The 3rd SeaSTEM International Conference and Workshop

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PEERS AND FRIENDS RELATIONSHIP FROM THE LENS OF SOCIAL
NETWORK

1Nurul Farahain Mohammad, 1Mimi Hafizah Abdullah, 1Norfaieqah Ahmad, *1Hafizah Bahaludin
1Department of Computational and Theoretical Sciences, Kulliyyah of Science, International Islamic

University Malaysia, Bandar Indera Mahkota Campus, Jalan Sultan Ahmad Shah, 25200 Kuantan, Pahang,
Malaysia

*E-mail: [email protected]

ABSTRACT

Interaction is the foundation of learning activities and has been shown to enhance students' learning.
Typically, the interaction of students is determined by their interactions with peers and friends. Nevertheless,
the relationship between students is often examined via qualitative observation and interviews. As a result,
the motivation for this research is to visualise peer and friendship interaction using a social network approach.
The centrality measurement is then used to identify peer leaders who can help and teach their peers. The
experiment was carried out on 15 students of form 4 and 19 students of form 5. This research also shows
how the social network method could help teachers learn more about how students interact with each other
to make their teaching and learning better.

Keywords: social network analysis; centrality measure; peer interaction; friendship

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STRENGTHENING STUDENTS’ INTEREST AND MOTIVATION IN
MATHEMATICS ESPECIALLY AMONG FEMALE SECONDARY STUDENTS:

A CASE STUDY

1Zulmaryan Embong, *2Siti Marponga Tolos, 3Nur Zatul Akmar Hamzah

1,2,3Department of Computational and Theoretical Sciences, Kulliyyah of Science, International Islamic
University Malaysia, Jalan Sultan Ahmad Shah, Bandar Indera Mahkota, Kuantan, Pahang, Malaysia

*E-mail: [email protected]

ABSTRACT

Mathematics is one of the four principal subjects of STEM. The needs of students in pursuing mathematics
with interest and confidence need to be met from a young age. The Department of Computational and
Theoretical Sciences of Kulliyyah of Science, International Islamic University, Malaysia has an outreach
program with students of the science stream in a Pahang secondary school. We organize programmes that
could be used to help develop interest and students’ performance toward STEM, particularly in Mathematics.
This paper aims to assess those students’ current interest and motivation towards mathematics. Our initial
finding is that the students have a strong interest and motivation toward Mathematics. This is the initial effort
toward our bigger goals of helping these students in enhancing their interest and motivation on STEM
beginning with mathematics. A survey has been conducted after each program with the students to evaluate
the effectiveness of the program and to assess the interest and motivation level of the students towards the
subject, thus encouraging them to further their studies in STEM in higher education. Evaluations will be
examined to compare and contrast male and female participants in an effort to identify and support the special
needs of each group, if any. If the programmes that we conduct with students in this particular school are
successful, then we are hopeful that we could offer more structured programmes to be implemented in other
schools.

Keywords: STEM; Motivation; School

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ENHANCING GRADE 12 STUDENTS’ UNDERSTANDING OF NUCLEAR
REACTION USING 5E LEARNING MODULES

*1Voltaire Mistades, 2Joyce Relativo
1,2Department of Science Education, De La Salle University, Manila, Philippines

*E-mail: [email protected]

ABSTRACT

Science educators have advocated using various approaches to improve students’ understanding of science
concepts. This Action Research was undertaken to improve the teaching of the Senior High School core
subject, Physical Science, particularly the topic of Nuclear Reaction. Using 5E Learning Modules, students’
understanding was found to deepen. Quantitative data showed a statistically significant improvement in the
students’ test scores. Their qualitative views about the use of 5E Learning Modules obtained through the
Student Journal Logs (SJLs) and the Focus Group Discussion (FGD) were analyzed thematically. The
Engage phase helped students understand the topic by providing easy, clear, and fun activities. The Explore
phase enhanced students’ understanding by allowing students to learn through experiences. The simple, clear,
and direct discussion of the lesson during the Explain phase deepened student understanding. This deepening
was supported during the Elaborate phase. Finally, the Evaluate phase provided challenging activities that
allowed students to creatively use their imagination.

Keywords: Physics; Nuclear Reaction; Senior High School; 5E Learning Modules

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THE STEAM-BASED RESEARCH ON THE TEACHING OF MATHEMATICAL
MODELING TO UNIVERSITY STUDENTS

1,2ZHENG SHUXIAN, *1LEONG KWAN EU

1Education Faculty, University Malaya, Kuala Lumpur, Malaysia

2Data Science And Software Engineering Faculty, University Baoding , Baoding, China

*E-mail: [email protected]

ABSTRACT

Mathematical modeling turns real-world problems into mathematical problems and uses mathematical
knowledge to solve practical difficulties. Improving the mathematical modeling competencies of university
students helps convert knowledge into productivity and fosters more applied talents for the society. Most
university students are lack of mathematical modeling competency and their teachers do not have appropriate
mathematical modeling teaching methods. The STEAM educational concept helps students solve practical
problems from multiple perspectives, such as: scientific knowledge, technical tools, engineering thinking,
artistic literacy and mathematical logic. Such a comprehensive idea can provide new directions for teaching
mathematical modeling. This study clarifies the relationship between STEAM educational concept and
mathematical modeling teaching and studies how to carry out mathematical modeling teaching based on
STEAM and the teaching impact of mathematical modeling under the guidance of STEAM. This paper uses
questionnaire survey method to study 104 B university students in China and uses spss26.0 to analyze the
data. This research draws the following conclusions: 1. Integrating the STEAM educational concept into the
mathematical modeling teaching process can fully mobilize students' enthusiasm for mathematical modeling
and improve teaching efficiency. 2. Create a STEAM based S-Team learning method, that is, a learning
method for students teamwork. The new learning method improves the mathematical modeling competencies
of university students.

Keywords: STEAM; Mathematical Modeling Teaching

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Hands On Exploration of Basic Drones Among Secondary School Students in
Enhancing Theirs Problem Solving Skills.

Hartini Hashim1, Mohd Norawi Ali2, Zahariah Ismail 2,Wan Saiful Nizam b Wan Mohamad2,Mohd Azri b
Mohd Jain Nordin2,Syahidah Amni bt Mohamed2,Nurul Izzati Othman2, Noorliyana Ramlee2

Sek.Men Keb Sultan Ismail, Univerisity Science Malaysia, PPDKB University Malaysia Kelantan

Abstract

Rapid advancements in drone technology, as well as shifting trends in skill sets and the labour market, have
significant implications for education, particularly in Science, Technology, Engineering, and Mathematics
(STEM) fields that necessitate a multidisciplinary approach and creative pedagogies. Integrated approaches
must be used in STEM education in order to deliver high-quality STEM instruction and meet the demands
of the 21st century. The most important characteristics of the needs for the near future employment market
are higher order thinking, creativity, innovation, and problem-solving skills. A step ahead in preparing
today's students to take on future issues is the technological solution that connects classroom learning to real-
world problem solving. Reveal from that, drones workshop for secondary school students have been
organized with University Malaysia Kelantan (UMK). Ten students were selected for this workshop and
grouped into two, the have been giving a task to assemble the part of drone to become complete. After
completely assembled the drones until it can take off, the students joined the interview session. The research
used descriptive qualitative research to describe the student problem solving ability. Data collecting
technique used Miles and Huberman concept that are reduction data, reporting data and draw the conclusion.
The result of the research are: (1) the level of the ability to solve the problem enhance (2) the common student
error did not understand the instructions given.

