Education, Science, and Technology International Conference

Students of Mathematics Education of Feminine Female in Probability Problem-Solving on Binomial Distribution Based Field-Independent Cognitive Styles

Supratman, I Ketut Budayasa, Endah Budi Rahaju — Wed, 30 Jul 2025 00:00:00 +0000

This study aims to analyze the probabilistic thinking of a female undergraduate student in Mathematics Education who possesses feminine characteristics and a Field-Independent cognitive style. The subject, coded as MPI (Independent Female Student), was selected based on the needs of the study and met specific criteria: gender identity determined through a gender questionnaire, cognitive style identified using the Group Embedded Figures Test (GEFT), and mathematical ability assessed through UTBK SBMPTN questions. Among 20 students assessed, the majority demonstrated moderate mathematical ability, with MPI selected as a representative subject based on her profile. This research uses a descriptive qualitative method with a case study design. Data were collected through probability problem-solving tests and interviews and were analyzed through the processes of data reduction, data presentation, and conclusion drawing. The analysis was guided by Polya's four-stage problem-solving framework: understanding the problem, devising a plan, carrying out the plan, and looking back. The findings indicate that MPI exhibits generally good probabilistic thinking. She was able to understand the problems well, devise a plan, and execute her solution. However, some shortcomings were identified, particularly at the "devise a plan" stage, where she did not apply the combination formula appropriately, which led to errors in the use of the binomial distribution formula. Additionally, while the “looking back” stage was not evident in her written responses, reflective thinking was revealed during interviews. Overall, the study concludes that feminine female students with a Field-Independent cognitive style can demonstrate strong probabilistic thinking, though they may require further support in applying specific mathematical strategies. This research contributes to the understanding of how gender and cognitive style influence mathematical problem-solving in higher education, especially in the context of probability.

Visual Representation Profile of Junior High School in Solving The Geometric Word Problem

Dian Novita Rohmatin, Dian Kurniati, Susanto, Arfan Yudianto — Wed, 30 Jul 2025 00:00:00 +0000

Visual representation is essential to provide an aid for the student to understand geometry word problems. A proper representation can help them to recognize a context of the problem and ease to plan the appropriate strategy to solve this. This qualitative study therefore aims to describe the profile of visual representation in solving geometric word problems. The subjects of this study were 30 students of class 9A MTs Negeri 3 Mojokerto in the 2024/2025 academic year. The results of the study reveals that 4 students used accurate schematic representation, 15 students used inaccurate schematic representation, and 11 students used pictorial representation. Students whom used accurate schematic representation described objects carefully and paid attention on the size, location, and distance between objects. Meanwhile, students whom used inaccurate schematic representation described the objects and the distance between the two objects, but there were some imperfections such as depicting lines representing sunlight (including depicting non-straight, non-single lines with various directions, not touching objects, cutting objects, through the back of the building) and not comparable between one line segment and another. In the meantime, students with pictorial representation only made drawing objects in the form of buildings and trees, and only added 1 information about the distance between the two objects.

The Practice of Traditional Game “Galah Kepong” to Develop Bodily-Kinesthetic and Interpersonal Intelligence Among Students

Iin Maulina — Wed, 30 Jul 2025 00:00:00 +0000

Traditional games can serve as meaningful educational tools, particularly in teacher education programs where the development of physical and social-emotional competencies is essential. This study aims to explore the implementation of the traditional Indonesian game Galah Kepong and its contribution to the development of bodily-kinesthetic and interpersonal intelligences among early childhood teacher education students. Using a descriptive qualitative approach, the research involved 17 second-year students who participated in three structured game-based learning sessions. Data were collected through observation, interviews, and documentation. The study revealed that Galah Kepong supported improvements in bodily-kinesthetic intelligence, including coordination, balance, agility, and spatial awareness. In parallel, it also enhanced interpersonal intelligence through teamwork, communication, empathy, and emotional regulation. Reflection sessions after gameplay allowed students to articulate their learning experiences and connect them to their future teaching roles, particularly in promoting play-based, inclusive, and culturally responsive practices in early childhood education. Additionally, the study identified practical challenges in implementing traditional games within higher education, such as space limitations and varying levels of familiarity with the game. Overall, Galah Kepong proved to be an effective, joyful, and culturally grounded strategy to foster holistic competencies in prospective early childhood educators.

