of psychomotor skills) [5].


TABLE I. NON-EQUIVALENT PRETEST-POSTTEST CONTROL GROUP DESIGN

Group Pretest Treatment Posttest Experimental Group O X1a O

Control Group O X2b O a. learning and practicum with STEM-based smartphone microscope

b. learning and practicum with a light microscope (non-STEM)

The research population was all 108 Year X studentsat SMAN 1 Woyla, while the research sample was 58 students Year 10 students from two mathematics and science classrooms. This study used a purposive sampling technique to determine the sample. For the treatment group, students created the STEM-based smartphone microscope earlier, following to Yoshino design [18], before observing the slides. While for the control group, students did not create anything, yet they only used the light microscope provided at school before doing the observation activity. The research instrument to assess psychomotor skills was an observation sheet on a rating scale with a rubric as an assessment guide. The observation sheet was developed from psychomotor learning outcomes by Dave's theory, namely on imitation, manipulation, precision, articulation, and naturalization indicators. However, the multiple- choice test was used to measure the learning outcomes (pretest-posttest). The data on the psychomotor skills of students during the practicum were analyzed in a quantitative descriptive method using the percentage [13].

The students’ psychomotor skills analysis was interpreted with the criteria [13] presented on Table II.

TABLE II. PSYCHOMOTOR SKILLS ASSESSMENT CRITERIA

Score Description 86-100% Very high 76-85% High 60-75% Moderate 46-59% Low

45% Very low

The study results on learning outcomes were measured by using the Gain Normalization score (N-Gain). The pretest and posttest score data were tabulated, calculated the average and gain by subtracting the posttest and pretest scores. The results were then normalized by using the Meltzer formula [11].

Furthermore, the hypothesis test used an independent sample t-test to examine the difference between the experimental and control groups' learning outcomes. Before the t-test, the two groups' normality and homogeneity tests were conducted using the SPSS 26.0 version with a level of sig (α) = 0.05.

An independent sample t-test was performed if the data were normal and homogeneous. In contrast, if the data were not normal and homogeneous, a non-parametric test (Mann-Whitney test) was conducted [14]. The hypothesis test used SPSS 26.0 version with regulation; if the null hypothesis is rejected, meaning differences in learning outcomes between the experimental and the control group.

III. RESULT AND DISCUSSION

A. Psychomotor Skills of Students The data on the students’ psychomotor skills between the

experimental and the control group are presented in Table III.. Based on Table III., the psychomotor skills of students in both groups are similar (very high), 96.0% for the experimental group and 95.5% for control group. Thus, the psychomotor skills of students in both groups are very good. The psychomotor skills of students in the experimental group are high because before operating the smartphone microscope, they received an explanation of how to operate the smartphone microscope correctly and adequately; how to hold, place it on the table, and store it after use. This finding is in line with the opinion of Dave (1970) in Ibrahim, which stated that to do something following the proper procedure, guidelines or examples of the procedure should be first given [7].

On the other hand, the high psychomotor skills of students in the control group because they have used a microscope before and have received demonstration training using a microscope in both Biology and Chemistry subjects. In addition, students claimed that they had used a microscope when they were in Junior High School (SMP). This statement agrees with Kunandar, who declared that psychomotor learning outcome is the continuation of cognitive and affective learning outcomes (which only appear in the form of tendencies to behave or act) [8]. Cognitive and affective learning outcomes will become psychomotor learning outcomes if students have demonstrated particular behaviors or actions related to the meanings in the cognitive and affective domains. Reber in Syah defined a skill as the ability to perform complex and neatly arranged behavior patterns smoothly and under the circumstances to achieve specific results [15].

B. Learning outcomes 1) N-Gain test results The N-Gain test was conducted to examine students’

learning outcomes based on the pretest and posttest scores in the experimental and control group. The results showed that both groups have same score of N-Gain of 71 (high category).

2) t-Test results (independent sample t-test) Table IV presents the normality, homogeneity, and

independent sample t-test to test the hypothesis.


TABLE III. TTHE RESULTS OF STUDENTS' PSYCHOMOTOR SKILLS

No

Indicator

Percentage (%) Experimental Group Control Group

1 Introduction stage 1. Preparation 97.4 94.8 2 Implementation Stage 1. Adjusting the light 97.4 96.6

2. Placing the glass slide on the object table (light microscope) 0.00 96.6

3. Placing the glass slide on the object table (smartphone microscope) 94.8 0.00

4. Rotating the objective lens at low/high magnification (light microscope) 0.00 97.4

5. Rotating/adjusting the slide table (smartphone microscope) 94.8 0.00

6. Rotating the coarse focus/macro meter and delicate focus/micrometer (light microscope) controls

0.00 94.0

7. Taking pictures and adjusting the camera focus (smartphone microscope ) 96.6 0.00

3 Completion Stage 1. Storing the light microscope 0.00 94.0 2. Storing smartphone microscope 94.8 0.00

Mean 96.0 95.5 Category Very high Very high

TABLE IV. THE NORMALITY, HOMOGENEITY AND HYPOTHESIS TEST RESULTS OF STUDENTS’ LEARNINGOUTCOMES

Data Source: N-Gain

Group Score Normalitya Homogeneityb t-testc Result

Tcount ttable

Experiment 70.97 0.200 0.842

0.11

1.68 No Difference

Control 70.54 0.200

a. Kolmogorov-Smirnov Test, if Sig. > 0.05 (Normal) b. Levene Test, If Sig. > 0.05 (Homogeneous)

c. t-test, If tcount> ttable (There is a significant difference

Table IV indicates that the normality of the data in the two groups is equal (0.200) and normal. Both groups are also homogeneous (0.842). Furthermore, the hypothesis testing performed by the independent sample t-test reveals the t (58) = .11 at the 0.05 significance level. This data explains no significant difference between the experimental and the control group, meaning that using a STEM-based smartphone microscope could not improve students’ learning outcomes.

There is no difference or effect on applying STEM- based smartphone microscopes to students’ learning outcomes. The application of STEM in this study was only in creating tools/media (creating smartphone microscopes) and the STEM approach was applied to the entire learning process. The approach applied to learning in both groups was a scientific approach using the discovery learning model. However, students in the experimental group used their self-designed STEM-based smartphone microscope as a medium/tool to observe the object. Students also applied the practicum method in the control group but did not use their self-designed microscope. Instead, they used a light microscope available in the school laboratory.

The high score of learning outcomes of the experimental group students is undoubtedly due to the STEM learning process, which could train students' analyzing, evaluating, and creating skills. These steps are described in the students’ worksheet. At the first stage, students are given a problem to explain their knowledge of the self-designed tool. The second step is brainstorming (exposing ideas), where each

group presents an idea on how to make a smartphone microscope that can make Animalia topic easier for them to study. The third step is creating, where students are given the challenge of designing and making an effective and efficient smartphone microscope. The next stage is the test, a tool designed by students to be tested whether it is feasible or not to be used in practicum. Finally, the last stage is the evaluation of the designed and tested smartphone microscope.