Key words: STEM, problem solving skills, creative pedagogies,

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Using the Rasch Model to Analyze 7th grade Students' Mathematical Abilities

Shuo Zou1, Jianlan Tang1,*, Jerito Pereira1,2, Jesi Alexander Alim3, Neni Hermita3, Rafiantika M
Prihandini4, Mike Fitriani5

[email protected], [email protected]*，[email protected],2,
[email protected] , [email protected] ,[email protected],

[email protected]
1Guangxi Normal University, College of Mathematics and statistics

(15 Yucai Roag, Guilin Guangxi China, 541004)
2Univesidade Nacional Timor Lorosa’e, Faculdade Educacao Artes e Humanidades

(Av. Cidade de Lisboa, Díli, Timor-Leste)
3Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru

(Kec. Tampan, Kota Pekanbaru, Riau 28293)
4Fakulstas Keguruan dan ilmu pendidikan, University of Jember

(Indonesia, Jember)
5Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru

(Kec. Tampan, Kota Pekanbaru, Riau 28293)

ABSTRACT

The application of Rasch model is of great significance to improve the objectivity of mathematics academic
evaluation. In order to verify its objectivity, the author used winsteps software in Rasch model to analyze the
mathematics final test paper of Grade 7 students in No. 28 middle school in Donghe District, Baotou City on
January 9, 2022, and described it from the aspects of one-dimensional test, fitting degree, measurement error
test and the matching test between subject level and project difficulty, in order to provide new technical
reference for the analysis of mathematics front-line teachers' test paper.

Keywords: Mathematics students; Students ability; Mathematics result; Rasch model.

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Assessing Undergraduates’ Misconceptions on Central Dogma of Molecular Biology
using a 3-Tier Diagnostic Test

Retone, Lourence E.1

1De La Salle University, Manila

ABSTRACT

Misconceptions can be a hindrance in learning biology especially when it comes to the topic of central dogma
of molecular biology due to its connection with other important topics in biology such as inheritance,
phenotypic expression, developmental biology, and evolution. Studies have shown that high school students
in the Philippines had incurred high misconception in the topic of genetics where central dogma is included.
The purpose of the current study was to develop a three-tier diagnostic test that can be used to identify the
misconceptions that had been carried over to undergraduate students that are enrolled in biological-related
courses. The researcher had developed the Central Dogma of Molecular Biology Questionnaire (CDMBQ)
which was composed of items for demographic profile, perceptions about central dogma and the three-tier
diagnostic test which was given to undergraduate students in biology-related courses. The results of this
study has shown that the CDMBQ has a good reliability (Cronbach’s Alpha= 0.83) and a good construct
validity from the correlation of the Score 2 and confidence level, Score 2 and perception and confidence level
and perception (r= 0.35, 0.17 and 0.28) respectively as a diagnostic test for misconception. In addition, it
also revealed that the respondents have misconceptions in the sequence of events in central dogma, the
process of DNA replication, types of DNA and the process of translation. Lastly, the perception items of the
questionnaire showed that students do not remember the concepts of central dogma, they are confused about
the topic, they have neutral feelings about their science teacher that taught them about the topic and they
have neutral feelings about understanding central dogma yet they are interested in studying its concepts. The
researchers have led to the conclusion that the use of the CDMBQ is a reliable and valid questionnaire in
order to assess the misconceptions on central dogma of molecular biology.

Keywords: Three-Tier Diagnostic Test, Misconception, CDMBQ, Central Dogma of Molecular Biology

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EFFICACY OF THE DEVELOPED AND VALIDATED CONTEXT-BASED STEM
LABORATORY INSTRUMENT ASSESSMENT TOOL (CbSLIAT) FOR JUNIOR

HIGH SCHOOL

*1 2 3Richard Sagcal, 1Maricar Prudente, 2Nestor Valera, 2Joel Maquiling

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

2Department of Biology, Ateneo De Manila University, Manila Philippines
3Department of Education, Philippines
*E-mail: [email protected]

ABSTRACT

The primary objective of this study is to measure the effectiveness of the developed and validated Context-
based STEM Laboratory Instrument Tool (CbSLIAT), a content-specific laboratory and instrument
assessment for a STEM laboratory at a junior public high school. Junior high school students (n1=120) and
STEM faculty and administrators (n2=25) from the Schools Division Office of Quezon City served as
respondents in this study. Exploratory Factor Analysis (EFA) was employed to determine the underlying
factors within the initial 47-item scale. Based on EFA, a four-part structure for laboratory or practical learning
was revealed. Cronbach's alpha (>0.90) and the CbSLIAT component structure found a strong reliability
index. The CbSLIAT results identified four (4) factors, which focused on: (1) adequacy and extensiveness,
(2) appropriateness and efficiency, (3) suitability of the learning environment, and (4) laboratory safety
measures. Correlation analysis among the extracted components emerged strongly associated, establishing
further CbSLIAT’s high internal consistency. The CbSLIAT, which originally consisted of 47 items, was
reduced to 39 items, making it possible for educators or researchers to use it as a valid and reliable tool to
evaluate the state of STEM laboratories and laboratory practices in the junior public high school context.
Furthermore, the effectiveness of the CbSLIAT was evaluated and quantified by field experts and student
respondents through descriptive and survey, and quantitative measures. Both respondents perceived the tool
as effective and acceptable overall. This tool can provide the STEM teachers with valuable insights about
the factors that may serve as a basis for instructional planning and design towards improving STEM
laboratory curriculum and laboratory practices among junior high students in learning STEM laboratory,
particularly in Physics and Chemistry.