Place-Based Inquiry Teaching Approach (PBITA): Effects on Junior High School Students’ Conceptual Understanding in Biology

Sittie Ainah B. Macaumbao, Hannah P. Abdulmalik — Wed, 30 Jul 2025 00:00:00 +0000

This study examined the effects of the Place-based Inquiry Teaching Approach on Grade 8 students’ conceptual understanding in Biology. Using a quasi-experimental design, two (2) sections of students from MSU-Tamparan Community High School during the school year 2024–2025 school year participated. Data were collected through a researcher-made Biology Conceptual Understanding Test (BCUT) with a reliability coefficient of 0.82. Analysis included descriptive statistics, independent samples t-test, and Levene’s test at a 0.05 significance level. Specifically, the study investigated: (1) students’ conceptual understanding levels in both experimental and control groups before and after the intervention; (2) significant difference between the mean scores of the experimental and the control group in their conceptual understanding test before and after the intervention and their mean gain score; and (3) the experimental group’s perceptions of the Place-based Inquiry Teaching Approach. Findings revealed that after the intervention, 93.3% of students in the experimental group reached the "Developed" level of conceptual understanding compared to 46.7% in the control group. The experimental group had a significantly higher mean BCUT score (39.20) than the control group (28.27), with mean gains of 18.00 and 7.87, respectively (p = 0.000). Thematic analysis of student reflections and interviews revealed positive perceptions of the teaching approach, emphasizing its engaging and meaningful nature through real-life applications, local context exploration, and collaborative learning.

Analysis of the Implementation of the Independent Curriculum Through the Understanding by Design (UbD) Approach in Chemistry Lessons : Literatur Review

Aldho Wibowo, Aneu, Indah Karina Yulina, Nabilah Adwa — Wed, 30 Jul 2025 00:00:00 +0000

Understanding by Design (UbD) is a design or framework in learning that was first introduced by Grant Wiggins and Mc Ticghe. Understanding by Design (UbD) is defined as a learning design whose goal is to focus on achieving holistic student understanding. This study aims to review the implementation of the Independent Curriculum through the Understanding by Design (UbD) approach in Chemistry subjects through literature studies. The literature study was conducted by collecting data from various articles relevant to this topic, published in the period 2013-2025. This study concludes that the application of the Understanding by Design (UbD) model has proven to be effective and efficient in improving learning achievement, 21st century skills, and students' creative thinking skills, with fun, interactive learning, and encouraging independent learning.

Developing an Augmented Reality-Based Laboratory Manual for Chemistry Education in Low-Resource Schools

Laila Indriani, Dedeh Kurniasih, Rizmahardian Ashari Kurniawan — Wed, 30 Jul 2025 00:00:00 +0000

Hands-on chemistry experiments are vital for high school education but are often hindered by resource limitations in schools, particularly the lack of laboratory facilities and materials. This research and development (R&D) study aimed to design, develop, and evaluate an Augmented Reality (AR)-based practicum guide as a practical solution to these challenges. Employing the ADDIE development model, the study produced an AR application and a companion laboratory manual for acid-base chemistry. The product's validity was assessed by experts using Aiken's V, while its practicality was evaluated through questionnaires administered to 31 high school students and a chemistry teacher. The results demonstrated high quality, with an expert validation score of 0.87 ('Very Valid'). The practicality assessment was also highly positive, yielding average scores of 86.85% ('Very Good') from students and 98.21% ('Very Good') from the teacher. The study concludes that the AR-based practicum guide is a valid and highly practical tool that effectively overcomes resource barriers in science education. It enhances student engagement and offers a viable solution for conducting laboratory activities in schools with limited facilities, thereby helping to democratize access to hands-on scientific learning.Augmented Reality

Evaluation of The Scientific Reasoning Skills of Grade Six Pupils in Amai-Pakpak Central Elementary School, Marawi City

Jomera B. Amer, Nafisah M. Abdulrachman — Wed, 30 Jul 2025 00:00:00 +0000

This study investigated the scientific reasoning skills of 291 sixth-grade students at Amai-Pakpak Central Elementary School (APCES) in Marawi City, during the school year 2024-2025. The research aimed to address a critical gap in the literature by evaluating these skills in a specific school context, providing valuable insights for educators and policymakers to enhance science education and promote scientific literacy. The study utilized an adapted version of Lawson's Classroom Test of Scientific Reasoning (LCTSR). The study also examined the cognitive development stages based on Piaget's theory and its potential impact on scientific reasoning abilities. It employed a descriptive research design, utilizing the LCTSR to gather quantitative data. The findings revealed concerning scientific reasoning skills among the students. The participants demonstrated the highest proficiency in conservation of weight (72.0%), while their performance in other areas, such as conservation of volume (33.2%) and proportional reasoning (21.2%), was significantly lower. Notably, critical reasoning skills like identification and control of variables (17.9%), probabilistic thinking (17.9%), and hypothetical-deductive reasoning (17.1%) showed alarmingly low scores. In terms of students’ levels of scientific reasoning skills, the study also recorded that 81.4% of students were functioning at the concrete operational stage, indicating a reliance on concrete experiences and a struggle with abstract reasoning.

