The Engagement of Jahai Indigenous Pupils in Integrated STEM-EDP Learning through the Kombucha Tea Fermentation
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Abstract
This scholarly work delved into the integral role of engineering in STEM (Science, Technology, Engineering, and Mathematics) education, particularly focusing on the contemporary emergence of the Engineering Design Process (EDP) within the landscape of science education reform. The EDP is identified as a catalyst for fostering active engagement in science learning, encompassing cognitive, behavioural, and emotional dimensions, though a prevailing lack of information among science teachers regarding its effective application persists. This study investigated the integration of STEM-EDP learning using kombucha tea fermentation aimed to enhance pupils’ engagement, particularly for Orang Asli pupils. The purpose is to bridge modern educational strategies with indigenous traditions to boost engagement and learning outcomes in STEM. A one-group pre-test-post-test design was employed to craft a unified STEM learning experience for Jahai tribe pupils in a rural school within the Royal Belum Rainforest, Perak, Malaysia. The study involved 16 pupils and utilised a STEM Learning Experience Survey and reflective journal to gather data on teacher observations and pupils’ work. Results showed that STEM-EDP Kombucha effectively immersed pupils in the learning process, facilitating a deeper understanding of life processes and the factors influencing microorganism growth and use. Despite its promising outcomes, the study is limited by its small sample size. Nonetheless, it introduces an innovative instructional approach that is uncommon in Malaysian primary schools today. Teachers may use this approach to create a more captivating and engaging educational setting, thereby enhancing pupils' enthusiasm for STEM disciplines.
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