The 3rd SeaSTEM International Conference and Workshop

ABOUT SEA STEM 2022

The IMT-GT Uninet network, established in 1996 by several universities from Indonesia,
Malaysia and Thailand with agendas to develop STEM in these countries through various
activities including the annual SEA-STEM International Conference (SEA-STEM). This
conference provides an opportunity for educators, academic scientists, researchers,
engineers, teachers and those related to share knowledge and experiences in the
learning and teaching of Science, technology, Engineering and Mathematics (STEM) to
empower the quality of education around the world. This year, Universiti Malaysia
Terengganu, Malaysia (UMT) through STEM Foundation Center (PASTEM) has been
selected to host the 3rd Southeast Asian Science, Technology, Engineering and
Mathematics International Conference and Workshop (SEA-STEM2022) with the trending
theme ”Shaping Creative and Innovative futures in STEM.”

Objectives

Exchange knowledge on innovation and research progress in the field of Science
Technology, Engineering and Mathematics (STEM).

As one of the activities to create a collaboration network between IMT -GT UNINET and
universities in the network as well as strengthen existing collaboration networks and
establish new collaborations between PASTEM and external institutions.

Bringing together scientists in the field of innovation and being able to discuss and share
ideas about the latest issues in the field of STEM Education.

As one of the platforms for exchanging knowledge and sharing experiences from findings
in innovation and research between academics and researchers from educational
institutions in and outside the country related to the STEM field.

Create a relaxed atmosphere for the discussion activities of participants from inside and
outside UMT.

Conference Theme

Shaping Creative and Innovative futures in STEM

Welcome Message from
Professor Dato’ Dr. Mazlan Abd Ghaffar, FASc,
Vice Chancellor
Universiti Malaysia Terengganu.

In the Name of God, Most Gracious, Most Merciful.
Assalamualaikum Warahmatullahi Taala Wabarakatuh.

It is my utmost pleasure to welcome all participants to the 3rd SEA-STEM
(Southeast Asia – Science, Technology, Engineering and Mathematics)
International Conference and Workshop 2022 hosted by our own
Universiti Malaysia Terengganu. My warmest appreciation to our
partners, Indonesia– Malaysia–Thailand Growth Triangle (IMT-GT)
UNINET of Universiti Utara Malaysia, National STEM Association (NSA)
Terengganu Chapter (NSAT) and sponsorship partner. This is the third
SEASTEM conference and the first to be held in a hybrid manner to
facilitate all participants as the COVID-19 pandemic transitioned to the
endemic phase.

Following the theme `Shaping Creative and Innovative Future in STEM’ I hope that this conference will
provide an excellent platform and ample opportunity for educators, academicians, scientists, researchers,
engineers, teachers and those related to sharing research ideas, knowledge and experiences in the teaching
and learning of Science, Technology, Engineering and Mathematics (STEM). This insightful sharing,
hopefully, will be able to provide comprehensive, adaptive, creative, and innovative solutions and ideas to
empower the quality of education around the world.

On behalf of the organizing committee, I would like to take this opportunity to express my sincere
appreciation to the IMT-GT Uninet for choosing UMT as the host and for the collaboration in organizing
this conference. My sincere thanks should also be conveyed to all the keynote speakers and invited
workshop speakers for their willingness to share their knowledge and ideas at the conference. Besides that,
I would like to take this opportunity to express my heartfelt appreciation to all parties who have directly
and indirectly contributed towards the success of this auspicious event, especially the committed and
passionate committee members.

Lastly, wish you all the best in sharing ideas and benefiting from the conference. Thank you very much for
your participation and hope to see you at our future event.

Welcome Message from
Professor Dato’ Dr. Noraini Idris,
President, IMT-GT Uninet STEM.

The 3rd SEA-STEM International Conference, November 28-29th,2022

It is with great pleasure that I extend a warm welcome to all delegates
of the 3rd SEA-STEM 2022 International conference and workshop. 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.

The SEA-STEM 2022 will be a platform to gather and disseminate the latest knowledge in recent areas of
STEM covered during this conference. Academicians, Scientists, Researchers, 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 STEM Foundation
Centre, Universiti Malaysia Terengganu, Malaysia for their tremendous support they have provided as host
and to the conference organizing committee whose members have put together the engaging programme
with the theme “Shaping Creative and Innovative Futures in STEM.”

Welcome Message from
Associate Prof. Dr. Laili Che Rose,
Chairman SEA-STEM 2022,
Universiti Malaysia Terengganu.

Assalamualaikum wbt and greetings, Welcome to SEA-STEM 22,

First and foremost, as Chairman of the 3rd SEA-STEM International
Conference and Workshop, I have the honour to welcome all the
participants on behalf of the organizing committee and the
Foundation of Science, Technology, Engineering and Mathematics
(PASTEM), Universiti Malaysia Terengganu (UMT). I would like to
extend our gratitude for giving us your fully support by attending in
the Conference or Workshop of the 3rd SEA -STEM 2022. This year
mark an event where we are returning to normalcy due to COVIC
Pandemic. I wish to express our appreciation to our partners,
sponsors, Indonesia–Malaysia–Thailand Growth Triangle (IMT-GT)
UNINET of Universiti Malaysia Utara and National STEM Association
(NSA) Terengganu Chapter (NSAT).