Students taught with the STEM approach are better in remembering a learning material because they have passed the stages of designing a tool used for the teaching and learning process. Therefore, it could increase the learning outcomes. This finding is related to Khoiri’s study, reporting that STEM-based learning could improve students’ learning outcomes [9]. It could be seen from the STEM steps that enhance students' skills in designing and creating something for learning. In addition, Maulidia also explained that the STEM approach is appropriate to be applied in the K-13 and students are more engaged and better understand the concepts [10]. It is because the students’ self-project in learning is directly related to their real life.

Meanwhile, other studies by Muharromah and Üret and Ceylan revealed that STEM-based learning could increase students' creativityto improve learning outcomes. Students who study using a STEM approach will have good mathematics and science performance and think critically and creatively [12][17]. Learners in STEM approach are trained to solve problems independently compared to non- STEM students [1]


IV. CONCLUSIONS Based on the research results and discussion, it can be

concluded that the psychomotor skills of students in the experimental and the control groups on the Animalia topic are very high. However, there is no difference in learning outcomes between the students who learn with smartphone microscope as practicum tool and the students whom learn with a regular microscope.

ACKNOWLEDGMENT This work is supported by STEM USK research center

and the publishing is funded by the NAS and USAID under the USAID Prime Award Number AID-OAA-A-11-00012.

REFERENCES [1] D. Andrew, “The effectiveness of science, technology, engineering

and mathematics (STEM) learning approach among secondary school students”, in Int. Conf. Educ. Psychol., Sabah, 2016.

[2] Pusat Asesmen dan Pembelajaran. (Agustus 2019). Laporan hasil ujiannasional.[Online].Available:https://hasilun.puspendik. kemdikbud.go.id/#2019!%20sma!capaian_%20wilayah!%2006&17&0010!a&06&%20%20T&T&1&unbk!3!&

[3] K. Budi, “Tahun Ajaran baru, sekolah wajib terapkan kurikulum 2013”. Accessed: Sept. 2, 2019. [Online]. Available: https://edukasi.kompas.com/read/2018/06/30/23475471/tahun-ajaran-baru-sekolah-wajib-terapkan-kurikulum-2013?page=all

[4] S. Fatonah, “Menumbuhkan kecerdasan majemuk (multiple intelligence) anak dengan mengenal Gaya Belajarnya dalam pembelajaran IPA SD”, Jurnal Al Bidayah, pp. 229-245, 2009.

[5] J. R. Fraenkel, N. E. Wallern, and H. H. Hyun, How to Design and Evaluate Research in Education. NY: McGraw-Hill, 2012.

[6] R. Harimurti, Y. Yamasari, Ekohariadi, Munoto, and I. G. P. Asto, “Predicting student’s psychomotor domain on the vocational senior high school using linear regression”, in Int. Conf. Inf. Commun. Technology (ICOIACT), 2018.

[7] M. Ibrahim, Dasar-dasar Proses Belajar Mengajar. Surabaya: University Press, 2010.

[8] Kunandar, Penilaian Autentik (Penilaian Hasil Belajar Peserta Didik Berdasarkan Kurikulum 2013), 4th ed., Jakarta: Rajagrafindo Persada, 2015.

[9] A. Khoiri, “Meta analysis study: effect of STEM (science, technology, engineering and mathematic) towards achievement studi meta analisis: pengaruh STEM (science, technology, engineering, dan mathematics) terhadap Hasil Belajar,” Jurnal Ilmiah Pendidikan MIPA, vol. 9, pp. 71-82, 2019.

[10] A. Maulidia, A. D. Lesmono, and B. Supriadi, “Inovasi pembelajaran fisika melalui penerapan model PBL (problem based learning) dengan pendekatan STEM education untuk meningkatkan hasil belajar siswa pada materi elastisitas dan hukum hooke di SMA,” in Proc. Seminar Nasional Pendidikan Fisika, Jember, 5 Oct, 2019.

[11] D. M. Meltzer, “The relationship between mathematics preparation and conceptual learning gains in physics: a possible in hidden variable in diagnostic pretest score,” J. Phys, vol. 70, no. 12, pp. 1259-1268, 2002.

[12] D. R. Muharomah, “Pengaruh pembelajaran STEM (science, technology, engineering and mathematics) terhadap hasil belajar peserta didik pada konsep evolusi,” B.S. thesis, FTK UIN Syarif Hidayatullah., Jakarta, 2017.

[13] N. Purwanto, Dasar-dasar Evaluasi Belajar. Surakarta: Pustaka Belajar, 2009.

[14] Sugiyono, Metode Penelitian Kuantitatif dan Kualitatif dan R & D. Bandung: Alfabeta, 2016.

[15] M. Syah, Psikologi Belajar. Jakarta: Rajawali Pers, 2013. [16] N. Tsupros, R. Kohler, and J. Hallinen, “STEM education: a project to

identify the missing components,” A Collaborative Study Conducted by the IU1 Center STEM Education and Carnegie Mellon University, 2009.

[17] A. Uret and R. Ceylan, “Exploring the effectiveness of STEM education on the creativity of 5 year old kindegarten children,” European Early Childhood Education Research Journal, pp. 1-14, 2021..

[18] K. Yashino, “Turn your smartphone into a digital mikroskop”. Acessed: Dec. 25, 2018. [Online]. Available: https://www.instructables.com/id/Turn-Your-Smartphone-Into-a- Microscope-150x-500x-Z


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Determination of Leadership Attributes for 4IR Engineering Graduates

Fathiyah Mohd Kamaruzaman Faculty of Education


[email protected]

Roszilah Hamid Faculty of Engineering & Built

Environment Universiti Kebangsaan Malaysia

Bangi, Malaysia [email protected]

Azrul A. Mutalib Faculty of Engineering & Built

Environment Universiti Kebangsaan Malaysia

Bangi, Malaysia [email protected]

Mohamad Sattar Rasul Faculty of Education


[email protected]

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.

Keywords—leadership skill, attributes, engineering graduates, systematic literature review, industrial revolution 4.0

I. INTRODUCTION Engineers act as leaders. They play an important role as

project leaders/managers, since they are those who are responsible of the success or failure of a project. Various initiatives and engineering reports have emphasized the vital needs for engineering graduates to equip themselves with leadership skills such as those by [1]-[5]. According to [1], an engineer should not only have strong analytical skills, but also skills indirectly related to leadership (the ability to communicate effectively, to function in multidisciplinary teams and to understand the impact of engineering solutions in global and societal contexts). Meanwhile, one of 12 elements of graduate attributes profile emphasized that engineers must be able to function effectively as a leader in diverse teams [2]. Reference [3] emphasized that engineers must comprehend and be prepared to apply the principles of leadership more extensively as their careers progress. Recently, the aforementioned skill has been also highlighted in a report as the top ten trending skills in Industrial Revolution 4.0 (4IR) [6]. These and other reports indicated that

leadership skill is essential for engineering graduates to enter today’s workforce and also to meet the demands and challenges in the 4IR.

The efforts to instil leadership skills in engineering education has been going on since 1990s. The main focus of such studies has been on the definition of engineering leadership [7]-[9], development of engineering leadership programs, courses, minors and certificates [8], [10]-[17], models and theories [18], teaching and learning strategies [11], [19]-[29], factor and predictors [30]-[33], perceptions [9], [22], [34]-[35] and assessment [36]-[39].