Learning Chemistry Through Project: The Impact of STEM – Based Project Learning on Students’ Mastery of Natural Acid- base Indicators

Hilka Yovi Selvirna, Dedeh Kurniasih, Raudhatul Fadhilah — Wed, 30 Jul 2025 00:00:00 +0000

The low student achievement in acid–base material at SMAN 9 Pontianak highlights the need for an innovative learning approach that promotes active student engagement and strengthens conceptual understanding. Previous studies have shown that the Project-Based Learning (PjBL) model can improve students' conceptual understanding when integrated with the STEM (Science, Technology, Engineering, and Mathematics) approach. This study aims to analyze the effect of the STEM-based PjBL model on improving student learning outcomes. A quantitative approach was used with a quasi-experimental design of the Nonequivalent Control Group Design type. The sample was selected using purposive sampling, resulting in 74 eleventh-grade students out of 246, divided into a control group (demonstration method) and an experimental group (PjBL-STEM), each consisting of 37 students. The research instruments included validated pretest and posttest questions. Data were analyzed using normality tests, homogeneity of variance tests, independent sample t-tests, and effect size calculations. The results showed a significant difference between the two groups, with an effect size of 2.085, which falls into the high category. These findings indicate that the implementation of the STEM-based PjBL model significantly improves student learning outcomes and is effective in developing critical thinking skills and understanding of chemistry concepts. Therefore, the STEM-based PjBL model can be considered a strategic alternative in chemistry education.

Literature Review: Implementation of Project Based Learning to Improve Creative Thinking Skills in Chemistry Learning

Uswatun Hasanah, Indah Karina Yulina, Tania Avianda Gusman — Sat, 09 Aug 2025 00:00:00 +0000

Project-Based Learning (PjBL) is an effective learning approach to improve students' creative thinking skills in 21st century chemistry learning. This study aims to systematically review scientific articles that discuss the implementation of PjBL and its relationship to the implementation of PjBL. development of creative thinking skills based on Guilford's theory (fluency , originality, flexibility, elaboration) and Mihaly Csikszentmihalyi (curiosity, openness, perseverance, ambiguity tolerance, task commitment). The research method used was a systematic literature review of 10 scientific journal articles published between 2020 and 2024. The results showed that PjBL can significantly improve students' ability to generate original ideas, think flexibly, and have a commitment to tasks and high curiosity. These findings confirm that PjBL is a model that is able to integrate cognitive, affective, and social aspects of students in the context of chemistry learning. This study recommends the implementation of PjBL consistently and contextually by teachers to build a learning environment that encourages creativity.

Exploring Pre-Service Biology Teachers’ PCK-STEM in the Context Waste Management

Sistiana Windyariani, Setiono — Wed, 30 Jul 2025 00:00:00 +0000

This study aimed aimed to explore the Pedagogical Content Knowledge STEM education (PCK-STEM) in the contecxt waste management among pre service biology teachers through an analysis of their teaching modules and teaching simulations. The research employed a qualitative design with an exploratory case study approach involving document analysis and classroom teaching simulations. Data were collected from document four participants and analyzed using a score rubric (Likert scale 1-4). Results showed that the highest score was in Curriculum Knowledge (89.06%), followed by Content Knowledge (80.36%), indicating strong alignment with national learning standards and accurate conceptual integration. However, lower scores were found in Knowledge of Students’ Understanding (63.75%) and Assessment Knowledge (72.32%), reflecting limited attention to student misconceptions and formative assessment practices. Data obtained from the results of teaching simulation observations, participants demonstrated strong performance in assessment strategies (78,75%) and STEM-based pedagogy (75,0%), moderate performance in scientific content clarity (70,0%), weakest area was attention to student learning difficulties (57,5%). This study highlight the need for pre service teacher to provide structured opportunities for reflective practice, support in student centered pedagogy, and authentic assessment with STEM processes.

