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The complexity of physics concepts in online learning environment probably will only benefit certain group of students. Thus, there are suggestions that the approach of delivering physics concepts in online learning environment shoud be conducted in various ways. The purposed of research was to investigate the effect of online multiple intelligence-based learning on achievement in physics' motion concept among 10th grade students. The one group pre-test and post-test design were used in this research with purposive sampling, with 30 students in a science junior high school in Malaysia. In the research, the data were obtained from Multiple Intelligence Test and Physics Force and Motion Concept Test, which were analyzed using one-way ANOVA and non-parametric test Wilcoxon and Friedman. The findings reveal that online multiple intelligence-based learning had an effect on the achievement in physics' force and motion concepts with mathematical logic and Intrapersonal intelligence group performed significantly better than others.

This study examined the effectiveness of STEAM (Science, Technology, Engineering, Art, Mathematics) integrated approach via Scratch on five subconstructs of computational thinking (CT) among 29 male and 30 female students. A quasi-experimental design was employed in the research. The participants demonstrated the application of CT in designing games via Scratch during the intervention. The Computational Thinking Survey (CTS) was administered pre-CT and post- CT tests in measuring the five subconstructs of CT. Repeated multivariate analysis of variance (MANOVA) results showed that the intervention positively affected male and female students' comprehension concerning the five subconstructs of CT. The results were strengthened by the repeated measure of analysis of variance (ANOVA) with posthoc comparisons, indicating all five subconstructs of CT increased significantly (p < 0.05). Indirectly, this research introduced a new teaching methodology for students' CT level in the current electronic and technology-advanced era and increased concept manipulation capacity among male and female students.

Laboratory activity is closely related and yet is essential in the process of science teaching-learning. The hands-on laboratory experiment is the one normally used in school. Particularly with the state of online schooling, it is quite challenging to perform a hands-on laboratory activity. The combination of inquiry-based learning with virtual lab activity can be an alternative to developing a more alluring yet meaningful learning process within online learning. This research aims to analyze virtual lab activity with inquiry-based learning on students' scientific literacy in light and optics topics. Participants were taken from junior high school students in the 8th-grade in Bandung, Indonesia. It includes 40 students with 14 males and 26 females with ages range 13-14 years old who have not yet studied light and optics. A pre-experimental research method with a one-group pre- the post-test design was used. The finding indicates that students' scientific literacy was significantly increased with a medium category (N-Gain score 0.441). Based on this research, virtual-lab activity with inquiry-based learning could be considered an alternative to conducting a meaningful online learning activity, especially in science education.

The main aim of the presented research was to examine the interaction between student's gender and achievements in learning concepts of electricity via STEAM integrated approach utilizing Scratch. This research was aimed to determine the gender disparity for lower-secondary school students in learning about the concepts of electricity. Quasi-experimental design involving male and female groups was used in this research. Students were required to utilize Scratch to design games and animated stories on electricity concepts. The Electricity Achievement Test (EAT) was administered for pre- and post-test. The findings proved that the STEAM integrated approach via Scratch could narrow the gap between male and female in learning concepts of electricity. The findings of ANCOVA indicated that the intervention had similar positive effects on male and female students' achievement in learning concepts of electricity. This research also provided a new method and an alternate connective framework for learning concepts of electricity via art and showed that both males and females were able to understand the topic of electricity, which reduced gender biases and disparity in the field of science.

The current assessment is demanding for a more personalised and less-time consuming testing environment. Computer Adaptive Testing (CAT) is seemed as a more effective alternative testing method in comparison to conventional test in meeting the current standard of assessment. This research reports on the calibration of the released Grade 8 Science objective items in Trends in International Mathematics and Science Study (TIMSS) 2003-2015 based on Rasch model framework to be used in CAT as an alternative testing tool in a low stakes test. Concurrent common item equating method was used in linking and equating sets of items. Five test sets were produced consisting of 20 unique items and 10 common items in each set. The unique items were available only in a single set while common items were available in the two-consecutive set of items. The sets were administered through Paper and Pencil test to Form 2 (Grade 8) students who had been selected through a purposive sampling method from secondary schools in the northern part of Malaysia. The fit analysis, polarity analysis, unidimensionality analysis, item measure and Person-Map-Item were conducted. The analysis produced 122 calibrated items which meet the Rasch's requirements and were suitable to be used in CAT.