Despite the wide availability of engineering leadership studies, limited studies have been done to identify the leadership attributes for engineering graduates. According to [13], [34], [38], [40], it is important to firstly identify the desired leadership competencies and traits that engineering students should possess with the intention to be used as a measure in the curriculum and assessment.

The purpose of this study is to identify an initial list of engineering leadership traits/attributes derived from engineering leadership programs worldwide. In conducting this study, a systematic review was used as its methodology. Engineering leadership programs (ELPs) that are currently available in the literature search were firstly examined. Then, the selected ELPs that met the three criteria were discussed as presented in the next section. Finally, a crosswalk of each ELP was conducted to identify the emerging themes of engineering leadership attributes. The findings from this study will allow for further research by the authors.

II. ENGINEERING LEADERSHIP PROGRAM In the last decade, a growing body of literature on

engineering leadership has emerged. Anecdotal evidence shows that leadership skills for engineering graduates are developed through the Engineering Leadership Program (ELP). There are a wide variety of ELPs, many of which based in the US. According to [11], engineering leadership programs are divided into two categories, which are explicit and non-


explicit. Explicit engineering leadership is described as a program in which its main and explicit aim is engineering leadership. Meanwhile, the program that includes the development of leadership features within a wider program is known as the non-explicit engineering leadership program.

Initially, 8 ELPs have been identified based from previous studies [9]-[11], [14], [17], [26], [41]. Nevertheless, only five ELPs were selected as they met the specific criteria in this study. Detailed explanations regarding the process of systematic literature review (SLR) have been done as discussed by [42]. The three main criteria for selection and the rational are explained in the following paragraph.

Firstly, only explicit programs were analyzed. This is because explicit ELPs have clear objectives with the main focus on the development of leadership skills alone. Most of other ELPs are focused on the development of other generic skills including entrepreneurial skills. Secondly, the selected ELPs must be built only for engineering undergraduates. There are ELPs developed for non-engineering students as well as graduate students. It has to be noted that this study is used for skills development of engineering undergraduates.

Final criterion was the ELPs that provide full descriptions of their program objectives and program outcomes/engineering leadership criteria. These criteria are important for developing traits/attributes of engineering leadership. Based on the aforementioned criteria, a list of the founder/university of ELPs, the program name and year are shown in Table I.

TABLE I. ENGINEERING LEADERSHIP PORGRAMS

Founder/University Name of program Year

Pennsylvania State University [43]

Engineering Leadership Development Minor (ELDM)

1999

Iowa State University [44] Engineering Leadership Program (ELP) 2006

Lehigh University [45] Minor in Engineering Leadership 2007

Massachusetts Institute of Technology [8]

Gordon-MIT Leadership Program (GEL) 2007

University of Toronto [46] Institute for Leadership Education in Engineering (ILead)

2010

This study began by introducing each ELP (Table I) followed by its engineering leadership criteria or objectives of the program used in the mapping of criteria later in the next section.

According to Table I, ELDM was developed by the Leonhard Centre, Pennsylvania State University for the enhancement of engineering education and first practiced in the faculty of engineering in 1999. The ELDM uses a combination of in-class discussion, international level and contextual learning to teach leadership skills. The program encompasses 18 objectives and learning outcomes encapsulated in three clusters of leadership qualities namely core leadership qualities, global leadership qualities and 21st century leadership qualities. The list of 18 learning objectives

can be referenced in [13]. Although there is a consensus on the 18 learning objectives mentioned above, only five learning criteria/objectives have been considered sufficient to provide an overall picture of this ELDM program. These five criteria are:

1) global awareness/world view/appreciation for diversity

2) self-knowledge/character/ethic 3) communication/oral and written 4) creativity/innovation/focus on result 5) project planning theory and practice/teamwork Around the year 2006, the Engineering Leadership

Program (ELP) was developed at The College of Engineering, Iowa State University is one of the successful pilot programs in leadership education for engineers. The ELP is driven by a 4-year program Leadership Model that helps to improve engineering leadership through the introduction of classroom experience with essential co-curricular learning opportunities. [12]. ELP was structured in two main phases; Year 1 and Year 2-4. By the end of the programs, students were expected to achieve 19 competencies that are grouped into four themes, as shown below (Table II).

TABLE II. COMPETENCIES OF ELP

Theme Competencies

Leadership Characteristic

Initiative Integrity Analysis and Judgement Communication Energy and Drive

Engaging Others

Building a Successful Team Developing Others Coaching Teamwork Leading Through Vision and Values

Awareness and Growth

Engineering Knowledge General Knowledge Cultural Adaptability Continuous Learning

Demonstrating Excellence

Quality Orientation Customer Focus Innovation Professional Impact Planning

The Engineering Leadership Minor at Lehigh University is a program for all the students from any majors in the university to gain and learn how to be a great leader [45]. This program consists of five courses with three required courses (Leadership Development course, Leadership Project course, Industrial Engineering course) and two elective courses. In this minor, 10 objectives were set for the students as follows:

1) Confidence to lead change 2) Ability to design and implement high value added

systems 3) Dealing with ambiguity 4) Knowledge of self and others 5) Teamwork with diverse groups 6) Communicating effectively


7) Breakthrough thinking 8) Ability to analytically solve unstructured real world

problems 9) Understanding customer needs 10) Ethical decision making The Bernard M. Gordon-MIT Leadership Program was

introduced in 2007 to enable MIT learners to maximize their skills and assist them in their private objectives and achievements [8]. Gordon-MIT ELP was developed based on the Four Capabilities Model, where it has several leadership criteria known as the Capabilities of an Engineering Leader. These leadership capabilities can be referred to as below:

1) Technical knowledge and Reasoning: A profound working knowledge of a technology or methodology is important to the successful implementation of engineering management.

2) Visioning: Building clear, convincing and revolutionary future representations and observing things that could and should be.

3) Relating: Creating primary partnerships and connections within and through companies by listening to them as a support to their opinions and working for your position.

4) Delivering on the Vision: heading the conversion from theory to innovation, creation and application by designing processes and approaches to delivering on the vision.

5) The Attitudes of Leadership: Core beliefs and personality.

6) Making Sense of Context: understanding the world and making it relevant to identify how a leader works – creating a mental map of the complex environment and clearly justifying it to others.

ILead is the acronym for Institute for Leadership Education in Engineering established by the Faculty of Applied Science & Engineering, University of Toronto in year 2010 [46]. The idea of the ILead was founded following the success of the Engineering Leaders for Tomorrow program (LOT), which is the leading force in developing leadership skills for graduates under the Department of Chemical Engineering & Applied Chemistry. The biggest success of the LOT program was in 2006 where they have won the funding from the Provost’s Academic Initiative Fund. Through this fund, the development of leadership skills was extended to all faculty members. As a result of discussions and improvements from the LOT program, ILead aims at three key objectives of the program, as follow:

1) To provide undergraduate and graduate engineering students leadership education introducing curricular, co-curricular and extra- curricular programming.

2) To study on the connection between leadership and education in engineering.

3) To meet others to create an engineering leadership group

Additionally, ILead has established 11 leadership values applied in developing leadership skills for engineering graduates. These values are as shown in Table III.

