KEBITARAAN STEM DALAM EKOSISTEM SEKOLAH

– PEMANGKIN KEMAJUAN NEGARA-

ASSOCIATE PROFESSOR Ts. DR. MOHAMAD SATTAR RASUL

Pengerusi Pusat Pembudayaan STEM /Chairman, STEM Enculturation Center
Universiti Kebangsaan Malaysia
Bangi, Selangor, 43600, Malaysia
 
Email: drsattar@ukm.edu.my
According to Countries arranged by Number of Universities in
Top Ranks, there are26368 universities as of
2017.Eestimation of the number of world ~wide colleges and
universities is over 10,000. There are 4300+ universities in the
USA and around 4000-in Europe.
Projek Bangunan Pusat Pembudayaan STEM
 Menjadi pusat rujukan dan latihan
terulung dalam usaha memperkasakan proses
pembudayaan STEM berasaskan
penyelidikan berimpak tinggi;

Pusat Menjadi pakar

rujuk
Membentuk, mengkonsolidasi
mengkoordinasi elemen yang terlibat
serta
Pembudayaan memformulasi strategi
penyelesaian
dalam proses pembudayaan STEM yang
melibatkan pelbagai strata komuniti ke STEM permasalahan dalam usaha
arah pembentukan masyarakat yang
memiliki literasi STEM yang mampan; dan
Visi: Menjadikan hub pembudayaan STEM;
pembudayaan dan
pemerkasaan STEM
melalui penyelidikan
yang berimpak tinggi

Membangun pangkalan data

yang menumpukan agar pembentukan Membangun polisi yang berteraskan
polisi dan strategi pembudayaan STEM penyelidikan melalui perkongsian pintar;
adalah bersandarkan data sah dan
diperakukan.
 What is STEM?
There is no universally agreed-
upon definition of STEM. Experts
generally do agree, however,
that STEM workers use their
knowledge of science,
technology, engineering, or
math to try to understand how
the world works and to solve
problems.
A History of STEM
Posted by Karen Woodruff,
Associate Director, NASA's
Endeavor Science Teaching
Certificate Project  taking years to overcome confusion about its context; it is often
(kwoodruff@us-satellite.net)
In the 1990’s the National Science Foundation (NSF) married
science, technology, engineering, and math with the acronym
“STEM”. While the term is much more commonplace today, it is
misplaced with stem cell research or plant growth.
NSF director Rita Colwell suggested the change from the older
acronym SMET to STEM.

Next Generation Science Standards (NGSS) and Common Core State Standards
(CCSS)

integration of evidence based inquiry-based activities

STEM subject reasoning to integrated
areas

action-driven engineering practices

real-world data
professional are center stage in
driven practices
support standards
7
In the 1990’s the National Science Foundation married science, technology, engineering,
and math with the acronym “STEM”. While the term is much more commonplace today, it
is taking years to overcome confusion about its context; it is often misplaced with stem cell
research or plant growth.
In 1996, the National Science Education Standards placed high value on science as a student
centered enterprise with inquiry-based learning as a core philosophy.
 What is integrated STEM Education?
STEM integration is a curricular approach that
combines the concepts of STEM in an
interdisciplinary teaching approach (Wang et al.
2011).
Curriculum is student-centered and grounded in the
real-world application of content.
Involve active learning through STEM-Centric
Pedagogy – PROJECT ORIENTED PROBLEM BASED
LEARNING
 Background of GSIAC
The Inaugural Meeting on May 17,2011
The Chairman endorsed 3 key high impact
programs:
Program 1 : Malaysian Biomass Initiative
(MBI);
Program 2 : Smart Cities/Smart Village;
Program 3 : Human Capacity Building –
Cradel to Career (C2C)
- Strengthening the STEM Education
Objectives of the GSIAC Council
1. Providing strategic advice and as sounding
board on Malaysia’s aspirations of being a
developed nation by 2020, through science
and innovation;
2. Benchmarking Malaysia’s ranking and
competitiveness in Science and Innovation
against technologically advanced countries,
and improving Malaysia’s capabilities in
science and innovation;
3. Value adding to the achievement of Malaysia’s
economic transformation programme
objectives;
4. Intensify capacity building through industry-
academia collaboration with world experts and
globally renowned organisation;
5. Generating and increasing bilateral trade and
investment value in short, medium and longer-
term.
GSIAC l 10
Human Capacity Building

Cradle to Career (C2C)

Education UKM C2C Initiative
MOU Between MOHE Bitara STEM
(MRUN) & SUNY & NYAS
Nobelist Mindset
Laurette in Residence
13
14
 Why STEM?