We reviewed 48 articles related to the engineering design process in science education published from 2010 to 2020. There are several previous literature review studies that analyzed the engineering design process in science education. However, we have not found any that investigates projects, discussed topics, as well as the benefits of the implementation of the engineering design process in science education. The research method used was a systematic literature review. This study analyzed the characteristics of the content based on year of publication, type of publications, countries that implement it, research approach, educational stage, and science content. The findings show that the projects used in the implementation of the engineering design processes in science education varied according to the discussed topics. The benefits of the implementation of the engineering design process in science education include cognitive benefits, procedural (skills) benefits, attitudinal benefits, and a combination of the three benefits.

Purpose: Innovation in education is one of the alternative approaches in education to promote creative and higher-order thinking skills, providing hands-on learning and learning in context experience. However, there is a need to combine the ability to produce a commercialised innovation instead, as not many studies have combined innovation and entrepreneurship in an educational approach. This study seeks to examine the pattern of publication, key concepts, citations, and authorship in innovation and entrepreneurship educational research and their collaborations. Methods: This study employed a bibliometric analysis of 1,941 scholarly works related to innovation and entrepreneurship as recorded in the Scopus database on June 20th, 2021, for the past 10 years, starting in 2011. Findings: The findings indicate that since 2011, innovation and entrepreneurship have caught the attention of scholars from both the East and the West, such as the United States, the United Kingdom, Spain, and China, and the number of publications has grown consistently over the 10 years after that. Based on the findings, both innovation and entrepreneurship do rely on each other, and a proper curriculum design structure and management must be considered to assimilate these two elements together in any academic subject. Significance: According to the findings, these two elements are best applied at the tertiary level, and if they work together and blend well, they will aid not only in preparing future generations with good entrepreneurial skills but also in economic and sustainable development. However, while this transdisciplinary approach to educational research has been well received in the West, it has yet to be adequately encouraged in the East. There has been healthy cross-country collaboration, but there is a gap in combining innovation and entrepreneurship in educational research from certain countries vis a vis western countries. The findings of this study may have contributed significantly to increasing the inclusivity and global reach of innovation and entrepreneurship in educational research.

This study describes the development, validity, and reliability processes of a scientific creativity test for pre-university students, specifically in chemistry. A Chemistry Scientific Creativity Test (CSCT) was constructed based on an analysis of the Scientific Creativity Structure Model (SCSM), Torrance Tests of Creative Thinking (TTCT), and aspects of scientific creativity found in the literature. An instrument with seven items for measuring scientific creativity was developed and validated using item response data from three experts, 10 lecturers, and 60 pre-university students in Penang, Malaysia. Item analyses were performed to ensure content and face validity, followed by a reliability procedure in the measurement of stability through test--retest reliability. The Pearson correlation coefficient was 0.83 after two CSCT measures were taken over a two-month period, based on a comparison of the first- and second-time scores. This indicates an excellent relationship between the items in this test, and the items were found to be reliable and valid in assessing the scientific creativity of pre-university students. The CSCT instrument reported in this study will be utilised in the real study to test pre-university students' scientific creativity in chemistry.

This study aimed to develop a STEM module for eighth-grade middle school learners through the engineering design process. The module was developed based on the ADDIE model, primarily concentrating on the stages of analysis, design and development. The study consisted of two main phases: module development and module evaluation. During the development phase, 26 science teachers and 30 eighthgrade middle school pupils were purposefully selected from a public sector' middle school in China. Subject themes of the EDP-STEM module were determined by data analysis using coding of responses to interview questions and questionnaires seeking to elicit perceived needs. The EDP-STEM module's learning objectives, engineering design process, and STEM knowledge were subsequently developed. In the evaluation phase, five experts and 50 ninth-grade middle school pupils were recruited to verify the reliability and validity of the EDP-STEM module. The Content Validity Index (CVI) for the EDP-STEM module was 0.92, and the Cronbach's Alpha reliability coefficient was 0.76. Based on their feedback and suggestions, the researcher made modifications and improvements to the EDP-STEM module. The results of the study showed that EDPSTEM module has good reliability and validity and can be used as a learning module to carry out STEM learning in eighth-grade classrooms. [ABSTRACT FROM AUTHOR]

