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Students’ Collaborative Performance through STEM Topic “Led Card – Light It Up” For 8th Grade

Jurnal Pendidikan IPA Indonesia · Vol. 14 No. 1 (2025)

DOI
10.15294/jpii.v14i1.15761
ISSN
2089-4392, 2339-1286
Published
2025-04-23
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

STEM education has become a crucial strategy for improving students’ collaborative competence by engaging them in hands-on, problem-based learning. Integrating STEM topics into natural science curricula remains limited in many countries, including Vietnam. To address this gap, this study aimed to design and implement a STEM lesson titled “LED Card – LIGHT IT UP” for 8th-grade students to develop collaborative competence and deepen their understanding of power sources and simple circuits. The study employed a quasi-experimental design with 21 students participating in three sessions, each lasting 45 minutes. Students worked in small groups and engaged in collaborative activities using techniques such as Numbered Heads Together, Brainstorming, Placemat, Gallery Walk, and XYZ. All group interactions during these activities were observed and video-recorded. The collected data were then qualitatively analyzed based on predefined collaboration criteria, including role assignment, idea exchange, feedback provision, and joint problem-solving, to assess each group’s level of collaboration. The results revealed that four out of five groups consistently demonstrated effective collaboration, particularly during reporting and design review sessions, despite facing challenges in online coordination. In conclusion, the integrated STEM lesson effectively enhanced students’ collaborative competence while deepening their understanding of fundamental electrical concepts. The results also highlighted some limitations, such as student distractions and unequal contributions among members, indicating the need for improvements in techniques and teacher guidance methods to enhance the effectiveness of group activities in STEM topics. The novelty of this study lies in its innovative synthesis of established collaborative teaching techniques within a STEM framework, providing a promising approach for enhancing secondary education.

Keywords

Collaboration network of the authors

8 authors · 18 co-authorship links · 11 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Ho Chi Minh City University of Education
  • National Taiwan University of Science and Technology
  • National Sun Yat-sen University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Ngan Le Hai MyHo Chi Minh City University of Education1
Minh Mẫn HuỳnhHo Chi Minh City University of Education1
Thu-Na PhamHo Chi Minh City University of Education1
Huyen Pham Thi ThuHo Chi Minh City University of Education1
Minh-Hoa QuanNational Sun Yat-sen University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Students’ Collaborative Performance through STEM Topic “Led Card – Light It Up” For 8th Grade</dc:title>
	<dc:creator xml:lang="en">Le Hai My, Ngan</dc:creator>
	<dc:creator xml:lang="en">Mai Ha Phuong, Uyen</dc:creator>
	<dc:creator xml:lang="en">Nguyen Thi Kim, Anh</dc:creator>
	<dc:subject xml:lang="en">STEM education</dc:subject>
	<dc:subject xml:lang="en">collaborative competence</dc:subject>
	<dc:subject xml:lang="en">teaching techniques</dc:subject>
	<dc:description xml:lang="en">STEM education has become a crucial strategy for improving students’ collaborative competence by engaging them in hands-on, problem-based learning. Integrating STEM topics into natural science curricula remains limited in many countries, including Vietnam. To address this gap, this study aimed to design and implement a STEM lesson titled “LED Card – LIGHT IT UP” for 8th-grade students to develop collaborative competence and deepen their understanding of power sources and simple circuits. The study employed a quasi-experimental design with 21 students participating in three sessions, each lasting 45 minutes. Students worked in small groups and engaged in collaborative activities using techniques such as Numbered Heads Together, Brainstorming, Placemat, Gallery Walk, and XYZ. All group interactions during these activities were observed and video-recorded. The collected data were then qualitatively analyzed based on predefined collaboration criteria, including role assignment, idea exchange, feedback provision, and joint problem-solving, to assess each group’s level of collaboration. The results revealed that four out of five groups consistently demonstrated effective collaboration, particularly during reporting and design review sessions, despite facing challenges in online coordination. In conclusion, the integrated STEM lesson effectively enhanced students’ collaborative competence while deepening their understanding of fundamental electrical concepts. The results also highlighted some limitations, such as student distractions and unequal contributions among members, indicating the need for improvements in techniques and teacher guidance methods to enhance the effectiveness of group activities in STEM topics. The novelty of this study lies in its innovative synthesis of established collaborative teaching techniques within a STEM framework, providing a promising approach for enhancing secondary education.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-23</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/15761</dc:identifier>
	<dc:identifier>10.15294/jpii.v14i1.15761</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 14 No. 1 (2025): March 2025</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v14i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/15761/3867</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan IPA Indonesia</dc:rights>
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