TABLE III. COMPETENCIES OF ELP

Values Beliefs

Education and Lifelong learning

Lifelong learning ensures more individual achievement and public contributions. The success and development of our team and learners are guided by a philosophy that promotes lifelong learning. Keen teachers foster a greater devotion to both the subject they teach and the learning process itself.

Realizing Personal Potential

Public transformation starts with self-change. Our ability lead people depend on how much we can lead ourselves. True leadership comes from our recognition of who we are.

Mindfulness and Reflection

Positive reviews and honest self-esteem encourage personal development and excellent work. The desire to reflect within ourselves contributes in our jobs and relationships through self-tolerance and mindfulness. Thoughtful contemplation keeps us in line with our goal of high standards. Mistakes and understanding on our goals help us learn.

Service and Contribution

Engineers are exceptional in their ability to create creative solutions to worldwide problems Leadership is a key component of the capacity of an engineer to turn his technical expertise into solutions that benefit society. Service and participation give great learning experiences unavailable in the classroom.

Compassion and Appreciation

A successful, high-performance company is founded by a positive team culture. It is crucial to enjoy one's job as well as the atmosphere in order to work effectively. The alignment of work-life is an essential element in appraising the employees' values toward of an organisation. There may be special and unforeseeable situations that stop people from working efficiently.

Creativity and Innovation

Creative thoughts build the possibility of "breakthrough" improvements, which can create a better environment. Innovative leadership learning strategies are expected to draw the attention of like-minded stakeholders. For successful creativity, openness towards the unknown is important.

Diversity

To promote effective leadership, the fostering of diversity is important. Knowing our shareholders ' variety and ourselves would bring us more


Values Beliefs insight into how effective leadership learning is created.

Discovering and Creating Knowledge

Discovery can lead to new solutions to the development of knowledge. The exploration of fresh ideas produces and preserves a relaxing and fulfilling environment for learning. A continuous expertise-sharing strategy would facilitate and encourage institutional transformation.

Collaboration

Innovative ideas are formed and shaped by collaboration. Our biggest resources include our peers. Collaboration contributes to our work by fostering self-awareness of our inclinations and shortcomings. Collaboration makes it possible to express and understand a variety of views.

Values Beliefs

Excellence in Execution

The best results will come from the effective allocation of resources. Compliance of best practice in our study, learning and implementation of services will provide our participants and investors with added value besides reflecting on our brand.

Exuberance

A lively and vivacious community leads to greater innovation and performance. Passion and openness are important and can greatly benefit our work.

III. ENGINEERING LEADERSHIP ATTRIBUTES Initial findings from SLR conducted in section 2

revealed five ELPs that are suitable to identify the main purpose of the study, which are the engineering leadership attributes. Based on the mapped crosswalk, this study was able to uncover five attributes for engineering leadership as shown in Table IV.

TABLE IV. COMPETENCIES OF ELP

ELDM [42] ELP [43] Minor in Eng Leadership [44]

GEL [7] ILead [45] Derived attributes

Global awareness/ world view/

appreciation for diversity

Awareness and growth

Ability to design Knowledge of self and

others

Technical knowledge and

reasoning

Education and Lifelong learning

Diversity

Attribute 1:

Technical skills

Not mentioned Not mentioned Dealing with ambiguity Visioning Mindfulness and

reflection Attribute 2:

Think outside of the box

Oral and written communication Engaging others

Teamwork with diverse groups

Communicating effectively

Relating Compassion and appreciation

Collaboration

Attribute 3:

Engage with others

Creativity/ innovation/ focus on results

Demonstrating excellence

Analytically solve problems

Delivering on the vision

Service and contribution

Creativity and innovation

Excellence in execution

Attribute 4:

Excellence in execution

Self-knowledge/ character/ethics

Leadership characteristics

Confidence Decision making

The attitudes of leadership

Exuberance Attribute 5: Beliefs and attitudes

According to Table IV, the derived attributes are technical skills, think outside of the box, engage with others, excellence in execution as well as beliefs and attitudes.

The first attribute is technical skills where all five ELP programs prioritize the application of technical skills in their respective programs. This attribute is related to technical knowledge, awareness of global issues, designing skills, lifelong learning and appreciation of diversity in knowledge. This can be seen from previous studies indicating that engineering graduates need to master the technical skills to practice or perform well in their company as a leader or team members. Indirectly, this suggests that the need for mastering technical skills is just as important as that of generic skills among engineering graduates.

Meanwhile, three out of five ELP programs stated the recommendation of the second attribute, which is think outside of the box, including working in ambiguity, having a clear vision and being open-minded about a given problem or

issue. As well known, the nature of the job of engineers is to solve a complex problem or issue. In this regard, they need to be constantly available for acquiring technical skills and expertise that assist them in solving uncertain issues and challenges as well as to look for solutions with a meaningful impact on the community, the environment and others around them.

The third attribute that was issued is engage with others. This attribute was described in different ways such as communicating effectively, working closely in teams, relating each idea, collaborative work environment and also compassion towards the feelings of others, ideas and emotions. In order to be an effective leader, an engineer must be alert and acknowledge other people’s work. By doing so, all the team members will be motivated and willing to get the work done effectively.

Next, excellence in execution is the fourth attribute of engineering graduate leadership skills based on the mapping


made. This attribute emphasizes the need for creative and innovative engineers who can analytically solve problems, achieve their personal and client’s vision and contribute something that is meaningful to others. Based on this attribute, a professional engineer was expected to deliver their best in completing each project successfully according to the client’s needs and project timeline.

The fifth attribute highlighted in the five ELPs is belief and attitudes. Based on the mapping, a good leader must have a high work ethic, high degree of confidence, ability to make decisions and exuberance. Thus, to become a competent engineer, one must know to back up every decision made, to be responsible and to maintain a good work ethic.

IV. CONCLUSION This study sought to identify the engineering leadership

attributes for 4IR graduates. The need for acquiring and mastering leadership skills is vital for engineering graduates to survive the challenges and competition in 4IR settings.

Using a systematic literature review, five attributes of engineering leadership that are common across five engineering leadership programs (technical skills; think outside of the box; engage with others; excellence in execution; and beliefs and attitudes) have been identified. Although the findings from this study are not the final answer, but it is beneficial and essential for other researchers as a basic insight in developing leadership skills to engineering students. Further research will be conducted to confirm the results as it will be used for authors to develop the framework of 4IR skills for engineering graduates.

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[27] B. Ahn, M. F. Cox, and A. Osagiede, “Lessons learned: Teaching engineering leadership in an undergraduate class using case studies,” 121st ASEE Ann. Conf. & Exposition, Indianapolis, IN, 2014.[Online] Available: https://peer.asee.org/lessons-learned-teaching-engineering-leadership-in-an-undergraduate-class-using-case-studies.pdf .

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978-1-6654-1680-1/21/$31.00 © 2021 IEEE

Designing a blended course Saras Krishnan

National STEM Association Malaysia

ORCID : 0000-0002-8561-6968

Abstract—Learning and assessment practices have seen great development in the higher educations particularly in the STEM disciplines. The quality of STEM education relies on an integrated approach to the curriculum and thus careful planning and development of the curriculum is crucial to fortify the effectiveness of the STEM education programs. Studies have shown blended learning approach improves students’ learning in STEM courses. This paper discusses factors and concerns to be considered when re-designing a course into the blended learning mode.