Keywords: Assessment Tool; Context-based; Physics and Chemistry; Laboratory Curriculum; STEM
Laboratory

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SCALE DEVELOPMENT AND VALIDATION TOOL IN MEASURING THE
PERSPECTIVES OF JUNIOR HIGH SCHOOLERS ON SPIRAL PROGRESSION

APPROACH IN K-12 SCIENCE

*1Ma. Leonora Venancio, 1Denis Dyvee Errabo, 1 2Jorge Victor Sales, 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

The primary goal of the study is to assess the validity of the developed tool in determining the perceptions
of junior high schoolers after the implementation of the spiral progression approach in K-12 science.
Secondarily, this study aims to present the developed and validated instrument for student respondents since
most of the instruments being developed focused only on teachers’ experience. The instrument was modified
and adapted from the developed questionnaire on teachers’ perspectives of Valin (2019). Convenient
sampling was drawn from Junior High School schoolers (N=741) to provide evidence for the validity and
reliability of the new scale via an online platform. Test of normality using Shapiro-wilk shows a significant
value of p (<0.0001) however, it is not necessary to adjust the statistical approaches in the case of Principal
Factor Analysis. The tool shows a strong reliability index having Cronbach’s alpha (α=0.865) and one
component structure that also presents a high-level reliability scale criterion. Furthermore, the factor loadings
show that all the statements have acceptable factor loadings above the 0.3 cut-offs and an excellent level of
agreement criterion. These findings validate that the questionnaire is a valid and reliable tool for determining
students’ perspectives approach the spiral progression approach in K-12 science and can be added to the
existing literature. Examining the impact of spiral curriculum from both students’ and teachers’ perspectives
provides a better understanding of its effectiveness at the level of classroom implementation. These
implications are therefore taken into consideration in the study: (1) learning about students' perceptions of
spiral progression provided an idea of their experience and areas for improvement in teaching science; and
(2) a correlation study on students' and teachers' perspectives may be made. To further establish the
instrument's validity in various contexts, additional replication and validation studies using the same
instrument are recommended.

Keywords: K-12 Science; Scale Development; Spiral Progression; Student Perspectives; Validation Tool

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INTERDISCIPLINARY STEMC WITH ELECTROMAGNETIC KEY CONCEPT
TO SUPPORT MERDEKA CURRICULUM

*1,4I. Irwandi 2,4Saminan, 3,4Wiwit Artika, 1,4Rini Safitri, 1,4Muzakiah, 4Hizir Sofyan

1Department of Physics, Universitas Syiah Kuala, Banda Aceh, Indonesia
2Department of Physics Education, Universitas Syiah Kuala, Banda Aceh, Indonesia
3Department of Biology Education, Universitas Syiah Kuala, Banda Aceh, Indonesia
4STEM Research Center (stem.id), Universitas Syiah Kuala, Banda Aceh, Indonesia

*E-mail: [email protected]

ABSTRACT

The development of digital technology and competition is increasing, and education must also be able to
strengthen 21st-century skills such as literacy, competence, and character. STEM learning indeed improve
literacy skills. Meanwhile, competence and character are also indispensable components. Therefore, the
STEM Research Center (STEM RC) wants to strengthen the integration of the C components including
Competency and Character, and computional thinking in the form of STEMC Education. This integration
can be carried out multidisciplinary, interdisciplinary, and trans-disciplinary. The STEM RC interests in
using interdisciplinary integration because it combines various disciplines into one key concept that can
improve analysis and evaluation skills. One of the most important key concepts in science learning is the
concept of electricity which can be found in physics (electromagnetic), chemistry (electrochemistry), and
biology (bioelectricity). Thus, the STEM RC has developed an electrical interdisciplinary STEMC modules
which consist of static electricity, dynamic electricity, magnetic induction, electromagnetic radiation,
electrochemistry (electrolysis and Galvani cell), and bioelectricity topics. Besides using experiment kits,
STEMC interdisciplinary learning also uses videos, interactive multimedia aids, and teaching aids. The
STEMC Interdisciplinary module has been tested to limited senior high schools students (academic and
vocational) in Banda Aceh. Observations showed that students were very interested in participating in all
activities and could relate different phenomena, which turned out to be manifestations of the same electrical
concept resulting from electrically charged particles. On the other hand, it is found that time must be
considered to carry out various activities in a short time. The STEMC interdisciplinary modules are relevant
for enhancing 21st-century skills by covering broad general topics, yet keep maintaining specific topics. The
modules are developed to be applied in schools with low-cost equipment to support Merdeka curriculum
because those modules integrate computational thinking, apply project-based learning and focuse on essential
materials.

Keywords: STEM Education; STEMC; Interdisiplinery; Merdeka Curriculum

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MEASURING MALAYSIAN STEM TEACHERS’ SOFT SKILL COMPETENCIES

*1Nur Ayu Binti Johar, 2 Dr. Muhammad Suhaimi bin Sulong

1,2Faculty of Technical and Vocational Education, Universiti Tun Husseion Onn Malaysia, Batu Pahat,
Johor

*E-mail: [email protected] or [email protected]

ABSTRACT

Science, Technology, Education and Mathematics (STEM) education provides students with a well-rounded
foundation of skills to help them understand a wide range of concepts and succeed in many industries. One
of the factors that contributes to the success of STEM Education is the quality of the STEM teachers. Teacher
quality is found as a predictor to assess the foundation for good teaching in any educational institutions.
Previous studies have showed that a teachers’ quality is the main determinant of the academic success of his
or her students. Highly competent STEM teachers in terms of competencies are expected to have a positive
impact on the quality of students being produced. Competency is an integrated concept comprising the
concepts of knowledge, ability, skill, and attitude displayed in the context of a range of professional
occupations. Therefore, the purpose of this study is to assess main competencies required among Malaysian
STEM teachers in school. The instrument developed for this study measures the competencies needed by
STEM teachers to plan and deliver the lessons related to STEM education. This instrument was administered
to a group of STEM teachers in primary and secondary school in Malaysia to measure their STEM teaching
competencies specifically in the areas related to soft skills required. Soft skills for teachers are as important
as the teacher in-depth knowledge of the subject which they teach. Measuring teacher soft skills
competencies plays a critical role in ensuring that teacher quality is maintained, leading to effective and
efficient student learning. The results from this study will be able to assist the curriculum developer to
develop the curriculums that are aligned with the competencies needed to teach STEM Education specifically
in Malaysia.

Keywords: STEM education; STEM teacher competencies; teacher quality; soft skills.

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ESTABLISHING MEASUREMENT INVARIANCE OF A SCALE MEASURING
STEM TEACHER’S COMPETENCIES

*1Nur Ayu Binti Johar 2 Dr. Muhammad Suhaimi bin Sulong
1,2Faculty of Technical and Vocational Education, Universiti Tun Husseion Onn Malaysia, Batu Pahat,

Johor

*E-mail: [email protected] or [email protected]

ABSTRACT

Reliability and validity for a new developed instrument need to be established before the instrument can be
used fairly. Establishing the measurement invariance of a test across groups is a crucial part to ensure the
validity of a newly developed instrument. In this study, measurement invariance of a particular competencies
in an instrument measuring the Science, Technology, Engineering and Mathematics (STEM) competencies
of Malaysian teachers will be investigated by testing factorial invariance across two different groups, males,
and females. The competencies of the STEM teachers are one the main topic to be investigated to produce a
good ecosystem of STEM education. The study sample will comprise of STEM primary and secondary
school teachers in Malaysia. Confirmatory Factor Analysis (CFA) will be performed between the two gender
groups (males and females). Metric factorial invariance across the genders will be used as the evident based
on the Comparative Fit Index (CFI), Tucker-Lewis Index (TLI), the Root Mean Squared Error of
Approximation (RMSEA) and Chi²/df values. The analysis results will be presented to show whether there
will be any gender invariance for the scale being tested. Once the measurement invariance of the instrument
has been established, the instrument can be considered to fulfil one of the criteria under construct validity.