“The future of the economy is in

STEM,” says James Brown, the
executive director of the STEM
Education Coalition in
Washington, D.C. “That’s where
the jobs of tomorrow will be.”
 M
STE stry
u
I nd

STEM
Field

STEM
Educatio
n
M
STE n
ze
Citi

16
 Drivers of the 4 th Industrial Revolution
Physical
Autonomous vehicles (not just cars)
3D printing (more uses to come)
Robotics (collaboration between humans & machines)
Smart materials (self-healing, self-cleaning)
Digital
Internet of things (relationship between people & things
Sensors, Remote monitoring, Digital currency (“Bitcoin”)
Biological
Genetics
Synthetic biology
Engineering
Humanising Potential
 make (something) more humane
 to give or attribute human character to.
Humanizing Technology: A History of Human-
Computer Interaction
Today, billions of people roam the Internet from
computer phones they hold in their hands.
Social media. Virtual reality. Internet of Things.
Artificial Intelligence. Technology and humans are
becoming ever enmeshed. We rely on technology
like never before; we use it to stay in touch,
complete work, get the news, shop for groceries,
manage our finances… the list goes on. And on.
With the advent of Industry 4.0 and smart factories, manufacturing sector has been experiencing exponential
technology growth. Convergence of novel disruptive technologies with previous generation technologies in
manufacturing play an important role in transforming key industries such as aerospace, automotive, industrial
automation, healthcare, power generation and oil and gas. 18
Artificial Intelligence
2.1 The new changes of labor market in China
2.1.1 As for quantity, the demand for middle/high-skilled workers is
increasing.
 With the Industrial 4.0, the demand for low-skilled workers is decreasing while the demand
for middle/high-skilled workers is increasing.
 The need of the front-line skilled operators greatly reduces due to the intelligent
manufacturing, and there is a huge decrease in the demand for the secondary vocational
education which trains “the blue collar workers”.

white collar 30%

Secondary vocational
31% education

Higher vocational education

grey collar Application-oriented
undergraduate education

39%
blue collar
The need proportion of different levels of technical and skilled
talents for the positions related to industrial robots 20
Changes in "contents of work" by the 4rth Industrial Revolution in Japan

Upstream process (management planning, product planning, marketing,

R & D)
As new businesses and markets expand in various industrial sectors
High skill work – [ ↑] e.g.) management strategy in charge, M & A in charge, data
scientist, marketers, researchers and developers

Middle skill work – [ ↑] Operation staff that embodies the business

as support for high skill work creation process centered on data scientist etc.

Production /
procurement
Job related to – [ ↓] Because of IoT, robots and others make labor
manufacturing saving / unmanned factories common sense.

Procurement job – [ ↓] Because of Automation and efficiency

improvement of supply chain using IoT
22
Malaysia needs of 60% students from schools
and universities to continue their studies in
STEM fields to strengthen the socio-economic
development

LAGGING INSCIENCE & MATHEMATIC

ACHIEVEMENT AND LITERACY OF MALAYSIAN SECONDARY
STUDENTS IN INTERNATIONAL ASSESMENT STUDIES
DECREASING
ENROLLMENT OF SCIENCE &
TECHNICAL STUDENTS AT SECONDARY
EDUCATION LEVEL

REGISTERS
MALAYSIA CONSISTENTLY

LOWER NUMBERS OF PEOPLE WHO

ARE INTERESTED IN SCIENCE, 44.9% FOR NEW
INVENTIONS /DISCOVERIES COMPARED TO AMERICANS
(87.0%) AND EUROPE (78%) (MOSTI, 2012).
POPULASI ANGGARAN BIL. NISBAH
JURUTERA POPULASI
JURUTERA
MALAYSIA 25 Million 80,000 1:312

FRANCE 60 million 800,000 1:75

GERMANY 82 million 1,000,000 1:82

CANADA 30 million 250,000 1:120

STUDY ON STEM
Examine quality of STEM
education in relation to T&L,
Assessment, Support System &
innovation
Investigate accessibility across
gender and socio economic
status
Evaluate and identify
challenges of implementing
STEM
Recommendation of best
practices in STEM education
CHALLENGES
Readiness of teachers to the teaching of
STEM is moderate and need
improvement
STEM education approach is too simple
and can be improved
Most of the teachers assume that they
had implemented the required methods
of teaching in STEM education
Teachers were not sure about the
integration of STEM related subjects
The need to have good school support
systems for STEM delivery
More activities to allow students to think
critically and find ways to solve a
problem
24
 STEM CHARACTERISTIC
CURRICULUM
Be Trans-disciplinary in its overall approach

T&L
Collaborative, project based, problem solving, research, inquiry
based activity, design based, experiment based, reflection based

 ASSESSMENT
Explicitly assess the learning outcomes
• Use alternative valuation techniques or portfolio-based performance

SUPPORT SYSTEM
The active involvement of the higher institution, industry,
community, and visit

STUDENT
• Problem-solvers, Innovators, Inventors, Self-reliant and Logical
thinkers•

INTEGRATED
Integrating STEM Education through Project Based Learning
Sanders et. al. (2012), defines STEM education as a process of integrating
technology and engineering design concepts into teaching and learning of science
and mathematics.

Systematic approach to solve problems. The theory behind a systematic approach

is that students will be better prepared to use the engineering process
when trying to solve problems in a situation or course (Kelley & Pieper, 2009).

