Technology as a Learning Aid to Enhance Student Motivation of STEM Students at Lobo Senior
High School for the SY: 2022-2023
Background of the Study
The evolution of educational technology has afforded numerous opportunities for
facilitating student learning, as well as affordances that are unique for complex, integrated
STEM learning environments. For example, immersive and interactive technology (e.g.,
simulations and games) can be used to expand learning experiences and facilitate the
simultaneous study of multiple subjects. In an integrated STEM learning environment,
technology can introduce remote subject matter experts into the classroom to compensate for
instructors' potential lack of content knowledge (Lunce, 2006; Smith & Madden, 2017). Using
technology can also improve students' comprehension of subject matter (U.S. Department of
Education, 2017). (Yang & Baldwin, 2020)
According to a study entitled Enhancing Student Motivation With Use of Augmented
Reality for Interactive Learning in Engineering Education (2020), augmented Reality (AR) is a
visualization technology capable of enhancing human perception by superimposing
computer-generated data on real-world objects, which are also available for user interaction.
Education Technology is observing a continuous improvement in instructional practices. Despite
its many application areas, technology can serve as an effective educational aid by promoting
student interaction and participation in the classroom. AR technology offers innovative and
interactive methods for learning a specific concept. At first glance, the AR materials appear
identical to standard figures/books. According to Y. Chen, there are certain concepts that are
difficult for pupils to visualize. This contains a limited amount of geometry, scientific, and
engineering education topics. The issue arises when it is necessary to visualize a concept that is
otherwise difficult to comprehend intuitively. Considering the example of ray optics, it is difficult
to visualize and remember the type of image formed using various focal lengths of
concave/convex lenses and objects placed at different distances. The existence of a system that
not only superimposes virtual images by detecting the type of lens used, but also provides the
size of the image formed based on the object's distance from the lens, makes it simpler for
students to remember. Moreover, if the system is made interactive so that the user can alter the
distance of the object, the focal length of the lens, or the type of the lens, the user can obtain
real-time data in the form of an image. Other examples include the study of covalent bonding in
chemistry, the structure of DNA in biology, electron movement during current flow in
electronics, open and closed loop analysis for control systems, transistor action for electronic
devices, and the visualization of memory while programming in computer languages. Such
instances motivate the incorporation of augmented reality (AR) technology in education for
interactive learning involving student engagement in order to increase their motivation to learn.
In a study conducted by Susilawati et al. (2022), it is stated that students' problem-solving
skills in physics are typically inadequate (Masita et al., 2020). Due to the fact that learning
physics in Indonesia focuses more on enhancing students' cognitive knowledge than on helping
them find concepts on their own, teaching physics has not been able to create students who are
actively engaged in the learning process (Istyowati et al., 2017). According to PISA data, the
problem-solving skills of Indonesian pupils are far below those of Malaysia, Thailand, and the
Philippines (Permanasari, 2016). In addition, there are still students with low learning
motivation (Shidik, 2020). This is as a result of the inability of Indonesian children to make
connections between their knowledge and the occurrence of various phenomena, as well as
their low learning motivation. Students lack problem-solving and learning motivation skills in
Physic learning, and it is still possible to find schools without a Physic laboratory, where it is
difficult to learn Physics because its concepts are abstract and must be tested experimentally
(Klein et al., 2021). For this reason, an alternative media technology that can explain the
abstract concept in Physic learning, particularly Direct Current Electric Circuit (DC), is required
so that students can complete their problem-solving. (Rahayu et al., 2019) The application of
media in the learning process by pupils will make the learning process easier and more
effective. Where education today and in the future requires new innovations and information to
aid in the learning process of students (Allo, 2020; Purwantoel al., 2020). PhET simulation media
can be used as a learning tool because it not only conveys concepts but also encourages
students to discover them in practice (Mariko, 2021). Using PhET simulation media can enhance
motivation and concept comprehension (Khairunnisak, 2018). (Yunita et al., 2019) PhET media
enhances students' conceptual mastery in Physics learning. Furthermore, using PhET simulation
media can improve students' problem-solving skills (Daretel et al., 2017).Based on the
preceding description, the researcher determined that there is a need for technology-based
media that can assist students in conducting the experimenting-with-learning process, as well
as a lack of motivation and problem-solving skills, particularly in physics learning; therefore, the
researcher employs PhET simulation media, which is deemed suitable for use in this research. In
light of this, the purpose of this study is to investigate the implications of using physics
education technology (PhET) simulation media to improve students' motivation and
problem-solving skills when learning physics.
Furthermore, the Ministry of Education Malaysia licensed Geometer's Sketchpad (GSP), a
geometrical software, to promote math education using technology (Leong, 2014). Geometry,
algebra, calculus, and trigonometry can be created, explored, and analyzed using GSP, a
dynamic geometry software (Jackiw, 1991). Since Malaysian public schools have specialized
software, this study is set in a technology-enhanced learning classroom. Thus, this study
investigates the ARCS model's motivational tactics. (Wong & Wong, n.d.)
Lastly, as indicated in the study of Yang & Baldwin (2020), their selected studies
demonstrate how technology can improve technological and scientific literacy and assist STEM
education efforts that encourage students to know and do (Canada 2067; U.S. Department of
Education, 2016). The selected studies also demonstrate technology-use tactics to promote
student learning in diverse types of integrated STEM learning environments, typically delivering
"real-world" (i.e., professional) experiences and increasing participation. Technology in a
complex STEM learning environment can expose students to authentic contexts and provide
opportunities to develop technical abilities that highlight STEM learning (e.g., Wu, 2010). Math
helps engineers solve issues, and they employ science and math to design and build things for
many uses.
References
Yang, D., & Baldwin, S. J. (2020, January 1). Using Technology to Support Student Learning in an
Integrated STEM Learning Environment. “Using Technology to Support Student Learning in an
Integrated STEM Lea” by Dazhi Yang and Sally J. Baldwin.
https://scholarworks.boisestate.edu/edtech_facpubs/239
Enhancing Student Motivation with use of Augmented Reality for Interactive Learning in
Engineering Education. (2020, June 16). Enhancing Student Motivation With Use of Augmented
Reality for Interactive Learning in Engineering Education - ScienceDirect.
https://doi.org/10.1016/j.procs.2020.05.127
Wong, S. L., & Wong, S. L. (n.d.). Contemporary Educational Technology. Contemporary
Educational Technology. https://doi.org/10.30935/cedtech/11199
Susilawati, A., Yusrizal, Y., Halim, A., Syukri, M., Khaldun, I., & Susanna, S. (2022, July 31). The
Effect of Using Physics Education Technology (PhET) Simulation Media to Enhance Students’
Motivation and Problem-Solving Skills in Learning Physics | Jurnal Penelitian Pendidikan IPA. The
Effect of Using Physics Education Technology (PhET) Simulation Media to Enhance Students’
Motivation and Problem-Solving Skills in Learning Physics | Jurnal Penelitian Pendidikan IPA.
https://doi.org/10.29303/jppipa.v8i3.1571