Keywords: STEM teacher competencies; Measurement invariance; Construct Validity; Instrument
development; Confirmatory Factor Analysis (CFA)

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Teacher’s Perception on STEM Education Advancement among Malaysia Indigenous
Pupils: Issues and Challenges

Suheysen* Revindran

Abstract

In this global economy of the 21st century, the teaching and learning of science, technology, engineering, and
mathematics (STEM) have garnered new importance in ensuring that all pupils could usher in global
economic competition. With the increased importance of incorporating STEM education in educational
policies around the world, the Malaysian Indigenous Orang Asli pupils continue be at a disadvantage as they
have long been underrepresented in progressive educational policies in Malaysia. Therefore, this study aims
to explore the issues and challenges faced by the Indigenous Orang Asli pupils on the incorporation and
advancement of STEM education in Orang Asli primary schools. The study employed a qualitative research
approach involving five primary school teachers from two Orang Asli schools in the state of Pahang. Data
was collected through focus group discussions and interview sessions. Overall, the findings from the
perspectives of the teachers suggest that the discrepancy in the languages used by the Orang Asli pupils
between the language of instruction and ethnic languages, and the reading difficulties faced by these pupils
have made it difficult to conduct STEM oriented teaching and learning. Moreover, the lack of reliable
technological resources to spearhead the teachings of STEM curricula have also led to the disadvantages in
progressing STEM education among the Orang Asli pupils. Hence, the issues and challenges identified in
this study could provide insight into the educational challenges that require adaptive pedagogical affordances
in integrating STEM education for the young Orang Asli pupils.

Keywords: Orang Asli; indigenous education; STEM education; primary school; language; reading
difficulties, technology; qualitative

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EDUCATORS’ PERCEPTION TOWARDS ENGINEERING GRADUATES’

SKILLS AT MALAYSIAN HIGHER EDUCATION INSTITUTION:

A FUNDAMENTAL STUDY

Saleh, H1,2., Che Jali, R1.
1 Fakulti Pengurusan Teknologi Dan Teknousahawanan (FPTT),

Universiti Teknikal Malaysia Melaka.
[email protected]

2 Centre of Technopreneurship Development (CTeD)

Abstract
This study attempts to identify students’ skill level. It is known that each student has unique capability in the
field they are engaged in. This study indicates that every student has different skills which are fundamental
skills, personal management skills, teamwork skills, and adaptive skills. The results of this study were
analysed using Statistical Package for Science Social (SPSS) version 23. It is found that fundamental skill,
teamwork skill, and adaptive skill play a major role with educators’ perception.

Keyword: Graduates’ skill, educators’ perception, engineering skill, engineering graduate

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PERCEPTION OF LOW SECONDARY HIGH SCHOOL STUDENTS ON
MATHEMATICS AT SMK KUALA JENGAL, DUNGUN, TERENGGANU,

MALAYSIA

*1Nurhakimah Ab. Rahman, 2Ummu Atiqah Mohd Roslan
1STEM Foundation Centre, Universiti Malaysia Terengganu, Malaysia.
2 Special Interest Group on Modelling and Data Analytics, Faculty of Ocean Engineering Technology and

Informatics, Universiti Malaysia Terengganu, Malaysia.
*E-mail: [email protected], [email protected]

ABSTRACT

Mathematics is one of the subjects that always scare the students since they were in primary school. In fact,
students' interest in this subject is often discussed since there are many factors that influence this issue. For
example, lack of motivation among students about the importance of mathematics, as well as the weakness
of students in applying mathematics in everyday life are some of the examples that affects to this issue.
Therefore, the aim of this study is to measure students' perceptions of mathematics subject specifically in
one of the schools in the rural area of Terengganu, namely SMK Kuala Jengal, Dungun, Terengganu. The
main method used in this study is through questionnaire given during activities conducted with the same
respondents. The results of the survey showed that students' perceptions of the six aspects researched are
different, depending on the understanding of each student. Therefore, it can be concluded that more proactive
actions should be taken by teachers in order to improve the quality of understanding of the students in
mathematics as this subject is very important in their future studies especially for those who choose the
STEM area.

Keywords: Mathematics; Calculations; Numbers; Applications; Perception

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EFFECTIVENESS OF INFOGRAPHIC ON LEPTOSPIROSIS AMONG UNIVERSITY
STUDENTS

*Nur Juliani Shafie1, Aini Hasanah Abd Mutalib2, Muhammad Syimir NurAzim Azhar1, Nor
Zalipah Mohamed1, Mohd Ulul Ilmie Ahmad Nazri3

1Faculty of Science and Marine Environment, Universiti Malaysia Terengganu, 21030 Kuala

Nerus, Terengganu, Malaysia
2Institute of Tropical Biodiversity and Sustainable Development, Universiti Malaysia

Terengganu, 21030 Kuala Nerus, Terengganu, Malaysia
3STEM Foundation Centre, Universiti Malaysia Terengganu, 21030 Kuala Nerus, Terengganu,

Malaysia

*E-mail: [email protected]

ABSTRACT

Zoonotic disease including leptospirosis has been a major concern in terms of health issues worldwide. This
disease involves interaction between animal reservoirs such as rodents, environmental conditions and also
human intervention. Social media, infographic and other communication channels have the potential to
convey health-related messages, especially among young people. This study aimed to determine the
effectiveness of infographic on leptospirosis among university students. In this survey, we performed a cross-
sectional study among 89 respondents from Universiti Malaysia Terengganu. More than half of the
respondents were female (66.3%; N = 59). The highest percentage of respondents recorded were 19 years
old (32.6%; N= 29) and the majority of the respondents were from Bachelor program (49.4%; N = 44).
Overall, almost all had no experience, nor having family members suffered from leptospirosis disease
(97.8%; N= 87). There is a significant difference between communication channels for leptospirosis
awareness (F = 30.0987, df = 9, p < 0.0001). Respondents mostly chose social media to receive information
regarding leptospirosis (N = 72, mean = 0.8090), followed by lessons from school/work (N = 55, mean =
0.6180). Social media is highly significant compared to other communication channels such as information
from family/friends/ relatives, newspaper and radio/tv. Pamphlets/banner, information from health
professionals, magazines and other communication channels are least likely to be prompted by the
respondents. There was a significant difference between the respondents’ awareness and knowledge level of
leptospirosis before and after looking at the infographic (χ2 (1, N = 2136) = 197.4645, p < 0.0001). Almost
all respondents (98.87%) agreed that the infographic is easy to understand and suitable for public view and
interested in finding out more about leptospirosis. All respondents also agree that this infographic gives them
a good understanding about leptospirosis as general.