STEM integration offers students one of the best opportunities to experience

learning in real-world situations (Tsupros, Kohler & Hallinen, 2009). Through the
integration of STEM, it will (1) deepen students' understanding of each discipline through
contextual concepts,

26
The Global Goals For Sustainable Development
 STEM in USA

STEM Expo for Parents and Students

The North Minneapolis STEM Expo is an excellent
opportunity for middle school and high school students
and their families to explore a wide range of exciting
careers in science, technology, engineering and math -
or STEM.

STEMbassador Program A STEM approach to teaching

-assist schools with STEM science& technology at
activities, serve as role primary/secondary transition
models, and invite students
to TJ-hosted events.
Science
Night Out
at Perot
Museum

After School Activity Book

Integrating STEM 28
29
30
 TRACK RECORD of BITARA STEM UKM 2013-2019
2019
2018
2017
PHASE 3 -
OUTREACH
PROGRAM 2016
National &
• Kem Eksplorasi • EXXONMOBIL-
Internationally • Kem Eksplorasi
STEM Johor UKM STEM
2015 STEM Johor
involving 44 @Sabah
involving 44
• EXXONMOBIL- teachers and 176  ToT with 100
teachers and 176
UKM STEM CLUB students from 11 teachers
students from 11
• 500 lower secondary districts in Johor  Allocation
PHASE 2-Pilot 2014 • CLMV (Cambodia, districts in Johor
school students • EXXONMOBIL- RM80k
Laos Myanmar, • EXXONMOBIL-
STEM Program Vietnam) Program
from 24 schools in UKM STEM
UKM STEM • EXXONMOBIL-
Kuala Lumpur, @Terengganu UKM STEM
@Terengganu
PHASE 1- • UKM-FELDA
• In collaboration with
Kajang, Putrajaya  ToT with 64
• ToT with 80 @Terengganu
• Bench Marking Visits to Norton University of teachers  ToT with 100
STEM Camp in and Pekan, Pahang. teachers of
New York (18 – 21 Cambodia. Trained • Allocation teachers
June 2014 • Allocation RM265k Terengganu
March 2013) 40 Technical RM150k  Allocation
• 226 students • 21st September–  Pilot program
students and pilot • STEM RM150k
of 10 FELDA 24th Nov 2016 at 8 districts
program in Kampung Exploration • UKM Di
provinces. 20 • STEM Workshop in with 480
Cham with 100 Journey & ANGKASA
2014 science school students
International STEM students
National 12th years
teachers Conference-  Allocation
• IPPTN Grant RM90k Competitition- Anniverssary
ToT- 34 UKM postgraduates
• 10 students Bangkok (18-22 Oct RM250k
from five (5) faculties; Faculty 2016) Kelab Taha- Dato’ Skeikh
selected to • EXXONMOBIL-UKM • STEM
of Education, Faculty of • Training of Involved 600 Muzaffar – Science
New York, for STEM Exploration Exploration
Engineering and the Built Trainers (ToT) students from 6 for All 20
STEM Journey on Journey - Kelab
Environment (FKAB), Faculty December 2016 zones November 2019
Exploration Sustainable Energy Taha-Tabung
of Science and Technology
Program -March 2017- Haji
• 30 Mei – 4 Jun 2015
(FST), Faculty of Health
• from 18-25 collaboration with • Involved 400
• 142 students from 10
Sciences (FSK) and the Faculty
September Johor State students from 4
schools in Selangor
of Information Science and
2014 Government, zones
• Allocation RM329k
Technology (FTSM) were involving 44
trained in Sept 2013 teachers from 11
 STEM
LEADERSHIP

STRUCTURED
STEM
STEM
RESOURCES PROGRAMS

STEM
Ecosystem

APPRECIATION STEM HUMAN

PLATFORM CAPITAL

COLLABORATI
ON /SMART
PARTNERSHIP
WITH
INSTITUTION/
INDUSTRY
32
 Norton University,
Cambodia 2015
STEM
LEADERSHIP

Organizational Governance
• Leadership
• Commitment
• Believe
• Coordination

Organizational Motivation
• Intrinsic FELDA 2014 ExxonMobil Sdn. Bhd 2015-2019 Politeknik Ungku Omar 2018
• Exstrinsic
Tabung Haji 2017-2018 Kerajaan Negeri Johor Saitama University, Japan

Organizational Planned
Behaviour
• Attitude towards Behavior
• Subjective Norms
• Perception of Behavioral
Control