STEM fields are viewed as being important for global economic development, as well as for the well-being of society. Many factors, including knowledge of future pay and other occupational insights, influence university major selection. This paper reports the findings from an empirical study of diploma, undergraduate, and postgraduate on the relationship between gender equality and university support with students' views on STEM careers, as well as their persistence and attrition in STEM majors. The findings from PLS-SEM analysis shows that gender equality did positively affect students' views on STEM careers and students' persistence in STEM majors. It was also found that gender equality did not affect students' attrition. In contrast, the university support did not positively affect students' views on STEM careers and students' attrition in STEM majors. However, university support was found to positively affect students' persistence in STEM majors. The implications of the findings are that the university can channel its support systems in nurturing the students' skills and knowledge by providing physical and psychosocial support for the students to persist in STEM majors. Hence, encouraging more students to opt for STEM majors is necessary to enhance the global economy so that it can contribute to the well-being not just of the STEM graduates, but the society and nation as well. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore characteristics of GOOPI (Game Open Online Physics Instructional) on the concept of heat transfer and its impact in facilitating 21st-Century Skills (21-CS) consist Critical Thinking, Collaboration, Communication, and Creativity. The method of this study qualitative research method with experimental case method with a sample size of 180 Indonesian students aged 15 to 17 years from 6 secondary schools was conducted to test the effectiveness of GOOPI. The results show that this GOOPI on URL https://goopi.id uses UC Browser of significantly improves 21-CS consist Critical Thinking, Collaboration, Communication, and Creativity. Furthermore, students' responses to learning with GOOPI showed a positive attitude and students looked challenged. In addition, this GOOPI is shown as a useful game learning tool and for exploration learning games that contain physics concepts. Furthermore, from the integration of GOOPI to facilitate 21-CS for physics education it can promote active participation and interaction, balancing learning goals with game. [ABSTRACT FROM AUTHOR]

Physics specifically studies natural phenomena or matter in the scope of space and time. Natural phenomena are formed when there is an interaction between matter and energy. These interactions are mostly physical principles based on Mechanics, Electricity, Magnetism, Thermodynamics and Optics. It is often difficult for students to understand concepts because they cannot visualize these phenomena, thus exacerbating the students' lack of interest in learning STEM. Augmented reality (AR) is effective in showing the visualization and interaction of three-dimensional virtual objects like real so that it can facilitate the learning experience. This study aims to optimize the Interactive Book Augmented Reality (IBAR) for Lesson on Student STEM to improve 21st-Century Skills (21-CS) on the concept of optical geometry. Experimental research was conducted to determine the impact of the IBAR intervention on 21-CS consisting of Critical Thinking, Collaboration, Communication, and Creativity. The study was conducted on 90 physics education students, who were divided into two groups, the IBAR teaching group (N=45) and the conventional teaching group (N=45). The IBAR teaching group uses STEM-based learning with the help of IBAR while the conventional teaching group uses STEM-based learning without using IBAR. The results showed that the STEM-based learning environment assisted by IBAR had a significant positive impact on students' Critical Thinking, Collaboration, Communication, and Creativity compared to the STEM teaching group without using IBAR. The IBAR experience helps students visualize abstract concepts of Physics and if microscopic phenomena can be understood by students, then macroscopic phenomena will also be easy to understand. [ABSTRACT FROM AUTHOR]

Engineering is one of the crucial parts of STEM Education. The Engineering Design Process (EDP) is a new trend within science education reform. Most science teachers lack information regarding the usage of EDP in learning science. This study aims to review 40 articles from reputable international journals such as indexed by Scopus and Web of Science (WoS), which explains the steps of the EDP used in science education. The articles selected for review were the ones published in the last ten years, from 2011 to 2020. Some previous literature review studies focused on the EDP through projectoriented capstone courses, the EDP in middle school settings, and how to implement the EDP in science learning. However, this study focuses on the steps of the EDP used in science education (Science, Physics, Biology, Chemistry, and a combination of science with other disciplines). In addition, this research also explains the strengths and weaknesses of EDP in science education. The research approach used was a systematic literature review. This study analyzed the representation of research according to their general characteristics consists of type of publication, year of publication, country, research approach, educational level, and science content. This study found that research on the EDP that is implemented at the university level is still limited, especially on subjects related to interdisciplinary knowledge. Furthermore, the steps of the EDP used in science education differ from one research to another. The most commonly used steps of the EDP are defining the problem, building, testing, evaluating, and redesigning. There are also several obstacles to the implementation of the EDP in science education. Regardless, the implementation has a positive influence on students, undergraduate students, teachers, or others. The results of this study provide an overview of how to implement the EDP in science education. Thus, it can be used as a reference for stakeholders in the field of science education when implementing EDP in their learning. [ABSTRACT FROM AUTHOR]