Keywords— asynchronous, learning management system, models, synchronous

I. INTRODUCTION A growing number of higher education insitutions are

placing greater attention on STEM education and blended learning has been found to be a promising approach to transform and improve instructions in STEM related courses

[1]. Studies show that students achieved higher STEM scores when placed in a blended learning environment [2] and that blended learning with STEM education approach improved students’ critical thinking in comparison to conventional methods [3]. Besides, it has been claimed that students in STEM courses benefits more from blended learning than students in non-STEM courses [2].

Definitions of blended learning vary from describing a combination of pedagogical approaches, learning and teaching strategies and use of technology [4]. A blended learning course should be an effective blend of face-to-face and online learning that meets the demands of the course objectives and the instructional goals. However, for blended learning to be successful, the course must be redesigned for active and collaborative learning experiences that allows students to be responsible for their learning.

II. LEARNING OBJECTIVES & ASSESSMENTS Traditional classroom learning has been in practice for a

long time not because it is the most effective approach to learning but it was the most available one. On the other hand, the current approach of blended learning has been claimed by many (e.g., [2]) to be an effective approach in enhancing students’ learning. This is because by combining the strengths of the classroom teaching and online activities, learning can be made more enjoyable and meaningful to the students. The important question that need to be addressed in doing so is which content is suitable to be delivered using the face-to-face and the online instructions. However, instead of finding a match between the content and the learning mode, we need to decide on a suitable match between each component in the learning objectives with the best learning technique or delivery mode [5].

The online mode in a blended course involves both synchronous learning and asynchronous learning [6].

Synchronous learning takes place in real-time where the instructors and the learners go online at the same time, through chats and video conferencing for instance. On the other hand, asynchronous learning happens at the learners’ convenience in terms of time and space, through email and message boards for instance. The three important factors to be considered for the design of a blended course are the learners, technology availability and the course content [6] illustrated in Figure 1.

Fig. 1. Designing a blended course

A point to be reiterated is that in designing a blended plan, we are not matching the course content to the learning approaches. Instead, blended learning finds an ideal match between the learning objectives and the learning approaches.

III. DESIGNING A BLENDED COURSE Over the years, there have been different approaches and

models used in designing a blended course. There is no one size fits all because there are various factors to be considered in adopting a suitable model including course dynamics such as class size and student demographics, cultural settings and technological advancement in the particular locality. Some of the approahces and models are discussed in this section.

Hofmann proposed the three-steps approach in designing a blended learning plan [5].

Fig. 2. Three-steps approach

Learning objectives must be clearly defined including what constitutes the content materials and how they are to be delivered. Equally important is to know how the students are


to be assessed. This is because learning objectives and assessment determines the technological tools and delivery methods to be used in the instructions. It is crucial then that the instructional goals are stated clearly and completely. The type of technological tools used in a course is directly related to the type of assessment employed in the course [5].

Meanwhile, Stein and Graham’s [7] model consists of four steps as shown in Figure 3.

Fig. 3. Four-steps model

Step 1 The first step is to identify course goals and learning

objectives. Although the terms goals, objectives and outcomes are used interchangeably, in general learning goals describe overall desired learning in a course. On the other hand, learning objectives refer to statements pertaining to specific skills that are to be achieved by students.

Step 2 The second step is to select the assessments that can be

employed in order to measure students’ achievement with respect to the learning objectives. A lower level thinking skill will require a different type of assessment than a higher level thinking skill. For instance, in a statistics course, students’

ability to remember certain statistical terminologies can be assessed with a simple written quiz. Meanwhile students’

ability to analyze data can be assessed through a case study or research report. It has been opined that only the two lowest levels of the Bloom’s taxonomy are often used in assessing students’ learning and thus students’ true ability in knowledge integration is not reflected [8]. Also, students should be educated about the taxonomy before conducting assessment based on it [8].

Step 3 The third step is to plan the learning activities and tasks

that can help students meet the course goals and learning objectives. The two important questions are:

(1) What classroom activities can meet the learning objectives?

(2) What online activities can meet the learning objectives?

Again, the activity designed should match the learning objective in terms of the skills the students are required to

acquire. These activities can be reading materials, watching videos, writing blogs, group discussion or written assignment. A combination of activities will make the course more interesting for students as different students have different learning abilities. We will look at the learning activities in more detail in chapter seven.

Step 4

The final step is putting together the course goals, learning objectives, assessments and activities. The type of assessment will inform the instructional designer of a suitable activity that can help student achieve the learning objective. The designer decides whether this activity is more suitable to be carried out in the face-to-face module or in the online module. It is also important to decide the time provision for each activity and the weightage of marks for each assessment. In the process, the course designer also decides how much of technology should be integrated into a specific learning activity or assessment.

Reviewing results from different studies on blended courses (e.g., [9]; [10]; [11]) let us look at some tips in designing a blended course in terms of course content, interaction, technology, assessment and learner support.

Course content • Write clear course goals and learning objectives, for

each module, at the appropriate language level • Contents are made available to students in

manageable modules • Present the content in a logical, sequential manner,

enhanced with technology • Utilize visual and auditory stimuli • Online contents should be as engaging as face-to-

face contents Interaction

• Make clear of course expectations to students • Specify instructor response time for personal

messages and grading assignments • Build a learning community through group projects

and other collaborative activities • Make use of collaborative tools such as discussion

boards, chat rooms and instant messenger • Evaluate students’ participation

Technology • Enable analysis and reflection of content • Use technology in content and assignments for a

purpose • Explain how to use the technology to the students • Consider connectivity issues • Be creative in the use of multiple technologies

Assessment • Align assessments with course goals and learning

objectives • Create assessment tasks that encourage students to

think critically • Provide opportunities for students to apply concepts

and skills they have learned • Provide opportunities for students to use external

resources • Provide opportunities for self-assessment


Learner Support • Email students regularly on reminders and

expectations • Provide links to tutorials, resources and tools • Make available the instructor’s contact information

and means of communication

In addition, other contributing factors to be considered in the design and development of a blended course are:

• Time allocation - allocate time needed by the instructor to create the

online materials, activities, tasks and assessments • Learning Management System (LMS)

- use a learning management system because an LMS contains tools to help the instructor design a more interactive course content

• Students’ background - take into consideration students’ background

knowledge and skills. Despite being a digital learner, some students may not be deft with some parts of the LMS that is used

• Re-use contents - re-use contents including messages and

announcements since creating new ones can be time consuming

• Manage and plan - manage and plan the teaching and learning time

especially in the online environment • Information and instructions

- provide students with all the necessary and sufficient information and instructions for their online and offline activities, tasks and assessments

• Learning modes - face-to-face mode should be utilized for lectures while

other activities can be carried out in the online mode because it is more effective and less time consuming to conduct the lectures on the face-to-face mode

• Online interaction - encourage online interaction by connecting the online

component to the classroom activities and by grading students for their online participation

• Workload - students must not be burdened with more work in the

blended mode just because now they are learning in two different modes

IV. CONCLUSION A well re-designed blended course involves much more

than simply dividing a course into the face-to-face and the online components. The design of a blended course depends on the outcome that we want students to achieve which should be clearly and completely stated in the course goals and learning objectives. A good design re-focuses on interactions be it between instructor and students or between students and students, instead of focusing on the content delivery.