Validity of the PjBL-APCP Learning Model: Building a Teacherpreneur Mindset as an Action Plan to Solve Science Learning Problems for teacher candidate 21st Century

Ani Anjarwati, Endang Susantini, Yuni Sri Rahayu — Wed, 30 Jul 2025 00:00:00 +0000

To prepare graduates who are ready to compete and adapt to the demands of the 21st century, effective educational strategies must be implemented. Among the essential competencies for this era is the ability to create innovative solutions for emerging problems an ability closely associated with entrepreneurial thinking. Teachers who demonstrate entrepreneurial traits are often referred to as teacherpreneurs. The “Project-Based Learning with Action Plan as Core Project” (PjBL-APCP) model was designed to cultivate this mindset among future educators. This study focuses on validating the PjBL-APCP model using a developmental research approach, specifically a validation study. The validation process assessed two key dimensions: (1) content validity, also known as relevance, and (2) construct validity, which refers to internal consistency. The validation was conducted with input from three experts in science education, utilizing structured validation sheets. Findings from the research and analysis indicate that the PjBL-APCP model demonstrates strong alignment and coherence, supported by very valid and reliable results (agreement rate ≥ 75%). The model is structured into seven sequential stages: (1) Identifying Potential, (2) Stimulating Instinct, (3) Concept Development, (4) Strategic Management, (5) Cultivating Sharing and Compassion, (6) Sustainability, and (7) Collaborative Engagement. Supporting tools used during the implementation process such as the Semester Learning Plan (RPS) and Student Activity Sheets (LAM 01 to LAM 04) were also verified as valid and reliable. Overall, the PjBL-APCP model shows promise in fostering teacherpreneurship by equipping prospective science teachers with actionable strategies to address 21st-century educational challenges.

Needs Analysis of STEM-Based Teaching Materials on Integrated Pest Management as a Sustainable Agriculture Solution in The Green Lifestyle Practice Course

Dwiyani Anjar Martitik — Wed, 30 Jul 2025 00:00:00 +0000

Agricultural issues in the modern world, particularly the negative environmental impacts of pesticides use, demand innovation in education. This study aims to analyse the need for integrated pest management (IPM) learning materials as a solution for sustainable agriculture to support learning in the Green Lifestyle Practice course. The research employed a descriptive qualitative method using purposive sampling through structured interviews distributed via Google Forms to 20 students who had taken the Green Lifestyle Practice Course during the even semester of the 2024/2025 academic year. The analysis results indicate that the importance of developing STEM-Based IPM teaching Materials. The findings of this study serve a crucial foundation for subsequent research focused on developing the STEM-Based IPM learning materials to enhance the learning process.

Electrifying Educational Games: Enhancing Student Learning with Electrochemistry Board and Card Games

Dedeh Kurniasih, Yuni Sara, Rizmahardian Ashari Kurniawan, Tuti Kurniati — Wed, 30 Jul 2025 00:00:00 +0000

In classrooms where traditional teaching methods prevail, student engagement and comprehension often suffer. Recognizing the significance of innovative learning tools in electrochemistry education, this study set out to evaluate the validity, effectiveness, and practicality of board and card media. Employing an ADDIE-based Research and Development (R&D) approach, we selected 30 students from Class XII MIPA 1 at SMA Muhammadiyah 1 Pontianak using purposive sampling. Validation from experts yielded impressively high scores of 0.90 and 0.83 for the material and media aspects of electrochemistry board and card, respectively. The teaching tools proved highly effective, with an effectiveness score of 0.92, and exceedingly practical, scoring 100% in practicality tests. This research underscores the suitability of the developed board and card media for enhancing electrochemistry learning in high school, particularly within the realm of voltaic cell sub-materials. These findings illuminate the transformative potential of these innovative tools in delivering enriched learning experiences for students.

Shaping Spatial Intelligence: The Influence of Curriculum on Students' Spatial Ability

Niakmatul Husni — Wed, 30 Jul 2025 00:00:00 +0000

Spatial ability plays a crucial role in mathematics and science learning, particularly in disciplines that require reasoning and problem-solving skills. The design of the curriculum significantly influences the development of students' spatial ability. This study aims to analyze the impact of curriculum design on students' spatial ability by comparing two curricula implemented in Indonesia: the 2013 Curriculum and the Merdeka Curriculum. A quantitative research approach was employed, involving 58 high school students majoring in science, with 27 following the Merdeka Curriculum and 31 following the 2013 Curriculum. Data were collected using a spatial ability test and analyzed using an independent two-sample t-test. The results indicate a significant difference in students' spatial ability between the two curricula, with students following the Merdeka Curriculum outperforming those following the 2013 Curriculum. This suggests that a more flexible and exploratory learning approach, as emphasized in the Merdeka Curriculum, can enhance students' spatial ability. The findings highlight the need for curriculum developers to integrate spatial reasoning into educational frameworks to improve students’ cognitive and academic development. Further research is recommended to explore the long-term impact of curriculum design on spatial ability and to examine other factors, such as teaching methods and socioeconomic background, that may influence spatial skills development.