Since the COVID-19 worldwide spread, most of the scientific conferences were hosted virtually, and with
His Mighty Grace, this year Alhamdulillah, finally the sciences community will be able to interact and meet
in this hybrid (virtual and face to face) platform. SEA-STEM will bring the outstanding achievement of every
academician, researchers, and scholars as well in sharing their experiences in the workshop available
focusing in shaping the creative mind and innovative future in STEM education-which is the 3rd SEA-STEM
2022 theme. This year, SEA-STEM 2022 will be centring on four main topics covering Technology Enhanced
STEM in teaching and learning, Curriculum studies focusing on STEM Education, Pedagogical application in
STEM Education and the empowerment of women in STEM.

At last, I hope this conference will help to expand the knowledge in different discipline thus will be able to
contribute to the betterment of STEM Education and empowering women around the globes. I would also
like to thank the Organizing committee and those involved with the conference as well in the workshop.
Finally, I wish a successful and vibrant day ahead!

Wabillahitaufik walhidayah wassalamualaikum warahmatullah. Thank you.

ORGANIZING COMMITTEE

PATRON
Professor Dato’ Dr. Mazlan Abd Ghaffar,FASc, Vice Counsellor UMT

ADVISOR
Professor Ts. Dr. Mohd Zamri Ibrahim,Deputy Vice Counsellor (Academic and International) UMT

CHAIRMAN
Assoc. Prof. Dr. Laili Che Rose, Director STEM Foundation Center, UMT

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

Treasurer Technical
En. Khairul Nizam Salleh Pn. Nurul Syahida Abu Bakar
Pn. Kasmawati A Rahman En. Mohd. Muzammir Firdaus
En. Ahmad Suffian Anuar
Secretariat En. Muhammad Amirul Shafiq Kadri
Pn. Nurul Syahida Abu Bakar En. Che Ku Baharuddin Che Ku Ismail
Pn. Norizan Ismail
Pn. Siti Munirah Abdulahlim Opening and Closing
Dr. Mohd Ulul Ilmie Ahmad Nazri Pn. Siti Zairyn Fakurol Rodzi
Pn. Nur Harmiera Abdul Rahman Cik Farah Najihah Razali
Cik Fatin Nabilah Rasid Cik Fatin Nabilah Mat Rasid
Nora Azuwa Natasya Mohd Zamani
Promotion & Publicity Pn. Aini Zahida Din
En. Wan Mohd Tarmizi Wan Mohd Yusuf
Pn. Noor Farahani Mohd Lazim Food & Beverage
En. Khairul Ariffin Abdul Rahman Pn. Kasmawati A Rahman
En. Roslan Said Pn. Nurhashimah Muda@Mohd
En. Mohd Hardi Alias
Certificate
Participation & Registration Pn. Nurul Akidah Adnan
Pn. Nur Syahida Abdul Rahim Pn. Nur Harmiera Abdul Rahman
Dr. Noraifaa Abdullah Sani
Cik Nurul Nadia Zainal Abidin Logistic & Transportation
Pn. Mahidawati Mamat En. Mohd Rodila Ibrahim
Pn. Normazianti Mohd Pilus En. Ahmad Suffian Anuar
Pn. Norhashimah Muda En. Mohd Zaidi Abd Razab@Abd Karim

Scientific & Publishing Conference
Dr. Nurhakimah Ab. Rahman Cik Salihah Tan Shilan
Cik Farah Najihah Razali Pn. Mahidawati Mamat

Principal Speaker Workshop
Dr. Mohd Ulul Ilmie Ahmad Nazri Cik Mimi Syazwani Suhaimi

Sponsorship Programme Book
Mohd Muzammir Firdaus Abu Bakar Pn. Nina Marlini Ahmad
Dr. Noraifaa Abdullah Sani
Poster Presentation
Pn. Nurul Akidah Adnan





TENTATIVEE









TENTATIVE
OPENING

&
CLOSING
CEREMONY





KEYNOTES

STEM an Engine of Growth for Creativity and Innovation

PROF. DATO DR. NORAINI IDRIS

Adjunct Professor in PASTEM, UMT

& Chairperson of National STEM Association Malaysia

When the economy changes, Science, Technology, Engineering, and Mathematics (STEM) education must
be the first to transform. The engine that drives the fourth industrial revolution technologies are digital
and robotics. STEM Education is an interdisciplinary curriculum that integrates the four disciplines into
cohesive learning approach based on real-world applications and 21st century. STEM aims to foster
analytical thinking, inquiring minds, critical and creative thinking. Manufacturing and services are
undergoing this change. So it is important that education systems to lift student engagement and
attainment in STEM and mould students to create and innovate using i4.0 technologies . To remain
competitive in the global economy and 4th industrial revolution, we need to build a strong workforce in
STEM. All young people should be prepared to think deeply and to think well so that they have the chance
to become the innovators, educators, researchers, and leaders who can solve the most pressing challenges
facing our nation and our world, both today and tomorrow. But, right now, not enough of our youth have
access to quality STEM learning opportunities and too few students see these disciplines as springboards
for their careers. STEM education has the potential to produce and sustain a new workforce of problem
solvers, innovators, and inventor who have the knowledge, skills and values to innovate and compete in
the new global marketplace – 4th Industrial Revolution. The strength of the STEM workforce is often
viewed as strong indicator of a nation’s ability to generate ideas towards the creation of innovative
product and services as well as to sustain. The question is,” To what extent does the present system ensure
that students acquire the relevant knowledge and skills to meet 4th Industrial demands? In this
presentation, presenter will share and discuss how STEM Education led to more growth especially in terms
of creativity and innovation.