Therefore, in re-designing a blended course it is imperative to include activities that require students’ active participation and engagement. Proper integration of the two modes of learning as well as carefully re-designed integration of technologies into the course activities and assessments are also very important aspects of planning a blended course. Some of the factors to be considered in designing a blended course are in terms of leveraging new opportunities for students to learn the concepts that are most difficult, types of online activities that can support students’ learning difficulties, cohesive integration of face-to-face activities and online activities, and the influence of the on the design of the blended course.

REFERENCES [1] R. Owston, D.N. York, T. Malhotra, and J. Sitthiworachart, “Blended

Learning in STEM and Non-STEM Courses: How Do Student Performance and Perceptions Compare?,” Online Learn., vol. 24, no. 3, pp. 203-221, 2020.

[2] S.J. Seage and M.M. Türegün, “The Effects of Blended Learning on STEM Achievement of Elementary School Students,” Int. J. Res.. in Educ. Sci., vol. 6, no. 1, pp. 33-140, 2020.

[3] S. Ardianti, D. Sulisworo, Y. Pramudya, and W. Raharjo, “The impact of the use of STEM education approach on the blended learning to improve student’s critical thinking skills,” Univers. J. Educ. Res., vol. 8, no. 3B, pp. 24-32, 2020.

[4] C.N. Allan, C. Campbell and J. Crough, Eds., “Blended learning designs in STEM higher education: putting learning first,” Singapore: Springer, 2019.

[5] J. Hofmann, “Blended Learning Instructional Design: A Modern Approach,” S. Afr. J. Bus., vol. 41, no. 2, pp. 29-38, 2014.

[6] J. Jenkins, “How To Find The Right Remix In Modern Blended Learning,” elearningindustry.com, https://elearningindustry.com/ finding-right-remix-modern-blended-learning, (accessed 2016).

[7] J. Stein and C.R. Graham, “Essentials for Blended Learning: A Standards-Based Guide,” New York: Routledge, 2014.

[8] R. Kelly, “Nine Tips for Creating a Hybrid Course,” Faculty Focus, 2008.

[9] E.H. Kwon, “How to reconceptualize physical education teacher education curriculum for successful training toward inclusion,” Res. Dance Phys. Educ., vol. 1, no. 1, pp. 13-28, 2017.

[10] I. Pusparini and E.S. Astuti, “Basic Structure Module Based On Hybrid Learning,” J. Engl. Lang. Pedagogy, vol.2(2), 118-123, 2019.

[11] Z. Yang, and L. Spitzer, “A Case for Hybrid Learning: Using a Hybrid Model to Teach Advanced Academic Reading,” ORTESOL J., vol. 37, pp. 11-22, 2020.


978-1-6654-1680-1/21/$31.00 ©2021 IEEE

The Integration of STEMC in Indonesia: Current Status and Future Prospects

Hizir Sofyan

Statistics Department, Faculty of Mathematics and Natural Science


[email protected]

Rini Oktavia Mathematics Department, Faculty of

Mathematics and Natural Science Universitas Syiah Kuala Banda Aceh, Indonesia

[email protected]

Irwandi Physics Department, Faculty of

Mathematics and Natural Science Universitas Syiah Kuala Banda Aceh, Indonesia [email protected]

Zainal Arifin Lubis

Education Observer in Aceh Bank Indonesia


Wiwit Artika Biology Education Department, Faculty

of Teacher Training and Education Universitas Syiah Kuala Banda Aceh, Indonesia [email protected]

Intan Mulia Sari

STEM Research Center Universitas Syiah Kuala Banda Aceh, Indonesia

[email protected]

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

Keywords—21st Century Skill, STEMC, 6C

I. INTRODUCTION The development of education in the 21st century provides

many challenges with many changes and updates. The era of revolution 4.0 requires stakeholders of education to develop the abilities and competencies of students who master technology and data literacy which can be realized through science and technology education. Regarding the results of the 2018 PISA (Program for International Student Assessment) report, the average scores of Indonesian students for reading, math, and science are 371, 379, and 396, respectively. This score has decreased compared to the 2015 PISA results [1].

Substantial efforts are required to improve students' knowledge, attitudes, and skills, who will later become independent learners. Therefore, it is essential to increase the knowledge and ability of teachers in the field of STEM (Science, Technology, Engineering, and Mathematics), both in terms of content and pedagogy, so that students' abilities can increase. It is undeniable that Indonesia must advocate

the use of the STEM learning approach to improve the quality of education.

Fig. 1. PISA 2018 results

II. STEM RESEARCH CENTER USK To realize to improve teacher skills and knowledge in STEM

education, Universitas Syiah Kuala (USK) submitted a USAID-PEER (Partnerships for Enhanced Engagement in Research) Project Cycle 6 Grant Proposal in 2017. The University won the grant by implementing a program and activity entitled Integrating ISLE (Investigative Science Learning Environment) in Integrated Science Instruction to Improve Science Teacher's Abilities on STEM Education, funded by USAID for three years from 2017 to 2020. Through this program, the university is successfully carried out surveys, procurement of equipment, teacher training, research visits, international seminars and conferences, and a STEM research center. The STEM research center was officially formed on December 14, 2017, through the Rector's Decree No. 2239/UN11/KPT/2017.

Through this PEER program, USK partners with Dist. Prof. Eugenia Etkina, a professor of Science Education Science from Rutgers University, USA, who developed a constructivism-based Investigative Science Learning Environment (ISLE) approach [2][3]. The STEM Research Center combines the STEM approach with the ISLE model through the ISLE-based STEM approach. Several research related to ISLE-based STEM have been conducted and implemented, which has received enthusiastic responses from and when implemented in several schools [4-11].


The vision of the USK STEM Research Center is to become an innovative, independent, and leading STEM Development Research Center in the fields of education, research, and community service to prepare a strong generation in the Industrial Revolution 4.0 in the 21st century. Many things need to be done and prepared to realize this vision, such as conducting research and development in integrated science, technology, engineering, and mathematics education and creating a pleasant learning environment with the motto "learning is fun, as well as establishing and developing cooperation at the regional, national, regional and international levels in the STEM field and others.

III. STEMC (STEM AND CHARACTER) Time continues to evolve, so does the education. In the era of

industrial revolution 4.0, skills such as Critical Thinking, Creativity, Communication, Collaboration are necessary. However, technology, society, and culture are also an essential aspect of learning. Schools should integrate 21st-century learning approaches to ignite the potential of each student.

The World Economic Forum (WEF) has created a 21st- century learning framework called 21st Century Education. There are at least 16 skills needed in the 21st century which fall into three groups, namely: 1) Foundational Literacies relating to basic literacy; 2) Competencies are related to competence in dealing with a complex job or, in other words, 21st-century skills 4C; and 3) Character Qualities are related to the quality of a person's character or attitude [12].