Pedagogical Models and Applications of STEM Education: A Systematic Literature Review on Approaches, Tools, and Learning Outcomes

Hanik Malichatin, Ulya Fawaida — Wed, 30 Jul 2025 00:00:00 +0000

This systematic literature review aims to explore and synthesize current research on pedagogical models and applications of STEM (Science, Technology, Engineering, and Mathematics) education. Drawing on over 20 peer-reviewed articles published between 2016 and 2025, this study identifies the dominant instructional approaches, integration of technological and cultural tools, and the resulting impact on student learning outcomes and 21st-century skills. The analysis reveals a strong presence of inquiry-based learning, project-based learning, engineering design processes, and context-specific models such as STEM-EDELCY and ethno-STEM. Media such as virtual reality, IoT-based devices, hybrid laboratories, and indigenous knowledge are increasingly adopted to support experiential and contextual learning. Furthermore, STEM education contributes significantly to developing students' critical thinking, creativity, collaboration, and career interest in STEM fields. However, implementation challenges persist, including curriculum alignment, teacher readiness, and limited resources. This review offers insights for researchers, educators, and policymakers to develop more effective and contextually relevant STEM pedagogies.

Self-Improvement Plan as a Science Entrepreneur Through Social Media Optimization: Perspective of Female Pre-service Science Teachers

Iseu Laelasari — Wed, 30 Jul 2025 00:00:00 +0000

This research aims to determine the perspective of pre-service science teachers regarding self-improvement plans as a science-entrepreneur through social media optimization. Researchers used a qualitative descriptive method with a total of 45 female pre-service science teacher participants enrolled as students of the 6^th semester. The main instrument in this research is an open questionnaire containing 16 questions to express interest and entrepreneurship plans, the main profession after graduation, business management, the use of social media, and the effectiveness of it self. The findings showed that 95.6% of pre-service science teachers were interested in entrepreneurship, 88.9% of them had plans for entrepreneurship. There are two categories of entrepreneurs preference identified, namely science entrepreneurs (58.14%) and science edupreneurs (41,86%). Most of the participants (77.8%) planned to run the teaching profession as the main profession and entrepreneurship as a side profession, 17.8% planned to make entrepreneurship as the main profession. The output of assignments in lectures on several subjects such as development of science learning media, science teaching materials, science project, STEM, Biomimicry, science entrepreneurship, science edupreneurship, and halal product science also influence students' interest in entrepreneurship. Instagram (100%) and TikTok (93,02%) were chosen as the most widely preference social media. All participants view that social media is more effective and efficient because it has more advantages compared to conventional methods.

Implementation of STEM Approach to Raise Students' Sustainability Awareness in Science Learning: A Systematic Study

Sulasfiana Alfi Raida — Wed, 30 Jul 2025 00:00:00 +0000

The STEM approach is considered relevant to integrate scientific, social, and sustainability value dimensions in science education. This study is a Systematic Literature Review (SLR) that aims to identify and analyze STEM-based learning strategies in science learning that contribute to increasing students' sustainability awareness. The analysis was conducted on 31 selected articles from 2015–2025 using the PRISMA protocol and qualitative thematic analysis. The results of the study showed five dominant strategies: Project-Based Learning (PjBL), Problem-Based Learning (PBL), Engineering Design Process (EDP), inquiry-based and interdisciplinary learning, and ESD integration in the STEM curriculum. The sustainability indicators identified include: 1) sustainability practice awareness, 2) behavioral and attitude awareness, and 3) emotional awareness. The implementation of these strategies has proven effective in increasing students' scientific literacy, emotional engagement, and reflective attitudes towards environmental issues. These findings provide insights for the development of STEM-based science education that is contextual, reflective, and transformative in supporting sustainable development goals.

