Semarak International Journal of STEM Education

Using GeoGebra with Van Hiele’s Model in Geometry Classroom: An Experience with Prospective Teacher

Rosmawati Mohamed — 2024-04-16

Various advances in technology, communication, and information have provided great benefits to all users around the world, especially in digital communication and learning mathematics in the classroom. However, without a systematic and clear model, the use of technology becomes vague and ineffective in cultivating students' interest and understanding in the field of Science, Technology, Engineering, and Mathematics (STEM). This study aimed to explore prospective teachers’ (PT) understanding and experience using GeoGebra with van Hiele’s model in the geometry classroom. The research employed a qualitative approach, specifically a case study design, which included semi-structured one-on-one interviews and classroom observations. Additionally, dynamic GeoGebra task completion, digital objects, tests, and electronic surveys were also administered. The bottom-up data analysis process was conducted inductively by reading the collected data and forming segments, determining the codes, and filtering overlapping codes until themes were identified. The results showed PTs' sequential understanding using GeoGebra occurred enthusiastically in a supportive environment. This understanding was evidenced when students engaged in activities such as examining, analysing, doing, comparing, identifying, explaining, recognising, distinguishing, and solving tasks. Furthermore, the experience of PTs using GeoGebra involved a collaborative environment, motivation to learn, awareness of various technologies, and independent learning. In conclusion, the transformation of PT’s comprehension using GeoGebra in Mathematics is actively demanded with the use of a guidance process such as van Hiele’s model. It provides greater chances for students’ engagement while delivering more appropriate and meaningful learning.

Awareness and Readiness of Malaysian Generation Z Students towards the Fourth Industrial Revolution (IR4.0)

Pramita Sidhu — 2024-04-16

The Fourth Industrial Revolution (IR4.0) is marked by the integration of digital literacies and technologies, artificial intelligence (AI), and the Internet of Things (IoT), resulting in substantial transformative changes across global industries, economies, and societies. Hence, it is crucial to assess current awareness levels of the Malaysian Generation Z students, who are set to enter the workforce as employees, leaders and entrepreneurs in a time period subjugated by the IR4.0and to evaluate the readiness of these students in navigating possible challenges and opportunities offered by the IR4.0. The instrument for this quantitative study was adapted from the conceptual framework proposed by Sarfaraz J (2017) & Mer, A., & Virdi, A. S. (2021), which was obtained through the research report of Lee Weng Zhan (2022) whereby an investigation was conducted to determine whether the independent variables, namely Performance Expectancy, Effort Expectancy, Social Influence, Perceived Risks, Trust, are related to the dependent variable, which is Behavioural Intention to use IR4.0 Technologies, among Generation Z students. The sample size consisted of 920 Generation Z students born between 1997 and 2012, currently aged between 16 and 26 years old actively studying in public schools in Putrajaya, Public Higher Education Institutions and Private Higher Education Institutions across Malaysia. The decisive findings from the study reveals that the level of awareness and readiness of Generation Z students in Fourth Industrial Revolution (IR4.0) technologies such as automation, artificial intelligence, data analytics, and the Internet of Things in Malaysia is still low and hence is a definite cause for concern. The findings also underscore the pressing need for immediate action to be taken by educational institutions and industries together, to promote awareness about IR4.0 among Generation Z students, increase the acceptance and use of this technology in their everyday lives and integrate adequate educational infrastructure and resources to support IR4.0 teaching and learning in schools and in higher learning educational institutions

Kepentingan Aplikasi Digital dalam Pembelajaran Anak Muda Era Industri 4.0

Safinah Ismail — 2024-04-16

Aplikasi digital mempunyai impak yang positif dalam pembelajaran pelajar termasuk anak muda. Namun ada kalanya anak muda lebih banyak berinteraksi dengan gadjet dan menyebabkan mereka bersikap antisosial. Bahkan terdapat juga anak muda yang kurang menitik beratkan soal pembelajaran mereka. Oleh itu, kajian ini mengkaji kepentingan aplikasi digital dalam pembelajaran anak muda era industri 4.0. Kajian kualitatif ini menggunakan reka bentuk deskriptif. Pengumpulan data dilakukan melalui analisis dokumen daripada jurnal, buku-buku, prosiding, bab dalam buku dan sebagainya. Data dianalisis menggunakan analisis tematik. Dapatan kajian menunjukkan perlunya aplikasi digital dalam pembelajaran anak muda era industri 4.0 kerana ia relevan dan berkesan. Justeru, kepentingan pembelajaran melalui aplikasi digital dapat membantu anak muda dalam proses pembelajaran kerana aplikasi digital lebih mudah digunakan, menjadikan pengajaran lebih menarik dan interaktif, meningkatkan motivasi, bersifat fleksibel, menggalakkan pembelajaran secara kendiri, meningkatkan kefahaman dan pencapaian, membuka minda, menggalakkan pembelajaran di luar waktu persekolahan, membantu mengenal pasti kekuatan dan kelemahan, membina kemahiran berfikir, meningkatkan pencapaian dan pengalaman pembelajaran. Oleh itu, aplikasi digital merupakan keperluan kepada anak muda era industri 4.0. Ini bertepatan dengan matlamat pembelajaran abad ke-21. Diharapkan kajian ini dapat memberi panduan kepada semua dalam usaha penggalian khazanah ilmu berkaitan aplikasi digital dan pembelajaran anak muda masa kini.

