ABOUT SEA STEM 2022 The IMT-GT Uninet network, established in 1996 by several universities from Indonesia, Malaysia and Thailand with agendas to develop STEM in these countries through various activities including the annual SEA-STEM International Conference (SEA-STEM). This conference provides an opportunity for educators, academic scientists, researchers, engineers, teachers and those related to share knowledge and experiences in the learning and teaching of Science, technology, Engineering and Mathematics (STEM) to empower the quality of education around the world. This year, Universiti Malaysia Terengganu, Malaysia (UMT) through STEM Foundation Center (PASTEM) has been selected to host the 3rd Southeast Asian Science, Technology, Engineering and Mathematics International Conference and Workshop (SEA-STEM2022) with the trending theme ”Shaping Creative and Innovative futures in STEM.” Objectives Exchange knowledge on innovation and research progress in the field of Science Technology, Engineering and Mathematics (STEM). As one of the activities to create a collaboration network between IMT -GT UNINET and universities in the network as well as strengthen existing collaboration networks and establish new collaborations between PASTEM and external institutions. Bringing together scientists in the field of innovation and being able to discuss and share ideas about the latest issues in the field of STEM Education. As one of the platforms for exchanging knowledge and sharing experiences from findings in innovation and research between academics and researchers from educational institutions in and outside the country related to the STEM field. Create a relaxed atmosphere for the discussion activities of participants from inside and outside UMT. Conference Theme Shaping Creative and Innovative futures in STEM

Welcome Message from Professor Dato’ Dr. Mazlan Abd Ghaffar, FASc, Vice Chancellor Universiti Malaysia Terengganu. In the Name of God, Most Gracious, Most Merciful. Assalamualaikum Warahmatullahi Taala Wabarakatuh. It is my utmost pleasure to welcome all participants to the 3rd SEA-STEM (Southeast Asia – Science, Technology, Engineering and Mathematics) International Conference and Workshop 2022 hosted by our own Universiti Malaysia Terengganu. My warmest appreciation to our partners, Indonesia– Malaysia–Thailand Growth Triangle (IMT-GT) UNINET of Universiti Utara Malaysia, National STEM Association (NSA) Terengganu Chapter (NSAT) and sponsorship partner. This is the third SEASTEM conference and the first to be held in a hybrid manner to facilitate all participants as the COVID-19 pandemic transitioned to the endemic phase. Following the theme `Shaping Creative and Innovative Future in STEM’ I hope that this conference will provide an excellent platform and ample opportunity for educators, academicians, scientists, researchers, engineers, teachers and those related to sharing research ideas, knowledge and experiences in the teaching and learning of Science, Technology, Engineering and Mathematics (STEM). This insightful sharing, hopefully, will be able to provide comprehensive, adaptive, creative, and innovative solutions and ideas to empower the quality of education around the world. On behalf of the organizing committee, I would like to take this opportunity to express my sincere appreciation to the IMT-GT Uninet for choosing UMT as the host and for the collaboration in organizing this conference. My sincere thanks should also be conveyed to all the keynote speakers and invited workshop speakers for their willingness to share their knowledge and ideas at the conference. Besides that, I would like to take this opportunity to express my heartfelt appreciation to all parties who have directly and indirectly contributed towards the success of this auspicious event, especially the committed and passionate committee members. Lastly, wish you all the best in sharing ideas and benefiting from the conference. Thank you very much for your participation and hope to see you at our future event.

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

The 3rd SEA-STEM International Conference, November 28-29th,2022 It is with great pleasure that I extend a warm welcome to all delegates of the 3rd SEA-STEM 2022 International conference and workshop. In the new global economy, we need a workforce with STEM knowledge and skills to remain competitive. A new workforce of problem solvers, innovators, and inventors who are self-reliant and able to think logically is one of the critical foundations that drive innovative capacity in the world. A key to developing the required knowledge and skills is strengthening the Science, Technology, Engineering and Mathematics programme in the education system. The strength of the STEM workforce is often viewed as a strong indicator of a nation’s ability to generate ideas towards the creation of innovative products and services. The SEA-STEM 2022 will be a platform to gather and disseminate the latest knowledge in recent areas of STEM covered during this conference. Academicians, Scientists, Researchers, Educators will be able to share and discuss new finding of STEM. I hope that participants enjoy the conference and have a memorable experience. To make this gathering a success, we are very grateful to the STEM Foundation Centre, Universiti Malaysia Terengganu, Malaysia for their tremendous support they have provided as host and to the conference organizing committee whose members have put together the engaging programme with the theme “Shaping Creative and Innovative Futures in STEM.”