Traversal Competencies developed through STEM

ASSOC. PROF. DR. RACHEL SHEFFIELD
Curtin University, Australia

The education system necessitates preparing today’s children for the needs of tomorrow and this is a more
urgent imperative in our current changing society. Children need to be educated by a schooling system that
is agile, forward looking, and flexible - preparing students for jobs that are yet to be invented. In the 20th
Century, educators had a sense of power and control, and a notion that students could learn all that they
needed from schools and from educators. It was believed that schools contained all the required knowledge.
In the last three decades it has become clear that with the rise of 4th Industrial Revolution (Industry 4.0) there
is a continued exponential increase in the amount of knowledge produced in our information society.
Teachers are charged with providing students with all this knowledge. However, knowledge can be quickly
and easily accessed using Information Communication Technologies (ICT) tools, available in many everyday
use items such as smart phones and computers. Education systems instead need to focus on providing
students with skills to enable them to curate information and demonstrate their capacity to be critical and
creative thinkers, problem solvers, communicators, and collaborators. STEM has become a valuable context
for teachers to use to facilitate students’ competency around the transversal competencies.

Integrating STEM in TVET: Enhancing Core Work
Skills for the Jobs of the Future

PROF. DR. SHERYL LYN C. MONTEROLA

National Institute for Science and Mathematics Education
Development (NISMED), University of Philippines Diliman,

The Philippines

Economic agenda across the world have established that a strong STEM education and training strategy
is imperative in developing 21st century skills to sustain inclusive economic growth. Industrial
Revolution 4.0 (IR4.0) has changed the future of work and has redefined training and skills
development for employability. There is a need for training interventions that develop core work skills
such as higher-order thinking skills, technical knowledge, digital fluency, numeracy, and soft or
interpersonal skills. All of which are intuitively linked to STEM. This study determined the effectiveness
of integrating STEM in TVET involving 119 trainees from training qualifications such as Electrical
Installation and Maintenance, Computer Systems Servicing, Aquaculture, Cookery, Bread and Pastry
Production, and Organic Agriculture Production. Learner-centred dimensions were integrated as well
as STEM pedagogies and activities in the training sessions. Trainers guide and student workbooks were
produced and were used during implementation. Pre- and post-assessment tools on cognitive and
metacogntive skills (e.g. critical thinking, creative/inventive thinking, metacognitive awareness, science
process skills, numeracy), ICT literacy, socio-emotional skills (e.g. grit, resilience, growth mindset, 5 big
personality traits), and work ethics were administered to the trainees. Results of the paired-samples t-
test revealed that the integration of STEM in TVET was effective in enhancing core work skills of
technicalvocational trainees. Significant improvements in critical thinking, creative/inventive thinking,
metacognitive awareness, science process skills, numeracy, growth mindset, resilience, and work
ethics were demonstrated in different training qualifications. The study proposed ways forward for
scaling up and sustaining the intervention.

The ‘M’ in STEM: Noticing Affordances in Integrated STEM
ASST. PROF. DR. CHOY BAN HENG
National Institute of Education,

Nanyang Technological University, Singapore

Integrated STEM activities provide opportunities for students to see mathematics more as a way of thinking
about the world (a process) than a collection of knowledge, skills, and procedures to be mastered (a product).
But the way mathematics is conceptualised and taught in schools does not go beyond the narrow view of
mathematics as a product, and mathematics is often seen as merely computations in STEM activities. Hence,
the M in STEM is always missing. In this keynote, I will propose alternatives for how mathematics can be
perceived and presented in integrated STEM activities and suggest how teachers can notice and harness
affordances in these activities to promote mathematics as a sense making human activity.

Enriching STEM Learning through Partnerships
DR. KESSARA AMORNVUTHIVORN
SEAMEO STEM-ED

The complexities of today's world have put pressure on education systems globally to equip young people
with the job competencies and citizenship demanded by changing economies and by globalization.
Consequently, addressing the skills gap by strengthening STEM education in the region and integrating
career-related competencies into education programmes are critical to enhancing the employability of young
people. These competencies require a higher level of cognitive skills and a growth mindset to apply
interdisciplinary STEM-related concepts to solve real-world problems Students learn about these problems
through interacting with adults in their communities or workplaces, gather and evaluate evidence, and make
sense of information they receive from diverse communication channels. If we expect students to become
critical thinkers and problem solvers, we must arrange for them to interact with adults who are critical
thinkers and problem solvers. Therefore, it is critical that educators are up-to-date on the global issues and
are aware of STEM applications to the solutions of real-world problems. They can overcome these challenges
by partnering with informal education agencies, universities, community, organizations, and employers to
join force in engaging students in meaningful STEM learning experiences which motivate them to apply what
they are learning to tackle community problems and to advance in the STEM-related careers.

