Plastic Pollution STEM IBL-5E: Enhancing 21st-Century Skills

and Environmental Literacy in Pre-University Students

*Byron MC Michael Kadum , Muhammad Shazwan Sheikh Abdul Razak, Haikal Fitri Harun & Muhammad Khairul Afiq bin Mohamed Halmi
Labuan Matriculation College
*byron@kml.matrik.edu.my

Teaching & Learning Reflection Research Methodology:

Research Design
: our reflection, we observed that practical sessions notably enhance students'
From
Technical Action Research (TAR)
chemistry psychomotor skills, however we identified area of improvement.
1) We are falling short in fostering our students' 21st-century skills (21 CLS) during the Research Participants
practical sessions) Twenty-one (21) pre-university students
2) We have not effectively utilised these lessons to demonstrate how the chemistry enrolled in the science stream
concepts they are learning relate to real-world situations
Research Instruments
Quantitative :
Research Focus & Objectives: Pre- and post-intervention
This research focus on the implementation of innovative chemistry practical lessons measurements of the following
designed for pre-university students, with a specific focus on the plastic pollution, instruments:
using a STEM Inquiry-Based Learning 5E (STEM IBL-5E) model. • 21st Century Learning Scales (Kelley
These were the objectives of the project: et al., 2019)
1) To significantly enhance pre-university students’ 21st-century learning skills • Questionnaire of Environmental
(21CLS) using the Plastic Pollution STEM IBL-5E teaching and learning (t&l) model. Literacy (Shamuganathan &
2) To significantly enhance pre-university students' environmental literacy (EL) using Karpudewan, 2015)
the Plastic Pollution STEM IBL-5E teaching and learning (t&l) model.
Qualitative :
Written feedback from participant
regarding the Plastic Pollution STEM
Action Implementation:The Plastic Pollution STEM IBL- IBL-5E t&l model
5E Teaching & Learning Model Research Analysis
Quantitative :
Descriptive analysis & Paired samples
t-test
Qualitative :
Narrative Analysis

STEM Profile :
S T E M
Incorporate Utilising Mathematic
chemistry technology Engineering processes
concepts (Padlet, Design Process (problem
(addition YouTube, (EDP) solving, pattern
polymer) ChatGPT etc.) recognition)

Discussions:
• The students notably developed their
collaboration skills, as the nature of the
STEM IBL-5E lessons required them to
work in groups.
• critical thinking skills significantly
improved, as they were encouraged to
think critically, debate ideas within their
groups.
Research Findings: • Flexibility allowed them to think freely,
express their ideas, and make original
“…in my opinion, the STEM IBL program has the capability
Comparison between Pre and Post- to produce a creative generation to save the environment…” contributions, thus fostering creativity.
Intervention
– Aliff • Their involvement in in-depth
4.69 4.61
discussions about the origins and
“…in addition, this program clearly can
help students improve their social skills. For impact of plastics on the environment
2.48 2.52
21st example, speaking skills and expressing the led to a transformative learning
Century
Learning
ideas that accumulate in the mind. Finally, experience.
this program can also help students become
Skills critical and forward-thinking individuals. • STEM, IBL, and 5E models empower
21-Century Learning Skills Environmental Literacy
This is because the activities conducted can students to become agents of change,
Pre-Intervention Post-Intervention train the mind…” - Lina motivating them to act on
The 21CLS paired samples t-test outcomes
Mean “…the lesson has inspired and intrigued me environmental issues.
Measure 1 Measure 2 t df p
Diff. as a young generation on how we can play our
Pre- Post- 11.105 20 < 0.001 2.21

Conclusions:
Intervention Intervention part in conserving, preserving and restoring
our Mother Earth. For example, regarding on
The Environmental Literacy paired samples Environmental
t-test outcomes
effects of plastic in our environment that takes
Literacy • Plastic Pollution STEM IBL-5E teaching
thousands of years to decompose and how
Measure 1 Measure 2 t df p
Mean
Diff. microplastic affect our circulatory system…” model's impact on pre-university
Pre-
Intervention
Post-
Intervention
10.833 20 < 0.001 2.09
– Jaclyn students revealed its positive influence
on 21CLS and EL in a single TAR cycle

Novelty: Creativity: Applicability: References:

The development of the Plastic The fusion of STEM, IBL, and 5E into a
Pollution STEM IBL-5E t&l comprehensive t&l model for chemistry
model. practical lessons markedly enhances the
2CLS and EL of pre-university students.
The Plastic Pollution STEM IBL-5E
can be adapted and/or adopted by
other chemistry teachers at different
levels of education.
Shamuganathan, S., & Karpudewan, M. (2015). Modeling environmental
literacy of Malaysian pre-university students (EJ1081853). ERIC.
https://files.eric.ed.gov/fulltext/EJ1081853.pdf
Kelley, T. R., Knowles, J. G., Han, J., & Sung, E. (2019). Creating a 21st
century skills survey instrument for high school students. American
Journal of Educational Research, 7(8), 583-590.
https://doi.org/10.12691/education-7-8-7