THE EFFECT OF USING PROJECT-BASED INQUIRY LEARNING (PIL) STEM MODULE IN TOPIC SPACE AMONG YEAR ONE STUDENTS

Abstract

The purpose of this study is to examine the effect of integration STEM education by using STEM module designed based on four phases in the Project-based Inquiry Learning (PIL) method. The STEM module consists of five projects in the topic Space in the Year One DSKP of the review KSSR Mathematics in Malaysia. The effectiveness of using the STEM module is assessed on the understanding, interest and attitude towards STEM education. The study was conducted on 33 students in the experimental group and 26 students in the control group. The instruments used in this research are STEM module, pre-test and post-test and questionnaire on students' understanding on STEM, interest in STEM and attitude towards STEM education. The STEM module covered the various cultured races in Malaysia and consist five projects. The concept and description of STEM content in each project has been emphasized in the module. The findings show that the STEM module has a satisfactory validity with a percentage of agreement is 95% and a satisfactory reliability with a Cronbach’s alpha value of 0.701. Mathematics achievement score analysis for the experimental group showed a high significance (p <0.01) in the post-test compared to the pre-test. The findings also showed that there is an increasing in understanding, interest and attitude in the experimental group. In conclusion, the STEM module designed based on the PIL method had satisfactory validity and reliability and can be a reference for teachers to carry out STEM in primary Mathematics.