TADBIR URUS ORGANISASI
1
TEORI KONTIGENSI
2
(CONTIGENCY MODEL KOMITMEN-
THEORY) KEPERCAYAAN
• Fred Edward Fiedler (COMMITMENT-TRUST
(1967) MODEL)
• Kepimpinan • Morgan dan Hunt (1994)
• menggunapakai • Komitmen
pengaruhnya perlu • komitmen dan
disesuaikan kepercayaan akan
mengikut situasi menyebabkan rakan
• faktor interaksi kerjasama lebih yakin
antara pemimpin dan percaya bahawa
dengan situasi setiap aktiviti itu
dirancang untuk
kemajuan dan
kepentingan bersama
MOTIVASI TINGKAH LAKU
ORGANISASI ORGANISASI
TEORI PENENTUAN TEORI TINGKAHLAKU
DIRI TERANCANG
(SELF-DETERMINATION (PLANNED BEHAVIOUR
THEORY) THEORY)
• Deci dan Ryan (1985) • Ajzen (1991)
• Intrinsik • Sikap terhadap tingkahlaku
3
TEORI KOORDINASI • Manusia dan • Seseorang hanya akan
(COORDINATION konteks sosial adalah melaksanakan niatnya
THEORY) unsur utama yang apabila dia merasakan
• Malone and Crowston merujuk kepada mampu mengawal
bagaimana
(1994) seseorang
perlaksanaan tindakan
• Koordinasi tersebut
mengintegrasikan
• Norma Subjektif
• aktiviti dapat pengalaman baru
• suatu fungsi dari
diselaraskan dan proses kawal
kepercayaan yang secara
• bekerjasama secara selia dengan
harmoni dalaman (intrinsic) spesifik seseorang setuju
• Interaksi antara • Extrinsik atau tidak setuju untuk
individu atau • Aktiviti-aktiviti yang menampilkan suatu tingkah
bahagian dijalankan untuk laku  
mendapatkan hasil • Persepsi Kawalan Tingkahlaku
akhir • suatu keadaan dimana
• Individu yang seorang individu
melaksanakannya merasakan bahawa tampil
untuk mencapai atau tidaknya suatu tingkah
STRUCTURED
STEM
PROGRAMS

STRUCTURED Training of Trainers

STEM (ToT)
PROGRAMS
STEM Program/ Activities/ Camp

STEM Mentoring
Program
STEM Ambassador

STEM Exhibition

STEM 35
Competition
Innovative Human Capital through Education
Need for a seamless passage
innovation training Creative & Innovative,
Collaborative, Entrepreneurial

Creative Creative & Innovative

IHL: BSc Masters PhD

Pre-School Primary Secondary Pre-Tertiary Required Core Knowledge

& Skills

Required Required Required Required TEST: Certificate Diploma

Core Core Core Core
Knowledge Knowledge Knowledge Knowledge
& Skills & Skills & Skills & Skills
Creative & Innovative,
Collaborative, Entrepreneurial
WAY FORWARD ON STEM Edu.

Challenge
and
Developing prepare
Make and
Nurture / connections building
inspire / build STEM Enhancing IHL: BSc Masters PhD
interest foundations skills STEM Skills

Pre-School Primary Secondary Pre-Tertiary

Science of Smart TEST: Certificate Diploma

Communities /
STEM Research
Mentoring Program
STEM Build/ Early Young scientist Science
Engineering Summer Camp Conclave

STEM Teacher Training 37

ExxonMobil-UKM STEM Club@Terengganu 2017
3rd to 6th September 2017, training 64 teachers from all over
Terengganu. The program continued with a pilot program with a
total of 480 secondary school students from 8 states in Terengganu
from 12th to 17th November 2017.

ExxonMobil-UKM STEM Club@Terengganu program from June -

October 2018. The program continued with a ToT program with 16
primary school teachers and continued with STEM Mentoring
Program for teachers and students’ projects for TExMIC
competition.

ExxonMobil-UKM STEM Club @ Terengganu 2019

STEM ENHANCEMENT PROGRAM

38
 Bitara STEM STEM Biomimicry
Modules-SoSc Project/ Prototype/
(Energy, STEM
Transportation, Pedagogical Challenge Model
Wireless Comm, Training Energy Saving
Urban
Infrastructure
STEM
Project Internet of Thing (IoT) Presentation
Journal
Smart Waste Management/
Clean Water System

Green Technology/3R
Poster

STEM Training of STEM Self- International

STEM
Trainers Mentoring Regenerating Camp/
Competition
Program Competition

 STEM ToT  STEM project  STEM Master Trainers

 40 teachers  STEM competition will conduct STEM
develop by ToT at
 IPGM Science/ evaluation will be done activities in their own
Institution
Maths/Technical/IC  Mentoring by UKM through face to face or schools, district or
T/RBT/ teachers experts online virtual system institution to ensure
and lecturers (video/video conference/ sustainability of
skype/ etc.) STEM program in
Sabah and will be
support and
mentoring by UKM
STEM STEM Prototype Design and STEM Energy Saving
Enhancement Challenge
Development Process
Program Prototype/Mo
Artificial Intelligence / Internet del
Basic to Intermediate Coding Systems – of Thing (IoT)
Using M-Block and Scratch 3.0
Smart Waste Management
Artificial Intelligence - Image Processing
Presentation
using Arduino –Uno and Raspberry pi
Clean Water Management Journal

Wireless Communication
Green Technology/3R

STEM Early Engineering for Poster

primary school
Biomimicry

TExMIC STEM
STEM Club STEM Final International
STEM TExMIC
Intervention Mentoring Competition Camp/
Competition
Program Competition