Keywords: Awareness, knowledge, leptospirosis, Malaysia, rodent-borne disease

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Implementation of Project Based Learning (PjBL) by Interdiciplinary Collaborative
in Malaysian primary school: A pilot project

Norfadhillah Yusoff, Dr. Nur Jahan Ahmad
Universiti Sains Malaysia

Abstract

Research in science field nowadays emphasizes the importance of STEM education with interdisciplinary
integration to encourage exploration, inquiry, and real-world problem-solving experiences for students. This
article reports on a pilot project that aims to explore the implementation of Project-based Learning (PjBL)
by interdisciplinary collaborative. The mixed method study using focus group interview, observation, and
document review to primary school teachers and surveys to students involved in the pilot project. Sixteen
schools across Malaysia with different backgrounds were selected in this pilot project with a study focusing
on the ability of teachers in the phase of planning, implementing, and evaluating teaching and learning in an
interdisciplinary collaborative approach. A survey of 212 students provided input that PjBL increased
students' interest and they could relate their knowledge to problems in daily life. This study concludes with
practice implications and discussion on how the implementation of PjBL by interdisciplinary collaborative
can be conceptualized to be widely disseminated.

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THE IMPACT ON COGNITIVE SKILLS ABILITY OF HEARING IMPAIRED
CHIDREN AFTER LEARNING SCRATCH BLOCKS PROGRAMMING.

*1Wan Mohd Tarmizi Wan Mohd Yusuf
1Pusat Asasi STEM, Universiti Malaysia Terengganu

*E-mail: [email protected]

ABSTRACT

Toward the modernisation and advancement in high technology implemnetation in daily life, it is crucial for
everyone to keep track by learning and understanding how to use each of new technology. Most children
may learn about this new development of technology in school but it may not be assesible for special needs
student such as hearing impaired children because the instructor or teacher responsible to teach them must
be able to translate and to explain how to use and manipulate any new mobile phone applications or computer
programs so that they can use them efficiently. Scratch blocks programming has introduced simple yet
effective method for beginners to learn programming by simple gesture of dragging a clock containing a
preset code which is not just fun but effective for teaching hearing impaired children simple programming.
Through out the process, this special needs student had shown positive response during the class and were
able to follow the lesson. The cognitive skills had been positively evaluated by the teachers by the end of the
lesson.

Keywords: cognitive skills; hearing impaired; scratch blocks

TSC 029

SRI BESTARI PRIVATE SCHOOL STEM TEACHERS PERCEPTIONS ON THE
TEACHING OF STEM EDUCATION AS A SUBJECT: POSSIBILITIES AND
CHALLENGES

In order to promote STEM (Science, Technology, Engineering, and Mathematics) education through
developing a professional development model, this study seeks to identify Sri Bestari Private School science
teachers’ perceptions regarding STEM education and its interdisciplinary nature and to identify the factors
that facilitate and hinder such a form of instruction in their schools. Being one of the private schools that
implements studies of STEM education in their syllabus, this study elicits science teachers’ perceptions using
qualitative methodologies. The instruments include focus groups, teacher reflection, and an interview
protocol. The study ends with recommendations that could lead to developing a professional development
model of what science teachers need in terms of pedagogical content knowledge to enact STEM education
in class.

TSC 030

THE KNOWLEDGE OF PRE-UNIVERSITY STUDENTS ON LEPTOSPIROSIS

*Mohd Ulul Ilmie Ahmad Nazri1, Aini Hasanah Abd Mutalib2, Muhammad Syimir Nur Azim
Azhar3, Nor Zalipah Mohamed3, Nur Juliani Shafie3

1STEM Foundation Centre, Universiti Malaysia Terengganu, 21030 Kuala Nerus, Terengganu, Malaysia
2Institute of Tropical Biodiversity and Sustainable Development, Universiti Malaysia Terengganu, 21030

Kuala Nerus, Terengganu, Malaysia
3Faculty of Science and Marine Environment, Universiti Malaysia Terengganu, 21030 Kuala Nerus,

Terengganu, Malaysia
*Email: [email protected]

ABSTRACT

Leptospirosis is a serious zoonotic disease relevant to the tropical countries including Malaysia. This disease
is caused the bacteria, Leptospira. The number of cases is elevating each year and notifiable number of deaths
increasing accordingly. This study is intended to assess the knowledge of pre-university students on the
spread of leptospirosis in Malaysia especially from the recreational areas. We performed cross-sectional
study in this survey towards foundation students of Universiti Malaysia Terengganu. Altogether, 57 students
were involved in this survey and 49% of them were male (N=28). Out of 13 questions asked about their
knowledge on leptospirosis, eight of them were answered positively (yes) and five questions were answered
‘not sure’. However, most of the students (98%; N=56) have heard about the disease and mostly they obtained
the information from media social (23%), school/work (15%), newspaper (14%), radio/television (14%) and
so on. Among relevant questions asked were the causal agent for leptospirosis. Among all, 66% (N=38)
acknowledged that leptospirosis is caused by pathogen but 47% (N=27) were unsure whether parasitic worms
could cause the disease. The students (49%; N=28) also were unsure that leptospirosis can be transmitted
from a human to another human. Most of them (63%; N=36) believed and understood that the only way to
prevent this disease to spread is by maintaining the cleanliness in the recreational areas.

Keywords: Leptospirosis, knowledge, awareness, public health, zoonotic disease

TSC 031

AWARENESS OF STEM EDUCATION THROUGH PEERS STEM
COACHING BOOTCAMP

Laili Che Rose
STEM Foundation Centre, Universiti Malaysia Terengganu

E-mail: [email protected]

ABSTRACT
Nurturing students’ interest in Science, Technology, Engineering, and Mathematics (STEM) careers is a
major goal of STEM education. With the advent of Fourth Industrial Revolution (4IR), workers with skills
in STEM are considered more important than ever. Recognizing the importance of STEM knowledge among
school students, the UMT STEM Foundation Centre through the National STEM Association Chapter
Terengganu has taken the initiative to conduct a program called STEM Peers Coaching. The program
involves elite school and day school students who are mentors and mentees. Assessments are made before
and after the program to measure the effectiveness of the programs carried out.

Keywords: STEM, coaching, peers, awareness

TSC 033

NURTURING UNIVERSITY STUDENTS’ VOLUNTEERISM VIA STEM
VOLUNTEERS INITIATIVE

*1Amirul Syafiq Sadun, 2 Furzani Pa'ee, 3Malvina Ludan, 4Mohd Fahmi Abdul Rahman, 5Nor Anija
Jalaludin, 6Mastura Abdul Rahman

1,3,4,5 Faculty of Engineering Technology, University Tun Hussein Onn Malaysia (UTHM), Johor,
Malaysia.