Board Game-Aided Teaching Approach: Effects on Students’ Conceptual Understanding in Chemistry

Raihana Batua Sarosong, Haniyyah Inoray G. Latip — Wed, 30 Jul 2025 00:00:00 +0000

Many students find Chemistry as one of the difficult subjects in secondary level as it is loaded with concepts that require not only understanding but also critical thinking and problem-solving skills. For this reason, the study aimed to investigate the effects of integrating board games in teaching Chemistry course. The research sample comprised of twenty-six (26) pairs of students from two intact classes of Grade 7 of Datu Mamintal Adiong Sr. Memorial National High School. They were matched according to the average of their First Quarter and Second Quarter Grades in Science during the school year 2023 to 2024. The students in the control group were exposed to conventional approach while the experimental group of students was exposed to board game-aided approach. The study utilized quasi-experiment with pretest-posttest control group design. Results revealed that experimental group of students’ level of conceptual understanding after the intervention showed progress (7.7% satisfactory, 76.9 % very satisfactory and 15.4 % outstanding, respectively). Additionally, it was found that there was no significant difference between the Conceptual Understanding Test mean scores of experimental and control groups before and after the intervention. Also, the findings showed that there was no significant difference between the control and experimental groups of students’ conceptual understating test mean gain score after the intervention. Thus, this study suggests that utilizing board games as an aid in teaching Chemistry concepts could still be helpful and applied since it does not bear negative outcomes to students’ conceptual understanding. In line with these, the researcher encourages future researchers to conduct comprehensive study how can these board games be applied more productively.

Development and Validation of an Assessment Tool for Science Lesson Plans

Everlita E. Canalita — Wed, 30 Jul 2025 00:00:00 +0000

Effective lesson planning is a critical yet frequently under-assessed component of high-quality science instruction. Despite its importance, existing tools for evaluating science lesson plans often lack specificity, consistency, and empirical validation. This study addresses this gap by developing and validating the Lesson Plan Assessment Tool for Science (LPATS), a standardized instrument designed to assess the quality of science lesson plans and teachers’ competence in lesson planning. Grounded in established pedagogical frameworks and informed by gaps identified in the literature, the study employed a developmental research design comprising four phases: initial tool construction, expert review, iterative refinement, and validation. Qualitative input from science education experts guided the revision of indicator statements to ensure clarity, coherence, and alignment with curricular and instructional standards. Quantitative analysis of content validity, using the item-level content validity index (I-CVI), scale-level content validity index (S-CVI), and modified kappa statistics, yielded perfect agreement scores (1.00), indicating strong expert consensus regarding the tool’s relevance and clarity. These results confirm LPATS as a valid and practical instrument for evaluating science lesson plans in both pre-service and in-service teacher education contexts. Beyond assessment, the tool supports reflective teaching practice, curriculum evaluation, and instructional quality assurance. LPATS offers a research-informed, user-friendly framework that advances science education by addressing the methodological need for a discipline-specific lesson plan evaluation tool. Future studies should investigate its construct validity, inter-rater reliability, and applicability across broader educational settings and long-term impact.

Development of Tuber-Based Microbial Fuel Cell (MFC) STEM KIT as an Environmentally Friendly Alternative Energy Learning Medium

Dody Rahayu Prasetyo, Faiq Makhdum Noor, Lia Duwi Aryani — Wed, 30 Jul 2025 00:00:00 +0000

This study aims to develop a STEM-based learning KIT that utilizes the working principle of Microbial Fuel Cell (MFC) using tubers as an environmentally friendly alternative energy source. This KIT is designed as an innovative learning media that integrates science, technology, engineering, and mathematics (STEM), while introducing the concept of renewable energy to students. The method used is research and development (R&D) with reference to the Borg and Gall model which has been simplified into five steps, namely: (1) identification of potential and problems through analysis of potential problems, literature studies, and field observations and interviews; (2) planning through Compiling development objectives and Designing product specifications; (3) initial product development through Making an initial prototype; (4) product testing and validation through Laboratory test results, Validation by material and media experts, and Teacher and student responses; and (5) product revision and refinement based on the evaluation results of the validation test, KIT electrical function testing, and responses from teachers and students. The validation results show that the KIT has a very good level of feasibility, with scores of 92%, 94%, and 94%. The maximum current values generated from cassava, gadung, and taro were 0.25; 0.14; and 0.41 mA, respectively. Positive responses were also given by teachers at 93% and 100%, and by students at 87%. These findings indicate that the tuber-based MFC STEM KIT is suitable for use as an alternative learning media that is environmentally friendly and applicable in the context of science education.