 Bitara STEM ToT  80 teachers from 8

 64 teachers  64 STEM ToT (secondary
districts
from 8 districts  Online Mentoring Sch teacher) & 16 Primary
 16 Primary Sch.  Face 2 face Sch. ToT will be involved
Teachers from 8 Mentoring to  Competition at District/
Districts selected projects for Zone Level
TExMIC

ExxonMobil-UKM STEM Club Initiatives-2019

 Orientation - Generation Of Ideas Restructuring Ideas - Strengthening ideas
KNOWLEDGE and new knowledge .
BUILDING

exploration , practical , hands- on

Collaborative,
Inquiry, Communication skill
etc.
PROJECT DEVELOPMENT
Application Of Ideas - Reflection - COMPETITION
 Piaget’s Constructivism, Papert’s
Constructionism: What’s the difference?

In this educational
frame, then, Seymour Papert of Massachusetts
Constructivism is Institute of Technologies developed a
more cognitive and theory of learning based upon Piaget’s
Constructionism Piaget’s constructivism - what constructivism. Note that Papert
children are interested in, and worked with Piaget in Geneva in the
more physical. late 1950’ies and early 1960’ies. Papert’s
able to achieve, at different constructionism ( Papert, 1991, p.1) , in
Integrating both stages of their development. contrast, focuses more on the art of
views can enrich The theory describes how learning, or ‘learning to learn’, and on
our understanding children’s ways of doing and the significance of making things in
learning.
of how people thinking evolve over time, and
learners engage in a conversation with
learn and grow. under which circumstance artefact's, and how these conversations
children are more likely to let boost self-directed learning, and
go of—or hold onto— their ultimately facilitate the construction of
currently held views. new knowledge.
Greater focus on learning through
making rather than overall cognitive
potentials
Why engineering design?
• One model suggest that STEM integration
should involve “engineering design” as
a basic for creating connections to
concepts from mathematics or science
(or both) (Sanders 2009).
• Engineering design process through
STEM integration can act as a connector
for meaningful learning the content of
mathematics & science (Moore et al. 2013).
• can provide a gateway to turn the
abstract science and mathematic
concepts into concrete real-life
applications.
Conceptual Of STEM Integrated Modules
GENERATION OF RESTRUCTURING IDEAS
ORIENTATION IDEAS PRE -Verify alternative
-Activities to instill interest • To identify prior EVALUATION ideas or misconceptions .
and mind to think knowledge and
ACTIVITIES Build new ideas and
-Eg. Video, pictures, misconception. knowledge . -Eg .
simulation • Eg. discussion, report exploration , practical ,
hands- on.

APPLICATION OF IDEAS
• Strengthening ideas and new
knowledge .

CURRENT
ACTIVITIES
ASSESMEN
T
REFLECTION
• Reflect on the extent to which
the original idea changed. Eg .
Presentation of artifacts 
Features of Integrated STEM

Morrison (2006)
suggested that STEM
integration students be
able to implement them
as
1) problem solvers, 2)
innovators, 3) inventors,
4) logical thinkers, and
also to understand and
develop the skills
required for 5) survival
and 6) technology
literacy.
 Human
• Interest
Students
Capital • STEM Literacy
Development • 21st Century Skills
Teachers • Higher Order Thinking Skills (HOTS)
• Inquiry Skills or IBSE
HUMAN • Soft Skills
CAPITAL Community
• Values
DEVELOPMENT
Underprivileged/Marginalize
group

STEM Leaders

46
47
 Higher Institution
Research Center
• Fakulti/ Institut /pusat
penyelidikan UKM
• EKOMAR
• Pusat Penyelidikan
Tasik Chini (PPTC) UKM
Jurutera Exxonmobil • Pusat penyelidikan
Langkawi (PPL)
Malaysian Astronaut

STEM Higher Institution

PARTNERS
COLLABORATION
Research Center
/SMART
PARTNERSHIP Industry
WITH
STEM Icon
INSTITUTION/
INDUSTRY NGO

Engineer / Scientist 48
 STEM STEMKit
RESOURCES
STEM Modules

Internet

STEM Experts

Etc.

STEM
RESOURCES

49

ENERGY
• Introduction- Newton’s Law &
Electrical Basic
• Worldly Environment
• Power Generation
• Power Storage
• Biomimicry
Science of Smart Communities
URBAN
INFRASTRUCTURE
• Environmental Engineering
• Soil and Land Development
• Building Towards the Future
• Recycling and Waste
Management
• Natural Disaster
Modules and STEM Program in
UKM
TRANSPORTATION
• Modes of Transportation
• Smart Transportation
• Smart Highways and Cars
• Intelligent Transportation
Systems
• Traffic Engineering
WIRELESS
NETWORK
• Smart Electronic Basics
• Real Time Communication
• Space based Wireless
Communication
• Internet Communication
• Network and Smart Wireless
and Communication
APPRECIATION
PLATFORM