WORKSHOP
SPEAKERS









SCHEDULE

ORAL PRESENTATIO
3RD SEA-STEM INTERNAT

NOVEMBER 28, 202
Group

Click Group to join the conference room and Keynote to join the keynote speec

Group 1 Venue Auditorium
Mode Virtual / O
Meeting No. : 2514 766 3010
Password : 3rdSeaSTEM2022 Organisation

No. Time Oral PresenterID

1 11:00 am - TSC012 University Malaya, Malaysia TE
11:15 am

2 11:15 am - TSC020 Universiti Tun Hussein Onn ESTA
11:30 am TSC021 Malaysia OF

3 11:30 am - TEAC
11:45 am
Universiti Utara Malaysia

4 11:45 am - TSC022 Universiti Teknikal Malaysia E
12:00 pm TSC025 Melaka I

5 12:00 pm - E
12:15 pm
Universiti Malaysia Terengganu

ON SCHEDULE Presenter
TIONAL CONFERENCE Zheng Shuxian
22 | MONDAY Nur Ayu Binti Johar
1 Suheysen Revindran

ch. Hasan Saleh
Nur Juliani Shafie
m INOS, UMT

Online

Title

THE STEAM-BASED RESEARCH ON THE
EACHING OF MATHEMATICAL MODELING

TO UNIVERSITY STUDENTS

ABLISHING MEASUREMENT INVARIANCE
F A SCALE MEASURING STEM TEACHER’S

COMPETENCIES

CHER’S PERCEPTION ON STEM EDUCATION
ADVANCEMENT AMONG MALAYSIA
INDIGENOUS PUPILS: ISSUES AND
CHALLENGES

EDUCATORS’ PERCEPTION TOWARDS
ENGINEERING GRADUATES’ SKILLS AT

MALAYSIAN HIGHER EDUCATION
INSTITUTION: A FUNDAMENTAL STUDY

EFFECTIVENESS OF INFOGRAPHIC ON
LEPTOSPIROSIS AMONG UNIVERSITY

STUDENTS

6 12:15 pm - Univesitas Syiah Kuala, INTEGRA
12:30 pm Indonesia DE

TSC035 ELECTR
AT VOC

7 12:30 pm - De La Salle University, EMP
12:45 pm Philippines CO

TSC005 UNDER
DURIN

1.00 pm – TSC015 De La Salle University, KEYN
2.00 pm TSC018 Philippines
2.00 pm – TSC019 MISCO
3.00 pm Univesitas Syiah Kuala, MO
8 3:00 pm - Indonesia
3:15 pm IN
ELEC
3:15 pm -
9 3:30 pm SU

10 3:30 pm -
3:45 pm

Universiti Tun Hussein Onn, MEASUR
Malaysia

11 3.45 pm – AUGME
4.00 pm CHILDR
THE W
TSC044 Universiti Malaysia sabah &
Universiti Of Malaya, Malaysia

ATION MERDEKA BELAJAR CONCEPT IN Azhari
EVELOPMENT STEMC MODULE FOR Nathalie Gaile Pantoja
ROCHEMICAL AND RENEWABLE ENERGY
CATIONAL SCHOOL SMK-SMTI BANDA Lourence Retone
Irwandi Irwandi
ACEH

POWERING FEEDBACK THROUGH
OMMUNICATION CHANNELS TO

STRENGTHEN CONCEPTUAL
RSTANDING IN PHYSICAL SCIENCE
NG MODULAR DISTANCE LEARNING

BREAK

NOTE SPEECH 2

ASSESSING UNDERGRADUATES’
ONCEPTIONS ON CENTRAL DOGMA OF
OLECULAR BIOLOGY USING A 3-TIER

DIAGNOSTIC

NTERDISCIPLINARY STEMC WITH
CTROMAGNETIC KEY CONCEPT TO
UPPORT MERDEKA CURRICULUM

RING MALAYSIAN STEM TEACHERS’ Nur Ayu Binti Johar
SOFT SKILL COMPETENCIES

ENTED REALITY APPLICATION FOR Connie Ompok
REN LEARNING: ANIMALS AROUND
WORLD USING UNITY 3D PLATFORM

ORAL PRESENTA
3RD SEA-STEM INTERNA

NOVEMBER 28, 20
Group

Click Group to join the conference room and Keynote to join the keynote speech.