Welcome Message from Associate Prof. Dr. Laili Che Rose, Chairman SEA-STEM 2022, Universiti Malaysia Terengganu. Assalamualaikum wbt and greetings, Welcome to SEA-STEM 22, First and foremost, as Chairman of the 3rd SEA-STEM International Conference and Workshop, I have the honour to welcome all the participants on behalf of the organizing committee and the Foundation of Science, Technology, Engineering and Mathematics (PASTEM), Universiti Malaysia Terengganu (UMT). I would like to extend our gratitude for giving us your fully support by attending in the Conference or Workshop of the 3rd SEA -STEM 2022. This year mark an event where we are returning to normalcy due to COVIC Pandemic. I wish to express our appreciation to our partners, sponsors, Indonesia–Malaysia–Thailand Growth Triangle (IMT-GT) UNINET of Universiti Malaysia Utara and National STEM Association (NSA) Terengganu Chapter (NSAT). Since the COVID-19 worldwide spread, most of the scientific conferences were hosted virtually, and with His Mighty Grace, this year Alhamdulillah, finally the sciences community will be able to interact and meet in this hybrid (virtual and face to face) platform. SEA-STEM will bring the outstanding achievement of every academician, researchers, and scholars as well in sharing their experiences in the workshop available focusing in shaping the creative mind and innovative future in STEM education-which is the 3rd SEA-STEM 2022 theme. This year, SEA-STEM 2022 will be centring on four main topics covering Technology Enhanced STEM in teaching and learning, Curriculum studies focusing on STEM Education, Pedagogical application in STEM Education and the empowerment of women in STEM. At last, I hope this conference will help to expand the knowledge in different discipline thus will be able to contribute to the betterment of STEM Education and empowering women around the globes. I would also like to thank the Organizing committee and those involved with the conference as well in the workshop. Finally, I wish a successful and vibrant day ahead! Wabillahitaufik walhidayah wassalamualaikum warahmatullah. Thank you.

ORGANIZING COMMITTEE PATRON Professor Dato’ Dr. Mazlan Abd Ghaffar,FASc, Vice Counsellor UMT ADVISOR Professor Ts. Dr. Mohd Zamri Ibrahim,Deputy Vice Counsellor (Academic and International) UMT CHAIRMAN Assoc. Prof. Dr. Laili Che Rose, Director STEM Foundation Center, UMT COLLABORATION WITH Prof Dato Dr Noraini Idris, President, IMT -GT Uninet STEM Treasurer En. Khairul Nizam Salleh Pn. Kasmawati A Rahman Secretariat Pn. Nurul Syahida Abu Bakar Pn. Norizan Ismail Pn. Siti Munirah Abdulahlim Dr. Mohd Ulul Ilmie Ahmad Nazri Pn. Nur Harmiera Abdul Rahman Cik Fatin Nabilah Rasid Promotion & Publicity En. Wan Mohd Tarmizi Wan Mohd Yusuf Pn. Noor Farahani Mohd Lazim En. Khairul Ariffin Abdul Rahman En. Roslan Said En. Mohd Hardi Alias Participation & Registration Pn. Nur Syahida Abdul Rahim Dr. Noraifaa Abdullah Sani Cik Nurul Nadia Zainal Abidin Pn. Mahidawati Mamat Pn. Normazianti Mohd Pilus Pn. Norhashimah Muda Scientific & Publishing Dr. Nurhakimah Ab. Rahman Cik Farah Najihah Razali Principal Speaker Dr. Mohd Ulul Ilmie Ahmad Nazri Sponsorship Mohd Muzammir Firdaus Abu Bakar Poster Presentation Pn. Nurul Akidah Adnan

Technical Pn. Nurul Syahida Abu Bakar En. Mohd. Muzammir Firdaus En. Ahmad Suffian Anuar En. Muhammad Amirul Shafiq Kadri En. Che Ku Baharuddin Che Ku Ismail Opening and Closing Pn. Siti Zairyn Fakurol Rodzi Cik Farah Najihah Razali Cik Fatin Nabilah Mat Rasid Nora Azuwa Natasya Mohd Zamani Pn. Aini Zahida Din Food & Beverage Pn. Kasmawati A Rahman Pn. Nurhashimah Muda@Mohd Certificate Pn. Nurul Akidah Adnan Pn. Nur Harmiera Abdul Rahman Logistic & Transportation En. Mohd Rodila Ibrahim En. Ahmad Suffian Anuar En. Mohd Zaidi Abd Razab@Abd Karim Conference Cik Salihah Tan Shilan Pn. Mahidawati Mamat Workshop Cik Mimi Syazwani Suhaimi Programme Book Pn. Nina Marlini Ahmad Dr. Noraifaa Abdullah Sani

