Construct Validity of the Knowledge and Skills in a Geography STEM Education Instrument among Prospective Teachers: Confirmatory Factor Analysis

https://doi.org/10.22146/ijg.47486

Mahat Hanifah(1*), Sumayyah Aimi Mohd Najib(2), Saiyidatina Balkhis Norkhaidi(3), Nurul Hidayah Baharuddin(4)

(1) Universiti Pendidikan Sultan Idris
(2) Department of Geography and Environment, Faculty of Human Sciences, Sultan Idris Education University, 35900 Tanjong Malim, Perak
(3) Department of Geography and Environment, Faculty of Human Sciences, Sultan Idris Education University, 35900 Tanjong Malim, Perak, Malaysia.
(4) Department of Moral, Faculty of Human Sciences, Sultan Idris Education University, 35900 Tanjong Malim, Perak
(*) Corresponding Author

Abstract


Science, Technology, Engineering, and Mathematics (STEM) subjects refer to school education policies and curriculum options to increase competitiveness in science and technology for students. Geography connects STEM disciplines with the application of geographical technology and tools, which can better understand cross-disciplinary phenomena to address critical problems. This study was carried out to validate the construct of the knowledge and skills in a geography STEM education instrument among prospective teachers in Malaysia. The respondents consisted of 400 students of semesters one to eight from the Bachelor of Education in Geography program, Universiti Pendidikan Sultan Idris, Perak, Malaysia, who were selected using a simple random sampling technique. The constructs studied were the knowledge and skills in geography STEM education. The data were analyzed descriptively and inferentially using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for item component grouping. The analysis results showed that the reliability value of Cronbach's alpha was at a high classification, which exceeded 0.70. The result of the EFA showed two components generated from the knowledge construct: STEM Knowledge and Applied Knowledge, and one component from the skill construct known as STEM Skill. Regarding the measurement model, CFA results showed that the solution was suitable and acceptable based on the suggested indicators. Therefore, the 25-item measurement model developed is suitable to measure the knowledge and skills in geography STEM education among prospective teachers in Malaysia.

 


Keywords


knowledg; skills; STEM; geography; prospective teachers

Full Text:

Untitled


References

Anderson, J. & Gerbing, D. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423.

Arbuckle, J. L. & Wothke, W. (1999). AMOS users guide version 4.0. Chicago, IL: Small Water.

Arbuckle, J. L. (1997). AMOS users guide version 3.6. Chicago, IL: SmallWater.

Babbie, E. (1992). The Practice of Social Research. CA: Wadsworth, Inc.

Bryne, B. M. (2010). Structural Equation Modeling with AMOS: Basic concepts, applications and programming. New Jersey: Lawrence Erlbaum Associates Publishers.

Bybee, R. W. (2010). Advancing STEM Education : A 2020 Vision. In Technology and Engineering Teacher (p. 30).

Bybee, R. W. (2010). Advancing STEM Education : A 2020 Vision. In Technology and Engineering Teacher (p. 30).

Chaniel Fan, S.-C., & Ritz, J. M. (2014). International Views of STEM Education. In Proceedings PATT-28 Conference (pp. 7–14).

Creswell, J. W. (2002). Educational research: planning,conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill Prentice Hall.

Dangermond, J. (2013). GIS is STEM. Journal of Geography and Geology, 7(1).

Fazurawati, C. L. (2018). Pendidikan STEM. Harian Metro.

Fornell, C. & Larcker, D. 1981. Evaluating structural equation models with unobserved variable and measurement error. Journal of Marketing Research, 18, 39–50.

Hair, J. F., Black, B., Babin, B., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis: A global perspective. New Jersey: Pearson Education Inc.

Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate Data Analysis (6th ed.). New Jersey: Prentice Hall.

Hudson, P., English, L., Dawes, L., King, D., & Baker, S. (2015). Exploring links between pedagogical knowledge practices and student outcomes in STEM education for primary schools. Australian Journal of Teacher Education, 40(6).