Group 2 Venue Bilik Seminar INOS
Meeting No. : 2514 316 6930 Mode Face to face
Password : 3rdSeaSTEM2022

No. Time Oral PresenterID Organisation

1 11:00 am - De La Salle University, C
11:15 am Philippines I

TSC004

2 11:15 am - TSC031 STEM Foundation Centre, AW
11:30 am TSC011 Universiti Malaysia
Terengganu
3 11:30 am -
11:45 am De La Salle University, UND
Philippines

4 11:45 am - TSC026 Universiti Sains Malaysia I
12:00 pm TSC017 De La Salle University, LE
CO
5 12.00 pm – Philippines
12.15 pm SCAL
I
J

PRO

ATION SCHEDULE

ATIONAL CONFERENCE
022 | MONDAY

2

S, UMT Presenter
Pauline Cueno
Title Laili Che Rose

DEVELOPMENT AND EVALUATION OF Voltaire Mistades
CONTEXTUALIZED ACTIVITY SHEETS IN Norfadhilah Yusoff
IMPROVING STUDENTS’ KNOWLEDGE ON Ma Leonora Venancio

CLIMATE CHANGE

WARENESS OF STEM EDUCATION THROUGH
PEERS STEM COACHING BOOTCAMP

ENHANCING GRADE 12 STUDENTS’
DERSTANDING OF NUCLEAR REACTION

USING 5E LEARNING MODULES

IMPLEMENTATION OF PROJECT BASED
EARNING (PjBL) BY INTERDICIPLINARY
OLLABORATIVE IN MALAYSIAN PRIMARY

SCHOOL: A PILOT PROJECT
LE DEVELOPMENT AND VALIDATION TOOL
IN MEASURING THE PERSPECTIVES OF
JUNIOR HIGH SCHOOLERS ON SPIRAL
OGRESSION APPROACH IN K-12 SCIENCE

6 12:15 pm - STEM Foundation Centre, THE
12:30 pm Universiti Malaysia S
Terengganu
TSC030

7 12.30 pm - HANDS
12.45 pm AMON

TSC013 Universiti Sains Malaysia ENHA

8 12.45 pm - TSC009 International Islamic PEERS
1.00 pm University Malaysia (IIUM) T

1.00 pm - TSC040 STEM Foundation Centre, KE
2.00 pm Universiti Malaysia
Terengganu THE
2.00 pm - GAMI
3.00 pm

9 3:00 pm -
3:15 pm

10 3:15 pm - Samarahan District THE EF
3:30 pm Education Department, TECHNO

TSC037 Malaysia IN MA
SCHOOL

KNOWLEDGE OF PRE-UNIVERSITY Mohd Ulul Ilmie Ahmad Nazri
STUDENTS ON LEPTOSPIROSIS

S ON EXPLORATION OF BASIC DRONES Hartini Hashim
NG SECONDARY SCHOOL STUDENTS IN Hafizah Bahaludin

ANCING THEIRS PROBLEM SOLVING
SKILLS.

AND FRIENDS RELATIONSHIP FROM
THE LENS OF SOCIAL NETWORK

BREAK Noraifaa Abdullah Sani

EYNOTE SPEECH 2

NEW NORM: BIORANCH - ONE STEP
IFICATION IN BIOLOGY SUBJECT TO

INSTIL STUDENTS' INTEREST

FFECTIVENESS OF INCORPORATING Danny Rachel Anak Sahek
OLOGY INTO GAME-BASED LEARNING
ATHEMATICS TO ENHANCE PRIMARY
L STUDENTS'LEARNING INTEREST AND

COGNITIVE SKILLS

11 3:30 pm - STEM Foundation Centre, SRI
3:45 pm Universiti Malaysia TEACH
Terengganu
TSC029 OF
STEM Foundation Centre, P
12 3:45 pm - TSC024 Universiti Malaysia
4:00 pm TSC028 Terengganu PERC
TSC027 SCHO
13 4.00 pm – STEM Foundation Centre, SMK KU
4.15 pm Universiti Malaysia
Terengganu EFFECT
4.15 pm –
14 4.30 pm STEM Foundation Centre, THE IM
Universiti Malaysia OF HE
Terengganu
LEARNIN

I BESTARI PRIVATE SCHOOL STEM Nurul Syahida Abu Bakar
HERS PERCEPTIONS ON THE TEACHING
F STEM EDUCATION AS A SUBJECT: Nurhakimah Ab.Rahman
POSSIBILITIES AND CHALLENGES
Salihah Tan Shilan
CEPTION OF LOW SECONDARY HIGH
OOL STUDENTS ON MATHEMATICS AT
UALA JENGAL, DUNGUN, TERENGGANU

T OF ASPECT RATIO OF PARTICLES IN
THE SMART FLUIDS

MPACT ON COGNITIVE SKILLS ABILITY Wan Mohd Tarmizi Wan Mohd
EARING IMPAIRED CHILDREN AFTER Yusuf
NG SCRATCH BLOCKS PROGRAMMING

ORAL PRESENTATIO
3RD SEA-STEM INTERNA

NOVEMBER 29, 202
Group

Click Group to join the conference room and Keynote to join the keynote speech.