Literature Review : Analysis Implementation of Worksheets Students in Green Chemistry Against Green Chemistry Principles for Students at SMAN 1 Jamblang

Alia Fitria Ningsih, Mutiara Dwi C, Aneu, Ema Nurhidayah R — Wed, 30 Jul 2025 00:00:00 +0000

Study This aiming For analyze Application of Worksheet Students (LKPD) in context learning chemistry green and its influence to understanding green chemistry principles at SMAN 1 Jamblang . With use literature review approach , articles This to study various studies previous about the role of LKPD in increase engagement and results Study students . Results of the analysis show that integrated implementation of LKPD with the principles of green chemistry are able increase understanding student to concepts sustainability and environment . Research This expected can give contribution positive for development method more learning effective in education chemistry as well as push sensitivity student to issues environment.

Literature Review: Implementation of Differentiated Learning Strategies in Supporting Student Learning Outcomes

Sodikin, Tania Avianda G, Mutiara Dwi C, Andre Prasetyo Ubaidillah — Wed, 30 Jul 2025 00:00:00 +0000

This study aims to analyze the implementation of differentiated learning strategies in supporting student learning outcomes. Differentiated learning adjusts teaching methods and materials based on individual learning needs and styles, which is important in the context of 21st century education. Through a literature study covering national and international articles in the last ten years, this study found that the implementation of this strategy can improve student learning activities and outcomes at various levels of education, including junior high and senior high schools. The results showed that students involved in differentiated learning showed significant improvements in critical thinking and problem-solving skills. Thus, differentiated learning has proven effective in meeting students' diverse learning needs and making a positive contribution to their academic outcomes. This study recommends that teachers continue to implement and develop differentiated learning strategies to achieve optimal learning outcomes.

Factors Influencing The Course Preference of Senior High School STEM Strand Graduates Enrolled in Non-STEM Degrees

A’ishah G. Hadji Serad, Salamah M. Basher — Wed, 30 Jul 2025 00:00:00 +0000

This study aimed to determine the factors that influence the course preferences of Senior High School (SHS) graduates from the Science, Technology, Engineering, and Mathematics (STEM) strand who chose to enroll in non-STEM degrees. The study used mixed-method research design. The respondents were the SHS STEM strand graduates of Marawi City National High School enrolled in non-STEM degrees in different higher education institutions in Marawi City. Findings revealed that most of these students had a very satisfactory academic performance in SHS, with general averages ranging from 85–89. Majority of the respondents were enrolled in private colleges. Most of their parents were college graduates, and many fathers worked as vendors or farmers, while most mothers were housewives. The typical family income ranged from ₱5,001 to ₱10,000 monthly. The most chosen non-STEM degrees were Social Work, Education, and Criminology. The study identified two major categories of influencing factors: social and individual. Social factors included university considerations, perceived usefulness of the course, and social considerations. Individual factors encompassed personal interest, the influence of surrounding and geographic location. The study found that personal and social factors were more influential than academic or economic backgrounds. Students were strongly influenced by their own interests, peer advice, perceived job opportunities, and the convenience of the school location. However, Academic performance and parents’ socio-economic status did not significantly influence their course choices. The study concludes that the course decisions of the STEM graduates who pursued non-STEM degrees is largely influenced by personal interest, peer advice, perceived job opportunities, and convenience rather than academic performance and parental socio-economic status.

Collaborative Learning Strategies in Algebra: Effects on Grade 8 Students’ Conceptual Understanding

Amerah S. Mohammad, Asgar M. Anda — Wed, 30 Jul 2025 00:00:00 +0000

Collaborative learning strategies have emerged as effective approaches in fostering students’ conceptual understanding, particularly in mathematics, by encouraging active participation, peer interaction, and shared problem-solving. This study aimed to investigate the effect of collaborative learning strategies on students’ conceptual understanding in algebra. The study used a quasi-experimental design using a pretest and posttest control group design. The participants were Grade 8 students of Ampaso Memorial National High School at Binidayan, Lanao del Sur. The findings showed that before the intervention, the control group had a mean score of 13.00, while the experimental group had a mean score of 13.35. The t-value of .33 and p-value of .74 indicate no significant difference in conceptual understanding between the two groups. After the intervention, both groups improved, but the experimental group showed a greater increase with a mean score of 28.81. The t-value of 2.21 and p-value of .032 indicate a statistically significant difference on the control and experimental groups. The findings of this study suggest that collaborative learning strategies had a positive effect on students’ conceptual understanding. It is recommended that educators incorporate collaborative learning strategies into algebra instruction to enhance conceptual understanding.