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KEYNOTES

STEM an Engine of Growth for Creativity and Innovation PROF. DATO DR. NORAINI IDRIS Adjunct Professor in PASTEM, UMT & Chairperson of National STEM Association Malaysia

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

Traversal Competencies developed through STEM ASSOC. PROF. DR. RACHEL SHEFFIELD Curtin University, Australia

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

Integrating STEM in TVET: Enhancing Core Work Skills for the Jobs of the Future PROF. DR. SHERYL LYN C. MONTEROLA National Institute for Science and Mathematics Education Development (NISMED), University of Philippines Diliman, The Philippines

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

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

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

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

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

WORKSHOP SPEAKERS

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ORAL PRESENTATIO

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

Zheng Shuxian

ABLISHING MEASUREMENT INVARIANCE F A SCALE MEASURING STEM TEACHER’S COMPETENCIES

Nur Ayu Binti Johar

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

Suheysen Revindran

EDUCATORS’ PERCEPTION TOWARDS ENGINEERING GRADUATES’ SKILLS AT MALAYSIAN HIGHER EDUCATION INSTITUTION: A FUNDAMENTAL STUDY EFFECTIVENESS OF INFOGRAPHIC ON LEPTOSPIROSIS AMONG UNIVERSITY STUDENTS

Hasan Saleh

Nur Juliani Shafie

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De La Salle University, Philippines

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POWERING FEEDBACK THROUGH OMMUNICATION CHANNELS TO STRENGTHEN CONCEPTUAL RSTANDING IN PHYSICAL SCIENCE NG MODULAR DISTANCE LEARNING

Azhari

Nathalie Gaile Pantoja

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

Lourence Retone

NTERDISCIPLINARY STEMC WITH CTROMAGNETIC KEY CONCEPT TO UPPORT MERDEKA CURRICULUM

Irwandi Irwandi

RING MALAYSIAN STEM TEACHERS’ SOFT SKILL COMPETENCIES

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

Nur Ayu Binti Johar

Connie Ompok

ORAL PRESENTA

3RD SEA-STEM INTERNA

NOVEMBER 28, 20 Group Click Group to join the conference room and Keynote to join the keynote speech. Group 2

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Bilik Seminar INOS

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De La Salle University, Philippines

STEM Foundation Centre, Universiti Malaysia Terengganu

De La Salle University, Philippines

Universiti Sains Malaysia

De La Salle University, Philippines

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

WARENESS OF STEM EDUCATION THROUGH PEERS STEM COACHING BOOTCAMP

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

IMPLEMENTATION OF PROJECT BASED EARNING (PjBL) BY INTERDICIPLINARY OLLABORATIVE IN MALAYSIAN PRIMARY SCHOOL: A PILOT PROJECT

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

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Pauline Cueno

Laili Che Rose

Voltaire Mistades

Norfadhilah Yusoff

Ma Leonora Venancio

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STEM Foundation Centre, Universiti Malaysia Terengganu

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International Islamic University Malaysia (IIUM)

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STEM Foundation Centre, Universiti Malaysia Terengganu

Samarahan District Education Department, Malaysia

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KNOWLEDGE OF PRE-UNIVERSITY STUDENTS ON LEPTOSPIROSIS

S ON EXPLORATION OF BASIC DRONES NG SECONDARY SCHOOL STUDENTS IN ANCING THEIRS PROBLEM SOLVING SKILLS.

AND FRIENDS RELATIONSHIP FROM THE LENS OF SOCIAL NETWORK

Mohd Ulul Ilmie Ahmad Nazri

Hartini Hashim

Hafizah Bahaludin

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

FFECTIVENESS OF INCORPORATING OLOGY INTO GAME-BASED LEARNING ATHEMATICS TO ENHANCE PRIMARY L STUDENTS'LEARNING INTEREST AND COGNITIVE SKILLS

Noraifaa Abdullah Sani

Danny Rachel Anak Sahek

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I BESTARI PRIVATE SCHOOL STEM HERS PERCEPTIONS ON THE TEACHING F STEM EDUCATION AS A SUBJECT: POSSIBILITIES AND CHALLENGES