Group 1 Venue Auditorium INOS,
Mode Virtual / Online
Meeting No. : 2514 766 3010
Password : 3rdSeaSTEM2022

No. Time Oral PresenterID Organisation NURTU
TSC033 Universiti Tun Hussein VIA ST
1 11:00 am -
11:15 am Onn, Malaysia

2 11:15 am - Matriculation Division, CHEM-21-L
11:30 am Ministry of Education LEARNING
UNIVERS
TSC041 Malaysia SKILL

11:30 am - TSC014 Guangxi Normal University USING TH
3 11:45 am China GRAD

4 11:45 am - Seameo Recsam, Penang, CULTIVA
12:00 pm Malaysia AD

TSC034 TRANS
EDUCAT
TODAY

5 12:00 pm - TSCO39 Universiti Selangor TEACHER’
12:15 pm Malaysia BASED
LESS

ON SCHEDULE
ATIONAL CONFERENCE

22 | TUESDAY

1

, UMT Presenter
Amirul Syafiq Sadun
Title Nurul Fatni Abdussyukur

URING UNIVERSITY STUDENTS’ Zou Shuo
VOLUNTEERISM
Ying Li Thong
TEM VOLUNTEERS INITIATIVE Khairil Bariyyah Hassan

LAB MODULE: THE PROJECT-BASED
G ACTIVITIES IMPROVE THE PRE-
SITY STUDENTS’ 21ST-CENTURY
LS AND STEM APPLICATIONS

HE RASCH MODEL TO ANALYZE 7TH
DE STUDENTS' MATHEMATICAL

ABILITIES.

ATION OF NEW GENERATIONS TO
DAPT THE AGE OF DIGITAL
SFORMATION AND IMPOSE AI
TION IN REAL WORLD SCENARIO

AND A PEEK INTO THE FUTURE

’S PERCEPTION TOWARDS GAME-
LEARNING IN MATHEMATICAL
SONS USING FUN LEARNING

MATHEMATICS KIT

THE 3RD SEA-STEM CONF
LIST NAME WORKSH
Monday, 28 No

Topic Nu. Name
1 Amry Ahmad
2 Saraswathy Paramasivam

3 Hafizah Bahaludin

4 Noor Fatihah Md Noor

5 Suhaila Salleh

6 Noorazura Awang

7 Muhammad Afiq Che Lah

Build Mobile Apps with 8 Syahida Akmal Mat Nawi
App Inventor 2
9 Lau Sai Ping

10 Wan Muzalisa Aini Wan Moh

11 Nur Azlin Mohd Yunus

12 Rashidah Elias

13 Shahreza Md Sheriff

14 Mimi Syazwani Suhaimi

15 Mohd Muzammir Firdaus Abu

16 Nur Syahida Abdul Rahim

17 Noor Farahani Mohd Lazim

18 Farah Najihah Razali

1 Asmida Alwi

2 Nina Marlini Ahmad

How to Create Video 3 Nurul Akidah Adnan

Messages by Canva 4 Ahmad Farid Abdul Fuad

5 Norizan Ismail

6 Noraifaa Abdullah Sani

FERENCE & WORKSHOP
HOP PARTICIPANTS
ovember 2022

hamad Institution/ School Venue
u Bakar SMK Tok Dor
Bilik Fardu
Sri Bestari Private School Ain 1,
International Islamic University
Pusat Islam
Malaysia Sultan
SMK Binjai
SM Imtiaz Yayasan Terengganu Besut Mahmud
SM Imtiaz Yayasan Terengganu Besut
SM Imtiaz Yayasan Terengganu Besut Bilik Fardu
SM Imtiaz Yayasan Terengganu Besut Ain 2,
Samarahan District Education Office
SMK Batu Rakit Pusat Islam
SMK Batu Rakit Sultan
IPG Kampus Dato’ Razali Ismail
Mahmud
UMT
UMT
UMT
UMT
UMT
UMT
SMA (Atas) Sultan Zainal Abidin
UMT
UMT
UMT
UMT
UMT

Topic THE 3RD SEA-STEM CONF
Internet of Things (IoT): LIST NAME WORKSH
Design and Innovation Tuesday, 29 No

Application Nu. Name

Metaverse 1 Asmida Alwi
2 Amry Ahmad
3 Noor Fatihah Md Noor
4 Muhammad Afiq Che Lah
5 Syahida Akmal Mat Nawi
6 Wan Muzalisa Aini Wan Mohamad
7 Nur Azlin Mohd Yunus
8 Mimi Syazwani Binti Suhaimi
9 Mohd Muzammir Firdaus Bin Abu
10 Nina Marlini Ahmad
11 Norizan Ismail
1 Saraswathy Paramasivam
2 Lau Sai Ping
3 Hafizah Bahaludin
4 Suhaila Salleh
5 Noorazura Awang
6 Rashidah Elias
7 Shahreza Md Sheriff
8 Noraifaa Abdullah Sani
9 Nurul Akidah Adnan
10 Noor Farahani Mohd Lazim
11 Ahmad Farid Abdul Fuad
12 Nur Syahida Abdul Rahim
13 Farah Najihah Razali

FERENCE & WORKSHOP
HOP PARTICIPANTS
ovember 2022

d Institution/ School Venue
u Bakar
SMA (Atas) Sultan Zainal Abidin Bilik Fardu Ain
SMK Tok Dor 1,
SMK Binjai
Pusat Islam
SM Imtiaz Yayasan Terengganu Besut Sultan
SM Imtiaz Yayasan Terengganu Besut
Mahmud
SMK Batu Rakit
SMK Batu Rakit Bilik Fardu Ain
2,
UMT
UMT Pusat Islam
UMT Sultan
UMT
Sri Bestari Private School Mahmud
Samarahan District Education Office
International Islamic University Malaysia
SM Imtiaz Yayasan Terengganu Besut
SM Imtiaz Yayasan Terengganu Besut
IPG Kampus Dato’ Razali Ismail
UMT
UMT
UMT
UMT
UMT
UMT
UMT