Faculty of Applied Sciences and Technology, University Tun Hussein Onn Malaysia
Sekolah Kebangsaan Parit Keroma Darat Muar, Johor,Malaysia

*E-mail: [email protected]

ABSTRACT

UTHM STEM Volunteers, is an initiative of establishing students volunteering network between various
faculties in University Tun Hussein Onn Malaysia such as Faculty of Engineering Technology, Faculty of
Applied Sciences and Technology, Centre of Diploma Studies, and Centre of Postgraduate Studies. Realising
the importance of encouraging the younger generation particularly the primary and secondary school students
to pursue their future career in the field of STEM, this effort is initiated in order to enhance the role of the
local university in providing students the encouragement needed. This team of volunteers has been directly
involved in more than 10 series of knowledge transfer programme in 2021 and 2022 involving more than
300 students in Muar district, Johor. Through various activities conducted by the undergraduate and
postgraduate volunteers from various field of studies (i.e., robotics, chemical, science, mathematics, and
physic), the school students are exposed to diverse topic of knowledge through activities such as knowledge
sharing, experiments, and STEM-themed competitions. Simultaneously, the UTHM students involved have
the opportunity to apply what they have learned in classes through the activities implemented besides
improving their soft skills. In one of the conducted activities, the team had the opportunity to be involved in
helping one of the primary schools in Muar, Johor to transform a storeroom into a STEM Activity Room.
The transformation took almost 2 months requiring high level the team commitment and dedication in order
to carry out activities such as painting, organizing, and equipping the STEM Activity Room with appropriate
equipment. With their hard work and creativity, the STEM Activity Room is now completed and ready to be
used for activities such as robot development and programming (Sumo Robot, Lego Robots and Line
Following Robots), and interactive corners such as the reading corner and the science/mathematics corner.
All of these efforts have been successfully implemented and realized with full cooperation of the volunteer’s
team and the schools and requires a teamwork commitment from both university and school.

Keywords: STEM Volunteers, STEM Activity Room; STEM in school, Interactive STEM Activities, STEM
Knowledge Sharing

TSC 034

CULTIVATION OF NEW GENERATIONS TO ADAPT THE AGE OF DIGITAL
TRANSFORMATION AND IMPOSE AI EDUCATION IN REAL WORLD
SCENARIO TODAY AND A PEEK INTO THE FUTURE

*1,2Thong Ying Li, 2Dr. Shan Jahan bin Assanarkutty
1,2SEAMEO RECSAM, Penang, Malaysia

*E-mail: [email protected]

ABSTRACT

Artificial intelligence (AI) education is vital and has a significant impact in this 21st-century informative
society but there are a lot of obstacles and challenges faced in AI education. Due to digital transformation,
more AI experts are needed to achieve aspirations for the Fourth Industrial Revolution (4IR) in Malaysia.
Prevalent AI education curricula and learning systems should be developed to expose AI’s technical skills,
concepts, knowledge, ethical and societal implications, AI career adaptability and impacts. There are
limitations in teaching and learning models, guidelines, and platforms to promote AI literacy among
educators and students. This research focuses on creating a new digital age generation in today’s real world
so that the students can adapt themselves in their future careers and become the critical talent pipeline in AI
era. We aim to cultivate AI-literate citizens by promoting digital citizenship, digital literacy, digital
intelligence, digital creativity, digital intelligence, digital entrepreneurship, AI literacy, and AI intelligence
to generate more future experts and advocates of AI. AI concepts, technical knowledge and implementations
are exposed to the students via workshops, seminars, exhibitions, and talks so that they can identify their
multiple intelligence and interests to adapt in real-world scenario and meet global job market demand in
future. A space science and AI education camp was conducted by using AI tools kits and Drone education
kits to draw the students’ interest in AI education. Game-based learning and active learning were
implemented to develop 21st-century skills such as computational thinking skills, mathematical reasoning,
critical thinking skills, problem-solving skills, design thinking and thinking design skills, and high order
thinking skills to train the students to be well-equipped before entering future workforce. This research is
aligned with SEAMEO Education Agenda Priority Area 7 “Adopting 21st Century Curriculum” and Priority
Area 4 “Promoting technical and vocational education and training”.

Keywords: Artificial Intelligence (AI) literacy; 21st century technical & soft skills; Ethical and societal
implications; AI career impacts

TSC 035

INTEGRATION MERDEKA BELAJAR CONCEPT IN DEVELOPMENT STEMC
MODULE FOR ELECTROCHEMICAL

AND RENEWABLE ENERGY AT VOCATIONAL SCHOOL
SMK-SMTI BANDA ACEH

1,2Azhari, *1,3Irwandi, 1Zulkarnain, 4Sulatri, 5Muhibbudin
1Physics Department, Universitas Syiah Kuala, Banda Aceh, Indonesia

2SMK SMTI, Banda Aceh, Indonesia
3STEM Research Center, Universitas Syiah Kuala, Banda Aceh, Indonesia
4Educational Chemical Department, Universitas Syiah Kuala, Banda Aceh, Indonesia
5Mechanical Engineering Department, Universitas Syiah Kuala, Banda Aceh, Indonesia

*e-mail: [email protected]

ABSTRACT

Indonesia's energy consumption continues to grow, and it needs to reduce its dependence on fossil energy.
The Ministry of Education plays a role in developing renewable energy through vocational education by
improving the quality of vocational education graduates through the Merdeka Belajar curriculum. The three
advantages of the Merdeka Learning curriculum are simpler and deeper, more independent, and more
relevant and interactive. STEM Research Center, Syiah Kuala University has initiated STEMC, which could
meet the advantages. The STEMC consists of ISLE-based STEM learning activities. ISLE (Investigative
Science Learning Environment) is a kind of inquiry learning model. The electrochemical and renewable
energy educational material has been developed using the model. The educational material was carried out
to study the concepts of electric current, electrolysis, and fuel cells. SMK-SMTI Banda Aceh students are
enthusiastic and happy to follow the practicum stages. In addition, they can more deeply understand the
concept of science because it combines theory and actual practice. The STEMC-based learning module is
designed with stages that help the constructivism process to increase the effectiveness of learning to be more
meaningful. In addition, this module helps students solve real-life problems by honing cognitive skills,
designing experiments, utilizing technology, applying knowledge, and combining cognitive, affective, and
psychomotor knowledge. As well as arouse curiosity and trigger students' creative imagination and critical
thinking. In addition, the demands of 21st-century learning require various breakthroughs in thinking and
formulating appropriate concepts and actions in preparing students to survive in the era of the industrial
revolution 4.0 and society 5.0. So far, research has yet to discuss the potential of STEMC in the independent
learning curriculum and focuses on vocational education, so the development of this module is expected to
be an innovation and reference in supporting the independent learning curriculum for vocational education.