CEPTION OF LOW SECONDARY HIGH OOL STUDENTS ON MATHEMATICS AT UALA JENGAL, DUNGUN, TERENGGANU

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MPACT ON COGNITIVE SKILLS ABILITY EARING IMPAIRED CHILDREN AFTER NG SCRATCH BLOCKS PROGRAMMING

Nurul Syahida Abu Bakar

Nurhakimah Ab.Rahman

Salihah Tan Shilan

Wan Mohd Tarmizi Wan Mohd Yusuf

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SEA-STEM INTERNA

NOVEMBER 29, 202 Group Click Group to join the conference room and Keynote to join the keynote speech. Group 1

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Universiti Tun Hussein Onn, Malaysia

Matriculation Division, Ministry of Education Malaysia

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Guangxi Normal University China

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

Presenter Amirul Syafiq Sadun

Nurul Fatni Abdussyukur

HE RASCH MODEL TO ANALYZE 7TH DE STUDENTS' MATHEMATICAL ABILITIES.

Zou Shuo

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

Ying Li Thong

’S PERCEPTION TOWARDS GAMELEARNING IN MATHEMATICAL SONS USING FUN LEARNING MATHEMATICS KIT

Khairil Bariyyah Hassan

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

Build Mobile Apps with App Inventor 2

How to Create Video Messages by Canva

Nu. 1 2

Name Amry Ahmad Saraswathy Paramasivam

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Noor Fatihah Md Noor Suhaila Salleh Noorazura Awang Muhammad Afiq Che Lah Syahida Akmal Mat Nawi Lau Sai Ping Wan Muzalisa Aini Wan Moh Nur Azlin Mohd Yunus Rashidah Elias Shahreza Md Sheriff Mimi Syazwani Suhaimi Mohd Muzammir Firdaus Abu Nur Syahida Abdul Rahim Noor Farahani Mohd Lazim Farah Najihah Razali Asmida Alwi Nina Marlini Ahmad Nurul Akidah Adnan Ahmad Farid Abdul Fuad Norizan Ismail Noraifaa Abdullah Sani

FERENCE & WORKSHOP HOP PARTICIPANTS ovember 2022

hamad

u Bakar

Institution/ School SMK Tok Dor Sri Bestari Private School International Islamic University Malaysia SMK Binjai SM Imtiaz Yayasan Terengganu Besut SM Imtiaz Yayasan Terengganu Besut SM Imtiaz Yayasan Terengganu Besut SM Imtiaz Yayasan Terengganu Besut Samarahan District Education Office SMK Batu Rakit SMK Batu Rakit IPG Kampus Dato’ Razali Ismail UMT UMT UMT UMT UMT UMT SMA (Atas) Sultan Zainal Abidin UMT UMT UMT UMT UMT

Venue

Bilik Fardu Ain 1, Pusat Islam Sultan Mahmud

Bilik Fardu Ain 2, Pusat Islam Sultan Mahmud

THE 3RD SEA-STEM CONF LIST NAME WORKSH Tuesday, 29 No Topic

Internet of Things (IoT): Design and Innovation Application

Metaverse

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Asmida Alwi

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Amry Ahmad

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Noor Fatihah Md Noor

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Muhammad Afiq Che Lah

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Syahida Akmal Mat Nawi

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Wan Muzalisa Aini Wan Mohamad

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Nur Azlin Mohd Yunus

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Mimi Syazwani Binti Suhaimi

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Mohd Muzammir Firdaus Bin Abu

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Nina Marlini Ahmad

11

Norizan Ismail

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Saraswathy Paramasivam

2

Lau Sai Ping

3

Hafizah Bahaludin

4

Suhaila Salleh

5 6

Noorazura Awang Rashidah Elias

7

Shahreza Md Sheriff

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Noraifaa Abdullah Sani

9

Nurul Akidah Adnan

10

Noor Farahani Mohd Lazim

11

Ahmad Farid Abdul Fuad

12

Nur Syahida Abdul Rahim

13

Farah Najihah Razali

FERENCE & WORKSHOP HOP PARTICIPANTS ovember 2022

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u Bakar

Institution/ School

Venue

SMA (Atas) Sultan Zainal Abidin SMK Tok Dor SMK Binjai SM Imtiaz Yayasan Terengganu Besut SM Imtiaz Yayasan Terengganu Besut SMK Batu Rakit SMK Batu Rakit UMT