ABSTRACT

TSC 004

DEVELOPMENT AND EVALUATION OF CONTEXTUALIZED
ACTIVITY SHEETS IN IMPROVING STUDENTS’
KNOWLEDGE ON CLIMATE CHANGE

*1,2Pauline L. Cueno, 1Voltaire M. Mistades

1 Department of Science Education, De La Salle University, 2401 Taft Avenue Manila, Malate, Manila,
1004 Metro Manila, Philippines

2 Special Health Sciences Senior High School, De La Salle Medical and Health Sciences Institute, City of
Dasmariñas, Cavite, Philippines

*E-mail: [email protected]

ABSTRACT

As a major global issue, climate change is one of the topics in the senior high school curriculum, specifically
in the Earth Science subject. Designing instructional materials in which the learners can relate their personal
experiences to climate change plays an important role in enriching their knowledge about climate change.
This paper aims to: (1) develop and evaluate the use of contextualized activity sheets to improve grade 11
students’ knowledge on climate change. The researcher-made contextualized activity sheets are composed
of six activities anchored to the Department of Education (DepEd) learning competencies. Experts in the
field of science education and environmental science validated the contextualized activity sheets, where an
overall mean rating of 4.51 is interpreted as Very Acceptable. In addition, pre-test and post-test on the climate
change concept test were administered to 157 students to measure the students’ knowledge. The results
showed that the use of the contextualized activity sheets has a significant difference on the students’
knowledge on climate change from the pre-test and post-test, while the Cohen’s d result indicated that it has
a medium effect on students’ knowledge. These results suggest that the contextualized activity sheets can
enrich the students’ knowledge on climate change and can still be enhanced to suit the needs of other learners
from different localities.

Keywords: Contextualization, Climate Change, Knowledge

TSC 005

EMPOWERING FEEDBACK THROUGH COMMUNICATION
CHANNELS TO STRENGTHEN CONCEPTUAL UNDERSTANDING IN

PHYSICAL SCIENCE DURING MODULAR DISTANCE LEARNING

*1,2Nathalie Gaile R. Pantoja, 1Voltaire M. Mistades

1,2Science Education Department, De La Salle University, Manila, Philippines 2Las Piñas City National
Senior High School-Doña Josefa Campus, Las Piñas City, Metro Manila, Philippines

*E-mail: [email protected]

ABSTRACT

With the implementation of a modular distance learning environment, providing frequent and ongoing
feedback was a challenge for students and teachers alike. This action research primarily sought to investigate
the power of feedback in attaining learning targets in Physical Science of selected senior high school students
through different communication channels such as text messaging, E-mail, Google Forms, and Facebook
messaging. After the implementation, an adapted exam was administered to assess students’ conceptual
understanding. Purposively selected students and parents were interviewed to further validate the quantitative
data gathered. Self-monitoring tools were analyzed, which showed that almost all participants did not ask for
assistance with accomplishing their worksheets. It was also found that before asking for assistance from the
teacher, the student tends to access learning resources or ask their peers. An independent samples t‐test failed
to report a significant difference between the test score for students who preferred sending hard copies and
through Facebook messaging (M=8.04, SD=3.067) compared to students who preferred sending through
Google Forms (M=9.00, SD=3.052; t(-.904)=37 p=.372), and a small to a medium effect was found (d=-.29,
95%, CI [-3.101‐1.188]). The findings also showed that across the communication channels, the class only
obtained an average score (M=8.44, SD=3.243). The corresponding cognitive domains of the test items also
showed that Remembering items had the highest mean (M=28.25, SD=2.363). This implied that feedback
could help strengthen conceptual understanding at low critical thinking skill level. Interview results showed
that students utilized the feedback with its purpose, academic and emotional responses, which enticed the
effect on student’s willingness in engaging to learning. Parental involvement made students felt monitored,
assisted, and emotionally supported. Overall, the involvement of the teacher, parents, and students in
feedbacking may not be directly beneficial to students’ conceptual understanding, but to the overall
experience during the modular learning environment.