The USK STEM Research Center focuses on improving the skills of 21st-century students in Aceh through the ISLE- based STEM approach. We conducted several focus group discussions with stakeholders of education, including Head of Bank Indonesia Aceh Region, the USK vice-rector for corporation, the Chair of the Regional Education Council, the Chair of the USK STEM Research Center, to develop STEM education in Indonesia. As a result of the focus group discussions, we initiated to develop a learning innovation following the 21st Century Education framework called the STEMC (Science, Technology, Engineering, Mathematics, and Character) approach. Six competencies are addressed through the STEMC approach, namely Critical Thinking, Creativity,

Communication, Collaboration, Computational Thinking, and Character. The discussion is shown in Figure 2.

Fig. 2. STEMC initiation in Aceh

IV. ACTIVITIES AND SUPPORT Through the USAID PEER program, we have carried out

various activities that encourage awareness of education policymakers in Aceh about the importance of implementing STEM education in the learning process through FGD activities, workshops, nationally and internationally, lesson study in schools, and advocacy. Here are some documentations of the activities.

Fig. 3. Seminar and training with Dr. David Brookes

Fig. 4. Workshop and the 1st IMT-GT Uninet STEM Meeting

Fig. 5. Lesson Study to School

Fig. 6. Implementation of STEM in Special Schools

The Aceh Government welcomed the initiative with the STEMC declaration on November 22, 2019. Furthermore, there were many STEMC-related activities supported by the Aceh Education Office and CSR from several companies. Various parties began to be interested in discussing and collaborating with STEM PR related to STEMC.


Fig. 7. STEMC Declaration

Fig. 8. MoU between USK, PT. Pegadaian and 23 Disdiks in Aceh related to the Implementation of STEMC

With this support, the STEM Research Center began to conduct STEMC module training for PAUD, SD, and SMA teachers in Aceh.

Fig. 9. STEMC module training for PAUD teachers

Fig. 10. STEMC module training for elementary school teachers

Fig. 11. Preparation of the SMA level STEMC module

Fig. 12. Workshop on making STEMC modules in SMA. USK Lab School

National and international collaborations have also been carried out with FPMIPA UPI, PT. Pegadaian (Persero), SEAMEO Regional Center for Qitep in Science, and Remote Physics Laboratory (R-PhyLab) through various joint activity programs. Research collaboration is also carried out with the Graduate School of Education of Rutgers University, the USA, and the Department of Physics, Faculty of Mathematics and Physics, University of Ljubljana, Slovenia. Cooperation with the Smithsonian Science Education Center is also carried out through various collaborative activities and sharing of resources.

It is not enough with the collaboration that the USK STEM research center has established; many other activities are carried out following its Vision and Mission. On 20-22 October 2020, the USK STEM Research Center carried out The 1st South East Asia-STEM (SEA-STEM) International Conference collaborating with IMT-GT Uninet STEM. This activity was opened directly by the Director-General of Higher Education of the Republic of Indonesia, Prof. Ir. Nizam, M.Sc., DIC, Ph.D. also attended this event by giving a speech to support USK and the USK STEM Research Center team to motivate them to play an active role in preparing the nation's next generation of young people who have superior competencies.

Fig. 13. Opening of SEA-STEM 2020 by Dirjendikti Indonesia

This shows his appreciation and continuous support for the development of higher education through a learning process that encourages the formation of graduates who are ready to compete in the era of the Industrial Revolution 4.0 and Society 5.0. His presence at this conference also showed an important moment that he wanted to raise for the support of STEM development in strengthening the competence of graduates in a changing world. This special attention from the Director-General of Higher Education has also encouraged the STEM Research Center team to publish the conference results. The publication of research results from several research and innovations related to STEM and STEMC presented at international conferences has been successfully published by IOP Publishing in the Journal of Physics: Conference Series as many as 241 articles [13]


V. .FUTURE DEVELOPMENT The USK STEM Research Center needs to strengthen the

Penta-Helix strategy to synergize collaboration between institutions, communities, government, business actors, and the media. In addition, the implementation of STEMC piloting in Aceh and other provinces will gradually provide a lot of input and improvisation on STEMC products. All activities nationally will strengthen research and publications related to STEMC. We hope that more STEM Centers will be formed for the public in various regions.

The STEM Research Center has been actively involved in several Independent Learning Campus (MBKM) activities, and we have also proposed scientific proposals in the field of STEM-based appropriate technology. At the international level, we direct the development of STEMC to support the education sector, which is one of the SDGs (Sustainable Development Goals).

At the end of this phase, the STEMC approach can be adapted to be part of the Indonesian national curriculum. It can be an example for other countries, especially ASEAN countries. Our goal is to become a Center of Excellent STEMC with an International reputation. These activities lead to an increase in the competitiveness of Indonesian human resources in the Industry 4.0 era, which can be shown by indicators of increasing the PISA value and being more able to compete in the world of work.

VI. CONCLUSION We have seen the importance of STEMC in 21st Century

education, and we continue to focus on developing it to support the transformation of education in Indonesia. We will continue to promote STEMC-based learning by increasing attention and understanding so that we realize the importance of including STEMC in the Indonesian curriculum. With this kind of awareness, stakeholders, including students, teachers, and the general public, should study STEMC more actively. So the keyword is increasing awareness of the importance of STEMC in facing the future.

ACKNOWLEDGMENT The author would like to thank all those who have contributed to

supporting the implementation of the USK STEM Research Center program. The NAS and USAID fund this study under the USAID Prime Award Number AID-OAA-A- 11-00012, and that any opinions, findings, conclusion, or recommendations.

REFERENCES [1] Schleicher A, “PISA 2018 insight and interpretations,” OECD, 2018. [2] Etkina E, Heuvelen A V, “Investigative science learning environment: using

the processes of science and cognitive strategies to learn physics,” in Proc. Phys.Educ.Res.Conf., Rochester, NY, 2001, pp. 17-21.

[3] Etkina E, Brookes D T, and Planinsic G, “The investigative science learning environment (ISLE) approach to learning physics,” J. Phys. Conf. Ser., vol. 1882, 2021.

[4] Rahmayani E, Irwandi I, and Rajibussalim R, “Developing worksheets through ISLE-based STEM approach and implementing them on senior high school students,” J. Phys. Conf. Ser., vol. 1088, 2018.

[5] Irwandi, Oktavia R, Rajibussalim, Halim A, and Melvina, ”Light emitting diode (LED) as an essential prop component for STEM education in the 21st

century: a focus for secondary school level,” J. Phys. Conf. Ser., vol. 1088, 2018.

[6] Irwandi I, Oktavia R, Rajibussalim, and Halim A, “Using the ELVIS II+ platform to create learning is fun atmosphere with the ISLE- based STEM approah,” J. Phys. Conf. Ser., vol. 1470, 2020.

[7] Putra I, Rajibussalim R, Irwandi I, and Syukri M, “Utilizing LoRa for IoT based mini weather station as STEM learning media to support industrial revolution 4.0,” J. Phys. Conf. Ser., vol. 1470, 2020.

[8] Irwandi I, Sari I M, Oktavia R, and Syukri M, “MEMS and IoT applications in ISLE based STEM physics learning media for mechanics topic with LabVIEW integration”, J. Phys. Conf. Ser., vol. 1462, 2020.

[9] Ulfa Z, Irwandi I, Syukri M, Al Munawir, and Halim A, “Improving ISLE based STEM learning outcomes for building the 21st century skills and characters through a lesson study: a case study on torque and moment of inertia”, J. Phys. Conf. Ser., vol. 1882, no. 1, pp. 012153, May 2021.

