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Arduino-Supported STEM Learning in Physics Teacher Education: Development of Professional Competencies

Jurnal Pendidikan IPA Indonesia · Vol. 15 No. 3 (2026)

DOI
10.15294/jpii.v15i3.50019
ISSN
2089-4392, 2339-1286
Published
2026-09-29
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This study examines Arduino-supported STEM education as a pedagogical approach for developing selected professional competencies of future physics teachers and explores its relevance to technology-enhanced physics teacher education. A two-phase quantitative design combined a systematic review and meta-analysis with an empirical comparative study. Eighteen empirical studies from Web of Science, Scopus, and Google Scholar were synthesized using standardized mean differences in Comprehensive Meta-Analysis 4.0. The empirical phase involved 60 future physics teachers in three Arduino-supported formats: Project-Based Learning, Inquiry/Research-Based Learning, and Laboratory/Experimental Learning. Professional competence was assessed across research competence, engineering and design thinking, practical action skills, and theory–practice connection. Group differences were analyzed using Jamovi and Welch’s ANOVA. The meta-analysis showed a positive overall effect of Arduino-supported interventions, with variation across educational contexts. In the empirical phase, the Project-Based Learning group obtained the highest professional-competency scores. Meta-regression showed that instructional format did not significantly moderate the overall effect. Arduino-supported STEM activities may provide a useful context for linking physics concepts with inquiry, engineering design, experimentation, and practical problem solving. The empirical findings are limited to the four assessed competency dimensions and the specific study context. Further research with validated instruments, stronger designs, and broader samples is needed. The study also presents a wind-energy instructional model that integrates Arduino technology, experimental physics, and engineering-oriented STEM activities for future physics teacher preparation.

Keywords

Collaboration network of the authors

6 authors · 15 co-authorship links · 2 across different organisations

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  • Ahmet Yesevi University
  • Sakarya University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles

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 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Arduino-Supported STEM Learning in Physics Teacher Education: Development of Professional Competencies</dc:title>
	<dc:creator xml:lang="en">Ramankulov, Sherzod </dc:creator>
	<dc:creator xml:lang="en">Çoruh, Ali </dc:creator>
	<dc:creator xml:lang="en">Skakov, Mazhyn </dc:creator>
	<dc:creator xml:lang="en">Nurizinova, Makpal</dc:creator>
	<dc:creator xml:lang="en">Karimzhanov, Yahya</dc:creator>
	<dc:creator xml:lang="en">Kurbanbekov, Bakitzhan </dc:creator>
	<dc:subject xml:lang="en">STEM education </dc:subject>
	<dc:subject xml:lang="en">Arduino technology</dc:subject>
	<dc:subject xml:lang="en">future physics teachers</dc:subject>
	<dc:subject xml:lang="en">professional competence</dc:subject>
	<dc:subject xml:lang="en">project-based learning, </dc:subject>
	<dc:subject xml:lang="en">meta-analysis</dc:subject>
	<dc:description xml:lang="en">This study examines Arduino-supported STEM education as a pedagogical approach for developing selected professional competencies of future physics teachers and explores its relevance to technology-enhanced physics teacher education. A two-phase quantitative design combined a systematic review and meta-analysis with an empirical comparative study. Eighteen empirical studies from Web of Science, Scopus, and Google Scholar were synthesized using standardized mean differences in Comprehensive Meta-Analysis 4.0. The empirical phase involved 60 future physics teachers in three Arduino-supported formats: Project-Based Learning, Inquiry/Research-Based Learning, and Laboratory/Experimental Learning. Professional competence was assessed across research competence, engineering and design thinking, practical action skills, and theory–practice connection. Group differences were analyzed using Jamovi and Welch’s ANOVA. The meta-analysis showed a positive overall effect of Arduino-supported interventions, with variation across educational contexts. In the empirical phase, the Project-Based Learning group obtained the highest professional-competency scores. Meta-regression showed that instructional format did not significantly moderate the overall effect. Arduino-supported STEM activities may provide a useful context for linking physics concepts with inquiry, engineering design, experimentation, and practical problem solving. The empirical findings are limited to the four assessed competency dimensions and the specific study context. Further research with validated instruments, stronger designs, and broader samples is needed. The study also presents a wind-energy instructional model that integrates Arduino technology, experimental physics, and engineering-oriented STEM activities for future physics teacher preparation.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-09-29</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/50019</dc:identifier>
	<dc:identifier>10.15294/jpii.v15i3.50019</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 15 No. 3 (2026): September 2026</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v15i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/50019/11579</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Pendidikan IPA Indonesia</dc:rights>
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