51
 INQUIRY BASED LEARNING
• Focused on using and learning
content as a means to develop
information-processing and
problem-solving skills.
• More student centered, with the
teacher as a facilitator of learning.
• Students are more involved in the
construction of knowledge
through active involvement. The
more interested and engaged
students are by a subject or
project, the easier it will be for
them to construct in-depth
knowledge of it.
• Learning becomes almost
effortless when something
fascinates students and reflects
their interests and goals
• Questions, are at the heart of inquiry
learning.
• While questions are also a part of the
traditional classroom, the sources,
purposes, and levels of questioning are
quite different. In the traditional
classroom, the teacher is frequently the
questioner. Questions are usually
intended to provoke feedback about a
reading or activity assignment.
• In an inquiry classroom, the teacher asks
questions that are more open and
reflective in nature. Appropriate
questioning techniques are important in
an inquiry-based classroom, especially
in the lower grades where they become
a foundation for self-initiated
questioning
 STEM INQUIRY BASED LEARNING
• Focused on using and
learning content as a means
to develop information-
processing and problem-
solving skills.

53
 STEM INQUIRY BASED LEARNING
More student
centered, with
the teacher as a
facilitator of
learning

54
55
• Students are more involved in the
construction of knowledge
through active involvement. The
more interested and engaged
students are by a subject or
project, the easier it will be for
them to construct in-depth
knowledge of it.

56
What dO you understand OF POPBL and/or
PBL?
 Introduction

How do we learn? http://mathsimulationtechnology.wordpress.com/2012/02/16/active-learning-passive-

teaching/

POPBL – WHY AND WHAT 58

EXXONMOBIL-UKM STEM Exploration Journey Camp on Sustainable Energy
30 Mei – 4 Jun 2015
Jurutera Exxonmobil, Izzil
Pegawai Eksekutif, Jocelyne Shu

Perkongsian Ilmu oleh Pakar

Ustaz Zaidi Bin Mohamad Jalil

Jurutera Exxonmobil, Zamri Abd. Ghapor

59
EXXONMOBIL-UKM STEM Exploration Journey Camp on Sustainable Energy
30 Mei – 4 Jun 2015

Public Lecture With Profesor/Scientists

60
What is POPBL?

61
Project vs POPBL
PROJECT POPBL

62
 Characteristic of POPBL

• Not subject oriented but problem and project oriented

• Interdisciplinary and multidisciplinary/transdisciplinary
Approach
• Team-work (Cooperative and Collaborative Approach)
• Exemplarity (instead of generality)
• Learner Centered Approach (Participant Control)
• Role of instructor is more as a facilitator and supervisor

63
POPBL – WHY AND WHAT
Conceptual Of STEM Integrated Modules
Phase 1
Phase 2
GENERATION OF
ORIENTATION/ENGAGING RESTRUCTURING IDEAS
IDEAS PRE
PROBLEM EVALUATION
-Verify alternative ideas .
• To identify prior Build new ideas and
-Activities to instill interest and ACTIVITIES
knowledge and knowledge . -Eg .
mind to think
misconception. exploration , practical ,
-Eg. Video, pictures, simulation • Eg. discussion, report hands- on.

Phase 3

APPLICATION OF IDEAS
• Strengthening ideas and new
knowledge .

CURRENT Phase 4&5

ACTIVITIES
ASSESMEN EVALUATION &
T COMMUNICATING THE IDEAS
• Redesign and Reflection
• Reflect on the extent to which
the original idea changed.
• Presentation of ideas and
artefacts 
Implementation Strategy of STEM Program for Johor

• 3 days program
PHASE 1 - STEM • To develop a group of STEM Master Trainer (44 teachers)
TRAINING OF • STEM Pedagogical Training
TRAINERS (ToT) • Role of STEM facilitators
Program • STEM Inquiry Based Education & Higher Order Thinking
SkillsKnowledge transfer of STEM Integrated Modules -Science
of Smart Communities: Energy, Urban Infrastructure,
Transportation, Wireless Communication
•
• 3 days program
PHASE 2 - • Pilot STEM Program with schools
• Execute program I with 176 students from 11 district
INTERVENTION
s
• Program and activities will be conducted by STEM
Master Trainer and facilitators/mentors by UKM
• Impact study will be carry out by UKM researchers

PHASE 3- • 1 day program

STEM • Carry out STEM Exhibition, and
CARNIVAL Competition in STEM Carnival

SELF
REGENERATI
NG

66
Graduates,
lecturers,
Perancangan Strategik STEM
teachers, sch
students,
community,etc Modal Insan
dan Sumber
Manusia
Cemerlang
Pembangun
an
Program/
Projek dan
Modul
STEM

Strategic Memperkas
a
outcome Penyelidikan
STEM

Platform for
competitions/innovations
Perkongsian challenge, publication,
Pintar research grants,
dengan translational research,
Industri/ establish framework and
Keterlibatan policy, etc
Menambahba Industri
ik Fasiliti
STEM Industries-Universities collaboration, NGO,
State Government, education
ministry/departments and potential sponsorer
67
such as Genting Plantation, Shell, etc.
 Sub Pelan
KEBERHASILA
Keberhasila Strategi Tindaka
N UTAMA
n n
Modal Insan dan
Sumber Manusia
Cemerlang