[10] Sari I M, Yusibani E, Irwandi I, Sofyan H, and Suherman, “Analysis TPACK framework in ISLE based STEM approach model: case study”, J. Phys. Conf. Ser., vol. 1882, no. 1, pp. 012147, 2021.

[11] Hasrati H, Ilyas S, Irwandi I, Al Munawir, and Kaosaiyaporn O, “Effectivenes of visual programming implementation in thermodynamic experiments with the ISLE based STEM approach model," J. Phys. Conf. Ser., vol. 1882, no. 1, pp. 012152, 2021.

[12] Jenny Soffel, “New vision for education : fostering social and emotional learning through technology,” weforum.org , March 2016.

[13] The 1st South East Asia Science, Technology, Engineering and Mathematics International Conference (SEA- STEM IC), in J. Phys. Conf. Ser. vol. 1882, no. 1, 2020, pp. 20-22. [Online] Availabel: https://iopscience.iop.org/issue/1742-6596/1882/1


A

Aranya Hemman 119

Arunrut Vanichanon 151

Athit Aroonsiwagool 146

Azrul A. Mutalib 168

B

B. Y. Lim 30

Baihaqi Siregar 82

Basla Siripatana 14

Bingo Aligo 140

C

Chamnan Para 72

Charuwan Kritpracha 19

Chen Jihe 160

Chidchanok Choksuchat 108

D

Dino Paolo Cortes 48

E

Erna Budhiarti Nababan 82

F

Fahmi 82

Fashbir 1

Fathiyah Mohd Kamaruzaman 168

H

Hamidah Musor 56, 62

Hasan Saleh 156

Hery Dian Septama 43

Heryandi 43

Hizir Sofyan 177

I

Intan Mulia Sari 164, 177

Irwandi Irwandi 1, 10, 177

Ishafit 1

J

Jadeera Cheong Phaik Geok Abdullah 88

Jaime Gonzalo Cervantes-de-Gortari 22

Jareerat Ruamcharoen 62, 119,

Jerito Pereira 160

Jirayuth Chantanaphant 72

Juan Cristóbal Torchia-Núñez 22

K

Khairul Umam 1, 133

Kiatisak Raksapoln 116

Kiedparinya Loonjang 62

Kittipong Nopchanasuphap 14

Kraisri Krairiksh 108

Krittaphat Ochaampawan 19

Kuay-Keng Yang 124

L

Lan-Yu Liu 124

Lerluck Boonlamp 25

M

M. Ali Sarong 164

Mailizar Mailizar 133, 164

Mas Sahidayana Mohktar 88

Maximus Tamur 160

Ming Choa Lin 124

Mohamad Sattar Rasul 168

Mohd Fauzi Kamarudin 155

Muhamad Komarudin 43

Muhammad Yanis 129

N

N. I. M. Noh 30

Nareemas Chehlaeh 6

Narongsak Rorbkorb 67, 91. 94

Narumon Rattanaburee 119

Nathavit Portjanatanti 67


Author Index


Nattapong Tongtep 25

Nazli Ismail 129

Neni Hermita 160

Nilubol Nuanjunkong 151

Ninna Jansoon 112

Nisakorn Nimnuan 94

NoorRosidaArifin 34

Noppadon Nauldum 119

NorSyaminaShariffulMizam 100

Nur Rasyidah Hasan Basri 88

Nur-ehsan Boto 67

Nurin Dureh 38

O

Ophat Kaosaiyaporn 19, 67, 91, 94. 97

Opim Salim Sitompul 82

P

Pat Vatiwitipong 104

Pratumtip Thongcharoen 76

R

R. R. Othman 30

Rini Oktavia 177

Risma Samoh 97

Roszilah Hamid 168

S

S. Abd. Rashid 30

Samsuar 164

Saras Krishnan 174

Sentot Imam Wahjono 155

Siti Nur Diyana Mahmud 34

Somkiat Tuntiwongwanich 146

Somporn Chuai-Aree 14

Soo-Fen Fam 155

Supanida Duangjinda 91

Supaporn Kongkanon 119

Syuhaida Mahamud 155

T

Tanchanok Poonsin 112

Thanapohn Kanjanapan 119

Titin Yulianti 43

Tommy Tanu Wijaya 160

Tzong Sheng Deng 124

U

Ummi Nadra 129

V

Voltaire Mistades 48, 140

W

Wasant Atisabda 19, 91, 94

Waziruddin 10

Wei Shean Ng 136

Wen Kai Adrian Tang 136

Witsanu Suttiwan 116

Witsarut Jonjerm 151

Wiwit Artika 133, 164, 177

Y

Yuwaldi Away 10

Z

ZainalArifinLubis 177

Zarina Aspanut 88

Zhou Ying 160


Author Index



List of Reviewers

Akekathed Sanglub Sisaket Rajabhat UniversityAnders Berglund Uppsala UniversityAniruth Phon-On Prince of Songkla UniversityAtchara Phumee Walailak UniversityAziz Nanthaamornphong Prince of Songkla UniversityCharuni Samat Khon Kaen UniversityHazeeq Hazwan Azman Universiti SelangorHizir Sofyan Universitas Syiah KualaIrwandi Irwandi Universitas Syiah KualaJareerat Ruamcharoen Prince of Songkla UniversityKanokrat Jirasatjanukul Phetchaburi Rajabhat UniversityKittiphong Sengloiluean Prince of Songkla UniversityMailizar Mailizar Universitas Syiah KualaMas Sahidayana Mohktar Universiti MalayaMiroslav Kostecki Central University of BamendaMorakot Kaewthamasorn Chulalogkorn UniversityNantarat Kiattisaksopon Prince of Songkla UniversityNoraini Idris National STEM MovementNualsri Songsom Suan Dusit UniversityNutthapat Kaewrattanapat Suan Sunandha Rajabhat UniversityOphat Kaosaiyaporn Prince of Songkla UniversityPichaya Tandayya Prince of Songkla UniversityPradit Songsangyos Rajamangala University of Technology SuvarnabhumiPratumtip Thongcharoen Prince of Songkla UniversityRini Oktavia Universitas Syiah KualaRini Oktavia Universitas Syiah KualaRukthin Laoha Rajabhat Maha Sarakham UniversityRusada Natthaphatwirata Prince of Songkla UniversitySupattra Puttinaovarat Prince of Songkla UniversitySurachet Channgam Chandrakasem Rajabhat UniversitySureena Matayong Prince of Songkla UniversityTanate Panrat Prince of Songkla UniversityTewarit Sarachana Chulalogkorn UniversityThada Jantakoon Rajabhat Maha Sarakham UniversityTheerakamol Pengsakul Prince of Songkla UniversityTuannurisan Suriya Songkhla Rajabhat UniversityValentina Dagienė Vilnius UniversityWandee Suttharangsee Prince of Songkla UniversityWatcharawalee Tangkuptanon Prince of Songkla UniversityWatjanarat Kuandee Surindra Rajabhat UniversityWeahason Weahama Prince of Songkla UniversityWiklom Teerapabkajorndet Prince pf Songkla University