Enhancing Competency in Designing Learning Activities Based on STEM Education of Pre-Service Science Teachers

Pre-service science teachers have difficulty with designing learning activities and writing lesson plans using STEM education. This research aims to: (1) develop a learning package to enhance competency in designing learning activities using STEM Education approach for pre-service science teachers, (2) implement the learning package to develop undergraduate students' competency, and (3) study students' opinions toward the instruction. This research was classroom action research, which used ADDIE model (Analysis, Design, Development, Implement, and Evaluate) to develop and implement the learning package in enhancing student competency in designing learning activities. The participants of this study were 31 fourth-year undergraduate students enrolled in the course of Science Instruction, in the program of Bachelor of Education in the Department of General Science, Faculty of Science. The research tools consisted of: (1) the learning packages, (2) the students' competency assessment form by evaluating from tasks and performance of the students using scoring rubrics, (3) the competency self-assessment form, and (4) the students' opinions questionnaire towards the instruction. Both quantitative data and qualitative data were collected by using the competency assessment forms and the questionnaire. The statistics used to analyze the data were mean, standard deviation, and percentage. The results show that 67.74% of students were at excellent level from assessing students' competency, and 32.26% of students were at good level. The mean score of overall competencies of the students were 83.43%. The students' competency from self-assessment was at low level before learning, and it was at very high level after learning, and the students' opinions towards the instruction were highly satisfied. The qualitative data from open ended questions questionnaire were analysed using content analysis. The result showed students' feedback and satisfaction toward learning. The finding can benefit science teachers and curriculum developers in designing learning activities.