Pembangunan
Program/Projek dan
Perancangan Modul STEM
Strategik
STEM Johor Perkongsian Pintar
dengan Industri/
Keterlibatan Industri

Memperkasa
Penyelidikan STEM

Menambahbaik
Fasiliti STEM
68
 PELAN
KEBERHASILAN UTAMA Sub KEBERHASILAN
TINDAKAN
AKTIVITI UTAMA
Bengkel STEM Master
Trainer – ToT – Fasa 1
(STEM Pedagogical
Training & STEM Module
Knowledge Transfer)
Latihan
1.1 Jurulatih
Utama STEM Bengkel STEM Master
Tenaga Trainer – ToT – Fasa 2
(Rintis)
pengajar
STEM yang Latihan
membangunk
kompeten an Modul

Modal dan inovatif STEM &

Mentoran
Insan dan
Sumber
1.2 1.2
Manusia 1.
Mengadakan Kem
Cemerlang Kemenjadian Memupuk
STEM

murid yang minat dan Pertandingan STEM

kreatif dan kemahiran
pelajar
inovatif STEM Research
Mentoring Program

Menilai pencapaian
pelajar
Penyelidik/
Saintis Muda

69
 Research on Teachers
• Knowledge of STEM Content • Beliefs on the
Modules integrated STEM
• Knowledge of Instructional teaching and learning
Methodologies

Knowledg
Beliefs on
e on
STEM
STEM
Integration
Integration

Attitudes Efficacy
Towards Towards
STEM STEM
Integration Integration
• Attitudes towards STEM • Self-efficacy of
education integrating STEM
• Attitudes towards integrated
STEM teaching and learning
Results from 2018 Program in Terengganu
Knowledge
Mean Standard
Aspect Gender Level
score Deviation
Module Male 3.560 0.583 Moderate
content Female 3.677 0.499 Moderate
knowledge
Teaching Male 3.835 0.369 Moderate
through Female 3.971 0.329 Moderate
STEM
integration
knowledge
Mean score interpretation (Roslinda 2007)
Knowledge Male 3.698 0.460 Moderate 1.00-1.99 (weak)
2.00-2.99 (low)
Female 3.824 0.379 Moderate 3.00-3.99 (moderate)
4.00-5.00 (high)