Bilik Fardu Ain 1, Pusat Islam Sultan Mahmud

UMT UMT UMT Sri Bestari Private School Samarahan District Education Office International Islamic University Malaysia SM Imtiaz Yayasan Terengganu Besut SM Imtiaz Yayasan Terengganu Besut IPG Kampus Dato’ Razali Ismail UMT UMT UMT UMT UMT UMT UMT

Bilik Fardu Ain 2, Pusat Islam Sultan Mahmud

ABSTRACT

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DEVELOPMENT AND EVALUATION OF CONTEXTUALIZED ACTIVITY SHEETS IN IMPROVING STUDENTS’ KNOWLEDGE ON CLIMATE CHANGE *1,2Pauline L. Cueno, 1Voltaire M. Mistades 1

2

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

Special Health Sciences Senior High School, De La Salle Medical and Health Sciences Institute, City of Dasmariñas, Cavite, Philippines *E-mail: [email protected]

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

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EMPOWERING FEEDBACK THROUGH COMMUNICATION CHANNELS TO STRENGTHEN CONCEPTUAL UNDERSTANDING IN PHYSICAL SCIENCE DURING MODULAR DISTANCE LEARNING *1,2Nathalie Gaile R. Pantoja, 1Voltaire M. Mistades 1,2

Science Education Department, De La Salle University, Manila, Philippines 2Las Piñas City National Senior High School-Doña Josefa Campus, Las Piñas City, Metro Manila, Philippines *E-mail: [email protected]

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

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EXPLORING THE STATE OF CREATIVITY IN A PHYSICS LEARNING ENVIRONMENT DURING THE COVID-19 PANDEMIC *1Fredyrose Ivan L. Pinar, 1Maricar S. Prudente, 1Lydia S. Roleda 1

Department of Science Education, Br. Andrew Gonzales FSC College of Education, De La Salle University, Manila, Philippines *E-mail: [email protected]

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

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

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SELF-REGULATED LEARNING APPROACH IN SCI-MATH BASIC EDUCATION: A META-ANALYSIS OF LITERATURE FROM 2013-2021 *1 2Jorge Victor Sales, 1Ma. Leonora Venancio, 1Jhoanne Rafon, 1 2Richard Sagcal 1

Bro.Andrew Gonzalez FSC College of Education, De La Salle University, Manila, Philippines 2

Department of Education, Philippines

*E-mail: [email protected]

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

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

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Blended Professional Learning Community Sessions on Action Research *1 2Jorge Victor Sales, 1Maricar S. Prudente, 1Socorro E. Aguja 1

Bro.Andrew Gonzalez FSC College of Education, De La Salle University, Manila, Philippines 2

Department of Education, Philippines

*E-mail: [email protected]

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

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PEERS AND FRIENDS RELATIONSHIP FROM THE LENS OF SOCIAL NETWORK 1Nurul

Farahain Mohammad, 1Mimi Hafizah Abdullah, 1Norfaieqah Ahmad, *1Hafizah Bahaludin

1

Department 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

1,2,3

Department 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 1,2

Department 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 1 2

SHUXIAN, *1LEONG KWAN EU

Education Faculty, University Malaya, Kuala Lumpur, Malaysia

Data 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 realworld 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] 1

Guangxi Normal University, College of Mathematics and statistics (15 Yucai Roag, Guilin Guangxi China, 541004) 2 Univesidade Nacional Timor Lorosa’e, Faculdade Educacao Artes e Humanidades (Av. Cidade de Lisboa, Díli, Timor-Leste) 3 Faculty of Teacher Training and Education, Universitas Riau, Pekanbaru (Kec. Tampan, Kota Pekanbaru, Riau 28293) 4 Fakulstas Keguruan dan ilmu pendidikan, University of Jember (Indonesia, Jember) 5 Faculty 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 1

De 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 1

Bro.Andrew Gonzalez FSC College of Education, De La Salle University, Manila, Philippines 2 Department of Biology, Ateneo De Manila University, Manila Philippines 3 Department of Education, Philippines *E-mail: [email protected]

ABSTRACT The primary objective of this study is to measure the effectiveness of the developed and validated Contextbased 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 1

Bro.Andrew Gonzalez FSC College of Education, De La Salle University, Manila, Philippines 2

Department 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 ( 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

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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, 1 Noorzehan 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

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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 1,2,3,4

Centre for Foundation and General Studies, Universiti Selangor, Selangor, Malaysia 5Centre for Information and Communication Technology, Universiti Selangor, Selangor, Malaysia 6 Universiti 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

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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 posttest 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