Keywords: feedback; communication channels; modular distance learning; conceptual understanding

TSC 006

EXPLORING THE STATE OF CREATIVITY IN A PHYSICS LEARNING
ENVIRONMENT DURING THE COVID-19 PANDEMIC

*1Fredyrose Ivan L. Pinar, 1Maricar S. Prudente, 1Lydia S. Roleda
1 Department of Science Education, Br. Andrew Gonzales FSC College of Education,

De La Salle University, Manila, Philippines

*E-mail: [email protected]

ABSTRACT

Creativity is the collection of skills needed to generate unique, original, and valuable ideas. In education,
creativity is considered one of the 21st-century skills. This study aimed to investigate the extent of creativity
fostered among students in an online learning environment, specifically in a senior high school physics class
during the COVID-19 pandemic. The study also sought to determine the effect of the different technology-
integrated activities on students' creativity. Different constructs of creativity, including students' general
perceptions of creativity, level of instructor-specific fostering of creativity, and the frequency of Physics
teachers using various technology-integrated and creativity-fostering activities, were determined and
investigated through a researcher-made survey probing the students' creativity in learning. The respondents
consisted of 300 Grade 12 students enrolled in a private high school located south of the capital of the
Philippines. Expert consensus, exploratory factor analysis (EFA) on selected components of the survey, and
inter-item correlation analysis were utilized to ensure the validity and reliability of the creativity survey
instrument. Survey results showed that the respondents yielded a highly favorable and satisfied response to
how their instructors encourage small 'c' creativity in the classroom (M>4.61, from a five-point Likert scale).
The exploratory factor analysis utilizing Promax rotation revealed a moderate correlation (r =.43) between
instructor-specific fostering creativity and students' perceptions of creativity. It implies that, within the
survey context, teachers' practices impact students' creativity. Results revealed that students during the
pandemic spent a remarkable amount of time on activities that promote creativity, such as working
collaboratively with fellow students on open-ended tasks. Barriers to creativity in learning with technology,
assessment of student's creative work, impacts of creativity and technology integration on student
performance, and school cultural setting are other underlying aspects that should be examined in future
research.

Keywords: Creativity; transformative technology integration; online distance learning; exploratory factor
analysis; reliability analysis

TSC 007

SELF-REGULATED LEARNING APPROACH IN SCI-MATH BASIC
EDUCATION: A META-ANALYSIS OF LITERATURE FROM
2013-2021

*1 2Jorge Victor Sales, 1Ma. Leonora Venancio, 1Jhoanne Rafon, 1 2Richard Sagcal

1Bro.Andrew Gonzalez FSC College of Education, De La Salle University,

Manila, Philippines
2Department of Education, Philippines

*E-mail: [email protected]

ABSTRACT

Self-regulated learning (SRL) allows learners to set up their own learning goals and form strategies by
generating more internal feedback, responding to external feedback using resources, and increasing efforts
to achieve learning goals and produce comparable and assessable outputs. The use of SRL in high school
science, particularly in general science, biology, chemistry, earth science, physics, and mathematics, has
been studied. However, there has not been a systematic review of these studies. Thus, the authors investigated
the effect of SRL on sci-math learning through a meta-analysis of published studies between 2013 to 2021.
Furthermore, they employed moderator analysis to examine the effect of self-regulated learning disciplines
and strategies on the academic achievement of secondary science, technology, engineering, and mathematics
(STEM) students. Similarly, they assessed the students' academic achievement by reviewing 5,320 English
internet databases and sources and performed a search using Harzing's Publish or Perish © database search
engine, which has access to Google Scholar, Scopus, and Crossref. Additionally, they utilized databases such
as EBSCO, Taylor and Francis, ScienceDirect, and JSTOR. The article's title, abstract, and outcomes were
checked against the eligibility requirements using the online EndNote program, considering the inclusion
and exclusion criteria for this analysis. Results showed that participants significantly favored the self-
regulated learning approach in mathematics, chemistry, biology and physics while students in conventional
classes preferred other sciences. Moreover, Physics, Mathematics, Chemistry and Earth Science have
significantly small to large effect sizes in fixed and random effect models while biology also has significantly
small to large effect sizes following the fixed model. Hence, it implies that SRL as a teaching approach has
a positive effect on students' Sci-Math academic achievement.

Keywords: Basic Education; Mathematics Education; Meta-analysis; Science Education; Self-Regulated
Learning

TSC 008

Blended Professional Learning Community Sessions on Action Research

*1 2Jorge Victor Sales, 1Maricar S. Prudente, 1Socorro E. Aguja

1Bro.Andrew Gonzalez FSC College of Education, De La Salle University,
Manila, Philippines

2Department of Education, Philippines
*E-mail: [email protected]

ABSTRACT

Action Research (AR) has shown a significant contribution toward improving teacher practice. Challenges
in its conduct have led to teachers' struggle in completing such projects. Professional Learning Communities
(PLC) had created an improvement in participatory transformation in teaching through collaborative learner-
centered solution making. Thus, Action Research Professional Learning Community (ARPLC) was formed
in order to address the gap. Teacher members in Catanduanes National High School participated in the
blended sessions (synchronous and asynchronous) to improve their capacities in conducting Action Research
(AR). The framework for training AR employed the Plan-Do-Study-Act (PDSA) model and a descriptive
mixed-method approach was used. ARPLC members' experiences culled from interviews, focus group
discussions, open-ended questionnaires, and journal logs were thematically analyzed. The Perception on
Action Research Questionnaire (PARQ) was used to measure AR competence at the end of the training. The
ARPLC experience showed positive effects on the teachers’ attitude and understanding of AR as depicted in
their improved collaboration and reflective thinking skills.

Keywords: Professional Learning Communities, Action Research, Action Research Competence,
Conducting Action Research, Professional Development, Teacher Training