Relationship between knowledge, beliefs, attitude and self-efficacy of

teachers towards teaching and learning STEM education integration
**p<0.01
Knowledge Beliefs Self-efficacy
towards towards Attitude towards STEM
  towards STEM
STEM STEM education
education
education education
Knowledge
towards STEM - 0.383** 0.620** 0.447**
education
Beliefs
towards STEM - - 0.419** 0.604**
education
Self-efficacy
towards STEM - - - 0.536**
education
71
 Kepercayaan guru terhadap terhadap pengajaran dan pembelajaran
penginterasian pendidikan STEM berdasarkan setiap item
Sejauhmanakah tahap persetujuan anda terhadap pernyataan-pernyataan berikut:
Frekuensi dan %
Bil. To what extent is the level of your agreement to the following statements:
Item
Tidak bersetuju Bersetuju
Min (Tahap)
1 Pengintegrasian STEM membolehkan murid melihat hubungan antara sains, matematik, teknologi dan kejuruteraan. 4.4 95.6 4.2022 (T)
2 Pengintegrasian STEM yang melibatkan aktiviti “hands-on” meningkatkan penglibatan aktif murid dalam proses pengajaran dan pembelajaran. 4.7 95.3 4.2255 (T)
3 Pengintegrasian STEM menjadikan aktiviti pengajaran dan pembelajaran lebih menyeronokkan. 5.2 94.8 4.2147 (T)
4 Pengintegrasian STEM membolehkan murid memahami konsep sains yang abstrak/sukar dengan lebih baik. 7.0 93 4.1703 (T)
5 STEM membolehkan murid menghubungkan pengetahuan/kemahiran yang dipelajari dalam setiap matapelajaran tersebut. 6.5 93.5 4.1507 (T)
6 Pengintegrasian STEM meningkatkan minat murid terhadap matapelajaran berkaitan sains, teknologi, matematik dan kejuruteraan. 7.8 92.2 4.1618 (T)
7 Pengintegrasian STEM meningkatkan minat murid terhadap kerjaya berkaitan sains, teknologi, matematik dan kejuruteraan. 6.4 93.6 4.1826 (T)
8 Pengintegrasian STEM meningkatkan penguasaan ilmu pengetahuan/kemahiran murid dalam matapelajaran berkaitan sains, matematik, teknologi dan kejuruteraan. 7.8 92.2 4.1458 (T)
9 Pengintegrasian STEM memudahkan guru menghubungkaitkan konsep yang dipelajari dalam konteks situasi dunia sebenar. 8.3 91.7 4.1213 (T)
10 Pengintegrasian STEM meningkatkan kemahiran murid bekerja secara berpasukan (kolaboratif). 5.8 94.2 4.1875 (T)
11 Pengintegrasian STEM meningkatkan keyakinan murid dalam proses pembelajaran mereka. 8.5 91.5 4.1122 (T)
12 Aktiviti pembelajaran yang mengintegrasian STEM mendedahkan murid dengan pengalaman sebenar dalam dunia pekerjaan berkaitan STEM. 7.6 92.4 4.1632 (T)
13 Aktiviti pembelajaran yang mengintegrasikan STEM membolehkan murid mengaplikasikan pengetahuan mereka dalam konteks situasi sebenar. 5.5 94.5 4.1706 (T)
14 Pengintegrasian STEM membolehkan guru melibatkan banyak aktiviti bercorak penyelesaian masalah (problem solving) yang melibatkan situasi/konteks dunia sebenar. 7.5 92.5 4.1448 (T)
15 Pengintegrasian STEM meningkatkan kemahiran murid dalam proses penyelesaian masalah. 7.7 92.3 4.1423 (T)
16 Pengintegrasian STEM menjadikan permbelajaran lebih bermakna (meaningful learning) kerana murid dapat membuat hubungkait antara pengetahuan/kemahiran sedia 7.7 92.3 4.1448 (T)
ada dengan pengetahuan/ kemahiran baru dalam konteks dunia sebenar.
17 Pengintegrasian STEM membantu pengembangan kemahiran berfikir aras tinggi dalam kalangan murid. 6.6 93.4 4.1632 (T)
18 Aktiviti pembelajaran yang mengintegrasikan pegetahuan/kemahiran dalam STEM dapat memupuk kreativiti dan inovasi dalam kalangan murid. 5.6 94.4 4.1716 (T)
19 Aktiviti pembelajaran yang mengintegrasikan pengetahuan/ kemahiran dalam STEM menggalakkan murid berfikir secara kreatif dan kritis. 6.3 93.7 4.1863 (T)
20 Pengintegrasian STEM memudahkan guru mengajarkan sesuatu konsep sains yang abstrak/sukar dengan lebih efektif/berkesan. 12.1 87.9 4.0809 (T)
21 Pengintegrasian kejuruteraan membolehkan guru menghubungkan pembelajaran sains dan matematik kepada situasi dunia sebenar. 8.7 91.3 4.1250 (T)
22 Pengintegrasian kejuruteraan membantu guru untuk melibatkan banyak aktiviti bercorak penyelesaian masalah (problem solving) dalam pengajaran sains dan matematik. 9.4 90.6 4.1115 (T)
23 Pengintegrasian kejuruteraan meningkatkan penguasaan murid dalam sains dan matematik. 12.9 87.1 4.0479 (T)
24 Pengintegrasian kejuruteraan membuatkan pembelajaran sains dan matematik lebih mudah kepada murid yang mengaggap sains dan matematik sukar. 16.1 83.9 3.9718 (ST)
25 Pengintegrasian kejuruteraan dalam pengajaran sains dan matematik berupaya meningkatkan minat murid terhadap sains dan matematik. 12.0 88 4.0466 (T)
26 Pengintegrasian kejuruteraan dalam pengajaran sains dan matematik berupaya meningkatkan minat murid terhadap kerjaya berkaitan kejuruteraan. 10.4 89.6 4.0711 (T)
27 Pengintegrasian kejuruteraan dalam pengajaran sains dan matematik membolehkan murid mengaplikasikan pengetahuan sains dan matematik dalam menyelesaikan 9.2 90.8 4.0772 (T)
masalah dalam konteks dunia sebenar.
 (eexonmobil-ukm Stem club2terengganu- STEM Training of Trainers/STEM Mentoring
Rumusan pemerhatian 2018
• Teachers beliefs towards
STEM integration increases
with increasing knowledge
• Teachers self-efficacy
increases with increasing
knowledge
• Teachers self-efficacy
increases, if beliefs in
STEM integration is also
increased
• Teachers technical skills in
programming and digital
technologies is low
program)
Penambahbaikkan 2019
• This finding suggests that,
when the knowledge,
beliefs and efficacy of
teachers towards STEM
integration increases,
teachers will demonstrate
positive attitudes toward
STEM integration.
• Improved teachers technical
skills to integrate AI and
coding system in STEM
project
• Improved teachers
engineering design process
skills to integrate in STEM
project
Justifikasi impak
• Enhance technical skills to
integrate AI and coding
system in STEM project
• Improved teachers
engineering design process
skills to integrate in STEM
project
• Increased number of Quality
STEM project design
• Increase number of teachers to
innovate of innovative
pedagogic strategies leading to
meaningful and productive
inclusive
• Improved teachers knowledge,
belief, self-efficacy and
attitudes towards STEM
integration
 Thank You
PM Dr. Mohamad Sattar Rasul
 
Faculty of Education,
Universiti Kebangsaan Malaysia
Bangi, Selangor, 43600, Malaysia
 
Email: drsattar@ukm.edu.my