Slowmation Integration in Teaching Earth Science: Effects on Grade 11 Students’ Performance and Interest

Rania Banocag Pacatua, Nafisah Moalam Abdulrachman — Wed, 30 Jul 2025 00:00:00 +0000

This study aimed to investigate the impact of using the student-constructed slowmation video in learning process its effect on performance and interest in Earth Science. This study utilized mixed-method research design to collect data from eighteen (18) Grade 11 students of Adiong Memorial State College (AMSC). The findings showed a notable improvement in the experimental group’s earth science performance (mean score from 17.5 to 40.2), compared to the control group (mean score increased from 16.5 to 28.1). There is no significant difference between the control and experimental group’s performance before intervention. However, there is a significant difference between the control and experimental groups after intervention. The level of interest showed significant improvement after intervention. However, there is significant difference in control and experimental groups after intervention. Overall, this method was seen as innovative tool that improved both the learning experience and students’ interest in earth science. This method increased the earth science performance and interest of the grade 11 students. It is recommended for educators and curriculum makers to consider these results when designing a lesson or curriculum.

The Lived Experiences of Mathematics Coordinators in Supporting Teacher Development

Wed, 30 Jul 2025 00:00:00 +0000

Recognizing the critical influence of mathematics education on students’ academic and professional success, this qualitative phenomenological study explored the lived experiences of Mathematics coordinators in the three divisions of Lanao del Sur, Philippines. With a particular focus on their roles, strategies, challenges and successes in supporting teacher professional development, the research involved semi-structured interviews with eight purposively selected coordinators from public schools in the province. Through thematic analysis of 266 significant statements, 65 formulated meanings emerged and were synthesized into seven key themes. The findings revealed that Mathematics coordinators serve as instructional leaders who foster collaboration, mentor teachers, align curricula, and facilitate professional learning communities. Effective strategies reported included blended approaches combining action research, peer coaching, technology integration, and the contextualization of teaching materials. Despite facing persistent challenges—such as limited resources, time constraints, and resistance to change—coordinators exhibited strong resilience, adaptability, and innovation. Their contributions led to improved instructional practices, enhanced teacher confidence, and better student learning outcomes. These insights underscore the critical role of Mathematics coordinators in shaping educational quality, particularly in culturally diverse and underserved contexts. The study emphasizes the importance of investing in targeted professional development, resource allocation, and institutional support to empower coordinators as agents of instructional improvement. The findings also suggest implications for policy reform and the development of sustainable, context-responsive teacher support systems.

Gender Stereotypes and Spatial Ability: Do Males Really Perform Better?

Andari Saputra — Wed, 30 Jul 2025 00:00:00 +0000

Numerous studies have shown that gender differences in spatial ability can be influenced by biological, social, and environmental factors. Information processing theory suggests that males tend to rely more on visuospatial working memory, whereas females are more likely to use strategies based on verbal working memory, which may impact their performance in spatial tasks. This study aims to analyze the differences in spatial ability between male and female students. A quantitative approach was employed, involving 78 students aged 15 to 17 from three schools in Bandung, Indonesia. The t-test results indicated a significant difference in spatial ability between males and females (p = 0.008), with males demonstrating superior spatial skills. However, the overlapping distribution of scores suggests that some females possess spatial abilities equivalent to or even higher than some males. Therefore, although males tend to excel in certain aspects of spatial ability, these differences are not absolute and may be influenced by external factors, environmental conditions, and varying learning opportunities among individuals.

Analysis of the Needs for Developing a Problem-Solving Model to Improve Students' HOTS Skills

Nurmawati, Eko Andy Purnomo — Fri, 15 Aug 2025 00:00:00 +0000

This research is the initial stage of a problem-solving model development study aimed at improving students' Higher Order Thinking Skills (HOTS) in mathematics learning. The main focus at this stage is to conduct a needs analysis to determine the actual learning conditions, students' and lecturers' understanding of the mathematization and mathematical modeling processes, as well as their obstacles, expectations, and readiness for the implementation of the learning model to be developed. A questionnaire instrument was compiled based on five main indicators, and distributed to students and lecturers at universities. The data obtained will be analyzed descriptively. The method used in this study is a qualitative research method. Research data collection through questionnaires and interviews. The subjects of this study were Mathematics Education students at universities in Semarang City. The results of the study are 1). Many students have problem-solving abilities in the low and medium categories. 2). Current mathematics learning has not fully accommodated the development of students' HOTS, 3). There is a significant need to understand and implement the mathematization and modeling processes in learning. These results will be used as a basis for developing a problem-solving learning model based on mathematization and mathematical modeling. The next research is to develop a Problem-Solving Model to Improve Students' HOTS Abilities.