Online Project-Based Learning with Integration of STEAM in Chemistry: Challenges and Opportunities to Create 21st Century Skills

The COVID-19 pandemic has forced Malaysian schools to change their learning model from face-to-face learning to online distance learning. This is what chemistry teachers and students cope with and achieve. However, online teaching and learning commonly did not make students pertain to the required 21st century skills. Having this in mind, a new approach with the STEAM integration in teaching chemistry project-based learning was suggested as one of the potential ways to develop 21st century students’ competencies. Hence, this study discusses the prospects and challenges of STEAM incorporation in online project-based learning aimed at the development of 21st century skills in chemistry classrooms. The paper outlined that, there is a prospect for the chemistry students to advance the ability and competencies of various skills such as hard and soft skills in the course of the online learning process. Skills are expected to be developed for the search for the real problem. It was however revealed that the students’ challenges faced relating to the steps had become a serious issue in this learning approach while establishing connections concerning subjects and general real-world implementation. Since it is impossible to predict when the pandemic will end, this is a challenge and an opportunity, and online chemistry learning can be considered from time to time. © 2022 American Institute of Physics Inc.. All rights reserved.

AREDAPPS: Mobile Augmented Reality Development and Learning Framework Based on Augmented Reality Technology for Engineering Drawing Course

Technology in teaching and learning is crucial as we are now focusing on 21st Century Learning. Moreover, the Covid-19 pandemic has affected many sectors, including education sectors, where most educators are continuously looking for approach and tools to enhance their teaching deliveries to ensure students can still learn effectively even though most of the classes are currently conducted online. Other than that, students also have problems with their visualization skills when learning engineering drawing, which caused a lack of understanding of the content, thus making it even harder for them to learn in this situation. Technology such as augmented reality is a well-received technology application due to its benefit in enhancing users’ learning experiences, enhancing visualization skills, and supplementing materials more effectively. Thus, this paper aims to describe Augmented Reality Engineering Drawing Apps (AREDApps) development process, a mobile augmented reality apps for orthographic projection topic in engineering drawing subject, highlight the students’ perception when using AREDApps during learning and introduce the engineering drawing learning framework based on AREDApps implementation in the classroom. The result indicates that students were mostly satisfied with augmented reality technology to learn orthographic projection. This is because AREDApps helps them supplement the information that cannot be delivered by using modules or PowerPoint presentation such as the three-dimensional representations of the task given to them. The findings of this paper strengthen the facts that augmented reality is a suitable technology to teach complex technical subjects, which requires supplementary materials that can help students to be able to visualize the task effectively. © 2022, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

Dual Mode Module as New Innovation in Learning Chemistry: Project Based Learning Oriented

Chemical representation is differentiator of chemistry to branches of science. This skill must be emphasized in learning chemistry to make students mastering chemistry deeply. Instead of chemical representation, science process skills are also crucial skill in learning chemistry. Unfortunately, the preliminary study found that this COVID19 situation inhibits teachers to encourage these skills because of the limitation learning media had. Thus, it needed learning media that could be used when online learning, and face-to-face learning, and also emphasized chemical representation, and science process skills. This study aimed to develop valid module integrated chemical representation and science process skills, and can be used in face-to-face learning and online learning (dual mode module) and to investigate teachers' response about module. The research design used was ADDIE, data collected by using online validation form that was given to 6 validators. To investigate chemistry teachers' responses to module, online questionnaire given to teachers and it was further analyzed using percentage and compare to criteria of validity and criteria of response user. The result showed that module is valid with suitability content (90.7%), potential effectiveness (92%), and overall satisfaction (92.5%). The overall chemistry teachers' responses showed that this module was very good criteria (92.36%). Hopefully dual mode module would be used in learning chemistry in many situations, and further could improve students' chemical representation and science process skills. © 2021. All Rights Reserved.