Mathematics Anxiety among Architecture Students at Polytechnic Sultan Idris Shah: A Preliminary Study as An Attempt to Strengthen Mathematics Education in TVET Institution

Zubaidah Md Saleh — 2024-04-16

Mathematics is the basis for numerous technical skills imparted in Technical and Vocational Education and Training (TVET) institutes. As one of the TVET institutions, Polytechnic recognizes the importance of mathematics courses in its curriculum. Engineering, computer science, architecture, and manufacturing courses rely heavily on mathematical principles and concepts. Despite the importance of mathematics, the issue of underperformance in Elementary Mathematics courses among architecture students has been a significant issue for Polytechnic institutions. Some architecture students may require assistance understanding the direct applicability of specific mathematical topics to their field of study. They may perceive mathematics courses as arduous, demanding, intricate, and challenging to succeed in. The presence of negative thoughts significantly led to the development of mathematical anxiety. This anxiety can hinder their ability to solve problems and perform to their full potential in mathematics courses. Therefore, this study investigates the correlation between mathematics anxiety and problem-solving skills among architecture students. The study utilizes a quantitative research design, employing a questionnaire and a problem-solving test. This study used convenience sampling to select 45 Diploma in Architecture students who took Elementary Mathematics in semester one. The data collected is analysed using descriptive and correlation analyses. The study results indicated that mathematics anxiety is present among architecture students. Furthermore, a significant negative correlation was observed between mathematics anxiety and the mathematical problem-solving abilities of architecture students enrolled in elementary mathematics courses. It indicates that their abilities to solve mathematical problems decreases as their mathematics anxiety increases. Consequently, mathematics anxiety is a factor that influences the problem-solving abilities of students. Hence, educators must strive to understand mathematics anxiety and implement innovative pedagogical approaches to overcome their anxiety. Ultimately, the insights gained from the research will contribute to the current body of literature concerning mathematics anxiety and its ramifications for problem-solving within architecture education.

Implikasi Gallery Walk dalam Pendidikan Inklusif di Sebuah Sekolah Rendah di Miri

Vestly Kong Liang Soon — 2024-04-16

Gallery walk adalah satu kaedah pembelajaran berbentuk tugasan secara berkumpulan yang menggalakkan penglibatan aktif murid semasa sesi pengajaran dan pembelajaran. Pendekatan secara Gallery walk melibatkan pergerakan murid ke setiap pameran hasil kerja kumpulan lain untuk meneroka idea melalui hasil tugasan yang dipaparkan pada dinding bilik darjah. Oleh hal demikian, satu kajian kes telah dilaksanakan untuk meninjau apakah implikasi penggunaan Gallery walk terhadap pendidikan inklusif di sekolah rendah. Kajian ini bertujuan untuk meneroka implikasi Gallery walk terhadap pelaksanaan, pengetahuan dan kebimbangan guru pendidikan inklusif di sebuah sekolah rendah di Miri. Kajian ini hanya melibatkan strategi pembelajaran Gallery walk dalam pendidikan inklusif sahaja. Data kajian ini diperoleh menerusi temu bual separa berstruktur, pemerhatian, dan analisis dokumen yang dikumpulkan secara kualitatif dan dianalisa menggunakan kaedah triangulasi data. Hasil kajianmendapati kedua-dua responden komited dalam pelaksanaan dan mempunyai pengetahuan berkenaan Gallery walk dalam PDPc. Namun demikian terdapat kebimbangan dalam prasarana sekolah yang terhad. Bagi memaksimumkan persekitaran pendidikan inklusif yang kondusif, guru boleh melaksanakan Gallery walk dengan cara menyesuaikan tahap keupayaan MBPK dengan aktiviti atau tugasan semasa PDPc di stesen fizikal atau bilik darjah. Selain itu, kesediaan rakan inklusif bersama MBPK dalam menjayakan kolaborasi pendidikan inklusif juga memainkan peranan penting dalam penggunaan Gallery walk. Diharapkan kajian melibatkan Gallery walk dalam program pendidikan inklusif seperti kokurikulum dapat diberikan perhatian pada masa depan.