Kementerian Pendidikan Malaysia. (2016). Panduan Pelaksanaan Sains, Teknologi, Kejuruteraan dan Matematik (STEM) dalam Pengajaran dan Pembelajaran. Putrajaya, Malaysia.

Kementerian Pengajian Tinggi Malaysia. (2013). Indikator Pengajian Tinggi Malaysia 2011-2012. Putrajaya, Malaysia.

Kline, R. B. (2005). Principles and practice of structural equation modeling. (2nd ed). The Guilford Press.

McLelland, C. (2006). The nature of science and the scientific method. Boulder, Colo.: Geological Society of America.

Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied Multivariate Research: Design and Interpretation. Unites States. Sage Publications.

Meyrick, K. M. (2011). How STEM education improves student learning. Meridian K-12 School Computer Technologies Journal, 14(1).

NSW Department of Education. (2017). Principles of learning and integrating STEM education pedagogy. Retrieved November 28, 2018, from http://stem-nsw.com.au/teaching-stem/principles-of-stem-education

Prinsley, R. & Baranyai, K. (2015). STEM Skills in the workforce : What do employers want ? Australian Government, Office of the Chief Scientist, 1(9), 1–4.

Rajibul, M. A. M., Trisha, J., & George, W. (2015). Does the Geography Major Fit in STEM ? Journal of Geography and Geology, 7(1), 27–34.

Salinger, G., & Zuga, K. (2009). Background and history of the STEM movement. In ITEEA (Ed.), The Overlooked STEM Imperatives: Technology and Engineering (pp. 4–9). Reston: VA: ITEEA.

Science Foundation Arizona. (2013). Why STEM? What is STEM? Retrieved November 28, 2018, from http://www.sfaz.org/stem-stem/

Shahiron, S. (2018). Pendidikan STEM, Pensyarah Kanan, Fakulti Kejuruteraan Awam dan Alam Sekitar. Universiti Tun Hussein Onn Malaysia (UTHM).

Stewart, J., & Knowles, V. (2000). Graduate recruitment and selection: implications for HE, graduates and small business recruiters. Career Development International, 5(2), 65–80.

Stohlmann, M., Moore, T. J. & Roehrig, G. H. (2012). Considerations for Teaching Integrated STEM Education Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 27-34.

Suwarma, I. R., Astuti, P., & Endah, E. N. (2015). “ Balloon Powered Car ” Sebagai Media Pembelajaran Ipa Berbasis STEM (Science, Technology , Engineering And Mathematics). In Prosiding Simposium Nasional Inovasi dan Pembelajaran Sains (pp. 373–376).

Weaver, W. (1948). Science and complexity. New York City: Rockefeller Foundation.

Zainudin, H., Mohd Anuar, Abdul Rahman Mohd Najib, A. G. & Kamariah, Z. (2005). Penerapan Kemahiran Generik dalam Pengajaran Kejuruteraan di Sekolah Menengah Teknik di Terengganu. In: Seminar Maktab Perguruan Batu Lintang, 15 - 16 September 2005, Holiday Inn Kuching, Sarawak. (Unpublished).

Zurina, B. (2004). Faktor mempengaruhi Keberkesanan Kerja Berpasukan di Kalangan Pekerja Eksekutif di Lembaga Pelabuhan Rajang Sibu, Sarawak. (BSc Project Report). Fakulti Sains Kognitif dan Pembangunan Manusia. Universiti Malaysia Sarawak.



DOI: https://doi.org/10.22146/ijg.47486

Article Metrics

Abstract views : 1673 | views : 1226

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2021 Mahat Hanifah

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Accredited Journal, Based on Decree of the Minister of Research, Technology and Higher Education, Republic of Indonesia Number 225/E/KPT/2022, Vol 54 No 1 the Year 2022 - Vol 58 No 2 the Year 2026 (accreditation certificate download)

ISSN 2354-9114 (online), ISSN 0024-9521 (print)

Web Analytics IJG STATISTIC