Semarak International Journal of STEM Education

Exploring the Impact of TikTok Blended Learning on Mathematics Performance: A Hypothesis Approach

2024-06-19T03:47:28+07:00

Studying engineering at the university level necessitates a strong foundation in mathematics. However, the diverse mathematical backgrounds of enrolled students pose challenges to educators in higher education. To address this issue, utilizing technology and visual representations alongside various examples can enhance understanding for students with different learning preferences. Therefore, this study aimed to examine the difference in mathematics final examination scores between students engaged in TikTok blended learning and those in traditional non-blended learning environments. Hypothesis testing and z-test were employed to analyze the mathematics performance. The R software code was included to prove the hypothesis testing. The result showed that students who practised TikTok blended learning performed better than students who were in the non-blended learning environments in mathematics subject of engineering technology in final examinations.

Verifying and Assessing the Reliability of the Learning Module of Positive Design and Innovative Technology in the Integration Approach of Spiritual Knowledge

2024-10-05T11:49:47+07:00

This study was carried out to determine the validity and reliability of the learning module known as The Learning Module of Positive Design and Innovative Technology in The Integration Approach of Spiritual Knowledge (PRBTIFIIS). The PRBTIFIIS module has been built to develop the positive innovative thinking of Form 2 students through a knowledge integration approach with the application of the value of trust and obedience to God, human responsibility as a servant and caliph. The PRBTIFIIS module is built based on the Sidek Module construction model that uses the basic theory of Reverse Maslow's Theory, and Sidek's Learning Theory. A level of validation of the module content was carried out by five experts in the studied field. The content validity of the PRBTIFIIS Module is calculated using the Tuckmen and Waheed Level of Mastery Validity formula. The data obtained is 98.7%. The reliability of the module was obtained from 16 second-grade students who participated in the implementation of the pilot study. The Cronbach's Alpha score obtained for the reliability of the module was 0.97. The findings of the study show that the developed PRBTIFIIS Module has high validity and reliability and the PRBTIFIIS module is available to test its effectiveness.

Online Teaching and Learning Technology Tools for Analytical-Numerical Methods in Engineering

2024-10-10T21:00:19+07:00

The COVID-19 pandemic has forced the synchronized and asynchronized teaching and learning (TnL) to sustain educational programs. It is difficult to change the modality of most STEM courses because the TnL of many laboratory skills does not transform to an online learning environment. The complication of virtual lab skills is the motivation of this paper to focus on the online Analytical Numerical Method course (ANM) integrated with technology tools and apps. The methodology of online TnL for Analytical numerical Methods involves the scientific and mathematical thinking skills in experimental approaches. These approaches employ varied education processes such as heutagogy, peeragogy, and cybergogy. Online ANM is looking for educator 4.0 tools to facilitate the outline of synchronous and asynchronous TnL activities. The apps and tools are suitable for most aspects of ANM course. The implementation strategies integrated Mathematics, IT and engineering. As expected, without STEM approaches and without online TnL technology tools, creating learner engagement through information and communication technology cannot be achieved. The result and discussion of SEM-AMOS model enhance online teaching and learning ANM based on student feedback, questionnaires and survey. Diagram, table and data presentation reveal an unexpected result supported by virtual lab and variants of virtual laboratory. This paper will provide a guidance to educator 4.0 practitioners to modify the current curriculum in line with the latest technological developments and requirements in online TnL.

Enhancing First Year Fundamental Engineering Subject Understandings through Game Based Cooperative Learning

2024-10-10T22:12:42+07:00

The recent COVID-19 pandemic has brought about a need for rapid changes to the existing education system to ensure continuous fulfilment of human capital development needs amidst the challenges of social distancing. Thus, game-based cooperative learning carried out via an online environment is proposed for implementation to ensure students stay engaged in the newly created study atmosphere. For this study, online game-based learning is implemented on a group of final year Petroleum Engineering students taking Production Chemistry and Flow Assurance in a private government-linked Malaysian university. Students’ feedback was obtained to analyse the effectiveness of the implemented study upon completion of the semester. The survey questions were grouped into 6 themes, namely Relevance, Reflective Thinking, Interactivity, Tutor Support, Peer Support, and Interpretation. Overall, the implementation was a success indicated by student satisfaction at 88.3% by the first class with room for improvement in the area of peer support. The maximum score of 5 was rated as the mode for 92% of the 24 survey questions while the mean ranged from 4.0 to 4.7. The standard deviation was also found to range from 0.45 to 1.11, showing a relatively collective agreement on the successful implementation of game-based learning.

Work in Progress: Inculcating Empathy through Team-Based Problem Solving in Cooperative Problem Based Learning Classroom

2024-10-10T22:15:22+07:00

The role of empathy as a major part of emotional intelligence is widely explored in engineering education research. Despite numbers of research on empathy development during classroom, the link between empathy and cooperative problem-based learning classroom are not highlighted. Thus, in this paper, an attempt of first step in covering this gap emphasis on the qualitative data of their reflective thinking towards their difficulties in solving the problem and seeking help. The right meaning of empathy in the context of team working is developed and conceptual framework based on social learning theory for future qualitative method was presented.