Keywords: Merdeka Belajar; STEMC; electrochemical; fuel cell; vocational school

TSC 036

SUSTAINABLE LOCAL COMMUNITY DEVELOPMENT BASED ON STEM
LEARNING: A CASE STUDY OF UNIVERSITY TO TAMBON (U2T) PROJECT

*1Anong Srisopa, 2Bussaba Hintow, 1Montra Srisayam, 1Ratree Bumee,

3Thanasarn Phengphum

1Faculty of Science and Technology, Pibulsongkram Rajabhat University, Phitsanulok, Thailand
2Faculty of Management science, Pibulsongkram Rajabhat University, Phitsanulok, Thailand
3Faculty of Education, Pibulsongkram Rajabhat University, Phitsanulok, Thailand

*E-mail: [email protected]

ABSTRACT

The COVID-19 crisis has caused serious economic and social consequences. Ministry of Higher Education,
Science, Research and Innovation therefore has encouraged the University to Tambon (U2T) project to
develop a local community economy. University as a system integrator helps to drive the economy using
knowledge, research, technology, innovation and local resources. Don Thong Tambon (Tambon in Thai
means sub-district), located in Phitsanulok Province, Thailand, was selected as the case study of this research.
This research aims to develop a community potential based on STEM learning in order to achieve a
sustainable local economy through 3 activities; 1) community big data collection 2) value added production
from local materials 3) marketing promotion. The results showed that collaboration between researchers,
students and the community under STEM integration helped to achieve useful community big data. Value-
added products, organic fertilizer pellets from goat manure in Don Thong, was developed using science and
engineering skill. With the optimized compose process, high value of Nitrogen, Phosphorus and Potassium
fertilizer products were obtained. In addition, canned fertilizer pellets caused a slow release of nutrients,
eased in use and distributed easily through online markets. Altogether, with the excellent cooperation
between the university and community, U2T project based on STEM learning builds on the success of its
implementation which resulted in the development of local products and career advancement opportunities.

Keywords: Value added product; Local community; Goat manure; STEM; U2T

TSC 037

THE EFFECTIVENESS OF INCORPORATING TECHNOLOGY INTO GAME-
BASED LEARNING IN MATHEMATICS TO ENHANCE PRIMARY SCHOOL

STUDENTS' LEARNING INTEREST AND COGNITIVE SKILLS.

Danny Rachel Anak Sahek1
SK Haji Kelali Semera, Kota Samarahan, Sarawak, Malaysia

[email protected]
Dr. Narahan bin Raduan2
Samarahan District Education Department, Kota Samarahan, Sarawak, Malaysia
<[email protected]>

Thian Khian Niam3
Samarahan District Education Department, Kota Samarahan, Sarawak, Malaysia

<[email protected]>
Ko Chee Meng4

Samarahan District Education Department, Kota Samarahan, Sarawak, Malaysia
[email protected] >
Lau Sai Ping5

Samarahan District Education Department, Kota Samarahan, Sarawak, Malaysia
[email protected] >

ABSTRACT

The purpose of this research is to look at the efficacy of using an interactive game-based learning technique
in mathematics lesson to improve primary school children's learning interests and cognitive abilities. The
interactive activity in game-based material was created to enhance active learning among young learners in
primary schools. The resources are created to accommodate various learning styles, and the questions and
activities are linked with the text to assist and reinforce the idea being studied. However, instructors in the
classroom seldom examine the implementation of interactive game-based learning into the curriculum and
the learning is based on textbooks and activity books, with answers supplied. The students lose interest in
learning mathematics. Teachers frustrated with students' performance. As a result, interactive game-based
learning is added into Mathematics classes to make them more dynamic and beneficial for students. This
quantitative research includes 123 samples out of 441 young learners, and responses from 15-item surveys
were analyzed using SPSS. The findings indicate that the incorporation of technology into game-based
learning in Mathematics has influences on motivation (MD=3.76, SD=1.019) towards the development of
interest among learners. The incorporation of game-based interaction gives new chances for students to
explore more thoroughly, test ideas, get feedback and solve.

Keywords: Interactive, game-based learning, cognitive skills, learners interest, motivation

TSC 038

ENHANCING STEM AWARENESS AND ENTREPRENEURSHIP
UNDERSTANDING VIA STEMPRENEURSHIP PROGRAM AMONG

UNDERGRADUATES AND SCHOOL STUDENTS

*1Furzani Pa’ee, 2Amirul Syafiq Sadun, 1Nazirah Mohamad Abdullah, 1Noraini Ruslan, 1Fazleen Izzany
Abu Bakar, 1Nurul Nadia Adnan, 1Suzi Salwah Jikan, 1Phang Chang, 1Siti Noor Asyikin Mohd Razali,
1Noorzehan Fazahiyah Md Shab, 1Hamizah Mohd Safuan, 1Suhadir Shamsuddin, 1Faridah Kormin, 1Mohd

Kamarulzaki Mustafa

2 Faculty of Applied Sciences and Technology, Universiti Tun Hussein Onn Malaysia Pagoh Campus,
Muar, Johor, Malaysia

3 Faculty of Engineering Technology, Universiti Tun Hussein Onn Malaysia Pagoh Campus, Muar,
Johor, Malaysia

*E-mail: [email protected]

ABSTRACT

STEM education has gained great importance today. It provides the skills set to students that govern the way
students behave and think. Undoubtedly, students who possess the STEM skills make them more employable
and ready to meet the current labour market. In addition, the STEM skills set viz. creativity, problem-solving,
foresight and adaptability are the key success in entrepreneurship disciplines. Preparing for our future
generations to be the job creators instead of job seekers, STEM knowledge can be applied in any of the
business plan. To enhance the awareness and understanding of STEM and entrepreneurship, an educational
program was developed that integrates the elements of STEM and entrepreneurship. STEMPreneurship 1.0
program was first conducted in 2019 in Universiti Tun Hussein Onn Malaysia (UTHM) Pagoh Campus in
Muar, Johor. The program was successfully conducted with the involvement of 95 school students across the
24 schools in the district. With the same spirit and motivation, the program was continued during the post
pandemic of COVID-19. STEMPreneurship 2.0 program was well implemented in UTHM Pagoh campus
with the involvement of 581 school students from the state of Johor. The aim of this program was to enhance
the STEM awareness and simultaneously to expose the idea of how STEM knowledge can be applied into
money-making business. The program was sectioned into several categories according to the element of
STEM namely Mathematics and Statistics, Physics, Chemistry, Food Technology and Biodiversity and
Conservation. All these sections have successfully showcased products or concepts on how STEM can be
integrated into business. STEMPreneurship 2.0 was managed by 106 undergraduates students in UTHM
Pagoh campus undertaking the Entrepreneurship course. Indirectly, these undergraduate students serve as
the role models in bridging the STEM and entreprensuship subjects in addition to strengthening their soft
skills.

