This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science "Pudak" teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing "Pudak" module in increasing the students' skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.

This qualitative study aims to determine the science teachers’ pedagogical content knowledge (PCK) and its components applied by them in the teaching of entrepreneurial science thinking (EST) by using the EST module. The teaching of entrepreneurial science thinking is an effort to cultivate students’ thinking to apply their scientific knowledge in everyday situation in a creative and inovatif way, including with the orientation of entrepreneurship thinking. Two science teachers, who have educational background and experience in using the EST  module to teach science in primary schools, are involved in this study. The qualitative data was analysed by using the six phases of Shulman‘s pedagogical reasoning model (understanding, transformation, instruction, assessment, reflection, and new understanding) in each thinking step in the EST module (observe, new ideas, innovation, creativity, and society). It was found that the PCK component which is always referred to by both teachers is knowledge of students, while the knowledge component of PCK which is seldom applied by the science teachers is knowledge of the contexts. Meanwhile, pedagogical knowledge and content knowledge are applied to all steps of the EST module, but not referred to in all the pedagogical phases of Shulman’s reasoning model. The findings of this study indicate that knowledge of the students is the most important component of teaching EST in primary schools. This study also supports the previous research stated that to enhance creativity and innovation among students, teachers must have knowledge about their students.

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This study was aimed at determining the improvement of concept understanding and motivation of learners through physics education technology (PhET) simulation. Quantitative approach and quasi experimental technic were employed in this research. The populations in the study were four classes of 8th grade students of MTs Insan Qur’ani, while two samples were class VIIIc and class VIIId. The sample was determined by simple random sampling technic where VIIIc was treated as experimental group and taught using PhET while class VIIId was simulated as control group and was taught using a simple lecture method. 15 valid and reliable multiple choice questions were used as instrument to evaluate the concept understanding and motivation. While leaners motivation was measured using 7 questions and was quantitatively analyzed. The test results of concept understanding undergo normality test, homogeneity test and hypothesis evaluation. The data show that the average result for the class of experiment was found to be 9,75% while for the control class was found to be 8,81%. Motivation questionnaire analysis results showed the significant increase in each item of statement, for the experimental class was found to be 85.6 while control class was 64.6, the score indicated that the students in the experimental class were more motivated in learning physics compared to the students of the control class. Based on the research findings, we conclude that PhET implementation in the classroom would enhance both concept understanding and motivations of students

The objectives of this study are as follows: (1) Developing ISLE-based STEM learning media, (2) Building 21st-century skills and character, (3) Analyzing the improvement of learning outcomes through lesson study. This research is a descriptive quantitative study developed at the STEM UNSYIAH Research Center and carried out at Unsyiah Laboratory High School. The instruments used in this study are validation rubric for media and material experts and Teacher Observation sheets and monitoring sheets for the increasing 21st-century character. Based on the data analysis: 1) Validation of the Moment of Inertia props from 2 media experts obtained an average percentage value of 86.4% with an excellent category. 2) Validation of Student Worksheet by two validators expert in material teaching obtained an average percentage value of 84.77% with an excellent category. 3) The teaching and learning results using teaching aids and LKPD through a Lesson Study conducted by the observer obtained a percentage with an average of 83.5% excellent category. 4) There is an increase in 21st-century character in students by 77% with an excellent category. ISLE-based STEM Learning Media is very suitable for improving 21st-century skills.