Keywords: stempreneurship; STEM; entrepreneurship; soft skills; education

TSC 039

TEACHER’S PERCEPTION TOWARDS GAME-BASED LEARNING IN
MATHEMATICAL LESSONS USING FUN LEARNING MATHEMATICS KIT

*1Khairil Bariyyah Hassan, 1,2Hasnur Hidayah Kamaruddin, 3Hazeeq Hazwan Azman, 4Norazah
Mohamad Nawawi, 5Mohd Fairuz Md Shaari, 6Yeow Seuk Fei

1,2,3,4Centre for Foundation and General Studies, Universiti Selangor, Selangor, Malaysia 5Centre for
Information and Communication Technology, Universiti Selangor, Selangor, Malaysia
6Universiti Teknologi Petronas, Perak, Malaysia
*E-mail: [email protected]

ABSTRACT

Game-based learning method is one of the teaching and learning tools that can be used to support students
in learning mathematics. There are several studies have shown the influences of this teaching method in
students’ achievement. The purpose of this study was to examine teachers’ perception towards game-based
learning in mathematical lesson through the implementation of Fun Learning Mathematics Kit (FleMatics).
A total of 40 secondary mathematics teachers in Petaling Jaya participated in this study and quantitative data
were collected throughout the FleMatics workshop program. Data were collected using pre and post survey
and analysed using descriptive statistic method. The result indicated that 97% of the teachers agreed that
game-based learning approach shared in the workshop will encourage and motivate their students in
mastering the mathematical concepts. It is also will enhance the level of student’s confidence in solving
mathematical problems. This demonstrated using FleMatics kit in mathematical lesson affect teacher
perception towards game-based learning approach.

Keywords: Fun Learning Mathematics; STEM Education; Game-based Learning

TSC 040

THE NEW NORM: BIORANCH - ONE STEP GAMIFICATION IN BIOLOGY
SUBJECT TO INSTIL STUDENTS' INTEREST

Ilham, H.M.O.,1 Adib, F.Z.1, Illy, N.M.A.,1 Nasrul, M.F.S. 1, Alia, A.S.1, Munirah, M.K.1, *Noraifaa, A.S.1
4 Bangunan Pusat Asasi STEM (PASTEM), Universiti Malaysia Terengganu (UMT), 21030 Kuala
Terengganu, Terengganu.

Corresponding Author: [email protected]

ABSTRACT

Gamification is defined as the use of game design in a non-game content. The BioRanch applied in
educational processes gamification can be described as an integration of the gamification framework into
Biology curriculum to 1) cultivate and engaging interest in Biology subject, 2) improve the STEM
Foundation student motivation, and 3) attitudes toward lessons despite of their differences in the academic
background. To cater the drop of interest in biology subject, this innovation aims to determine the BioRanch
effects-based teaching practices on STEM foundation student by increasing the biology understanding
(CLO1) and their attitudes toward interaction in an online setting. The preliminary games apps project is
designed with quantitative research methodology and considered an experimental design using pre and post-
test experimental and control groups. This project involved 30 current STEM Foundation students of
Universiti Malaysia Terengganu from Jan-Feb 2021, comprising 20 students in the experimental group
compared to 10 students in the control group. The participant will be gained knowledge by accessing the
multimedia materials in a proactive involvement through several games integrated into BioRanch. Results
indicated that the experimental group have shown positive impact with an increasing interest (P <0.05)
toward biology subject thus achieving the objective proposed which increase by 92% of the participant
interest and knowledge in Biology subject. BioRanch is currently on-going game app development.

Keywords: BioRanch, gamification, interest, teaching practices, integration, STEM

TSC 041

CHEM-21-LAB MODULE: THE PROJECT-BASED LEARNING ACTIVITIES
IMPROQVE THE PRE-UNIVERSITY STUDENTS’ 21ST-CENTURY SKILLS AND

STEM APPLICATIONS

*1Dr. Nurul Fatni Abdussyukur, 1,2Chia Chew Ping
1,2Matriculation Division, Ministry of Education, Malaysia
Selangor Matriculation College, Ministry of Education, Malaysia

*[email protected]

ABSTRACT

The importance of chemistry practical work in enhancing students' performance and 21st-century skills has
been highlighted in the literature. The Malaysia Education Blueprint Transformation emphasized the efforts
at implementing 21st-century teaching and learning in the curriculum. The open-ended inquiry teaching
approach is aligned with the needs of 21st-century pedagogies in chemistry practical work. However,
Malaysian chemistry lecturers were incompetent in the 21st-century pedagogies and practiced the cook-book
recipe teaching style which proved ineffective in enhancing students’ 21st-century skills. Therefore, the
purpose of this study was to design a chemistry practical work pedagogical module namely the Chemistry-
21stCentury-lab (CHEM-21st-LAB) module based on 21st-century skills of critical thinking, creativity and
innovation skills, and digital literacy skills for the Malaysian Matriculation Programme. A design and
development research (DDR) with needs analysis, design, and development, and implementation and
evaluation phases were employed. Thus, a pedagogical module for chemistry practical work with innovative
teaching strategies based on 21st-century skills was needed. The CHEM-21st-LAB module developed based
on constructivism theory, T-PACK, and TABA curriculum model was prepared for the lecturers and
validated by three experts. In the final phase, one Matriculation College in Malaysia implemented the
CHEM-21st-LAB module among 24 science students and one lecturer. The module effectiveness was
evaluated using a single-group quasi-experimental, pre-test, and post-test. The student’s critical and creative
thinking scores were measured using YP Critical and Creative thinking test. Increased mean differences of
critical thinking (+16.67%) and creative thinking (+4.17%) were gained after the module implementation.
Meanwhile, there was a significant difference between the pre-test mean (Mean = 3.79) and post-test mean
(Mean = 4.22) (t = - 10.249, df =34, p < .05) for students’ digital literacy skills. The results indicate
improvement in students’ 21st-century skills. Then, a survey on 21st-century skills teaching practices to the
lecturer shows that the mean score value was higher after the module implementation (Pre-mean = 1.20;
post-mean = 4.13). Hence, the CHEM-21st-LAB module provided a framework to address the current
Malaysian Ministry of Education. The findings could guide the development of other pedagogical modules
for any parallel pre-university programs toward real-world STEM applications and 21st-century pedagogies
and skills enhancement in chemistry practical work.

Keywords: Chemistry curriculum, Chemistry practical work, 21st -century skills, Pedagogical module,
Design, and development research

TSC 044

AUGMENTED REALITY APPLICATION FOR CHILDREN LEARNING:
ANIMALS AROUND THE WORLD USING UNITY 3D PLATFORM

Connie Shin @ Connie Cassy Ompok
University Malaysia Sabah

Wong Seng Yue
University Of Malaya

[email protected]

ABSTRACT
Early Childhood is a crucial stage in terms of a child’s physical, intellectual, emotional and social
development. ECE curriculum strongly advocates that activities should be play-based, child-centered and
project-based as well as hands on and engaging experiences for children. Covid-19 has changed the landscape
of ECE: change of instruction and pedagogy, and reliance on technology as a mediator. Nowadays,
Augmented Reality (AR) has become one of the most used technologies that may help preschool children to
better acquire knowledge and skills. However, it is still unknown how preschoolers would make use of AR
as a learning tool. Within the scope of this study, the principle of the fun learning of children in preschool
age in Sabah, Malaysia has been discussed. Animals around the World, a book designed by authors, an AR
application was developed for preschool children to make learning more fun. In this AR application, Unity
3D platform and Vuforia SDK Augmented Reality Library in learning were utilized.

Keywords: Unity 3D, Augmented Reality, Vuforia, Animals Around the World