Annual Report of Asia & ASEAN Center for Educational Research

ISSN:2436-7109

Annual Report of Asia & ASEAN Center
for Educational Research

Spring 2022, Vol.2 No.1

Spring 2022,Vol.2 No.1
Asia & ASEAN Center for Educational Research
Faculty of Education, Chiba University

The Annual Meeting of Asia & ASEAN Center
for Educational Research with Spring Institute- Fostering excellent next generation -Jan.30 - Feb.13, 2022

Contents
Greeting from Organizer………………………………………………………

1

Organizers………………………………………………………………………

2

Schedule………………………………………………………………………

3

International Research Meeting……………………………………………… 4

Purpose of the Research Meeting ……………………………………………

5

Timetable …………………………………………………………………………

6

Members7………………………………………………………………………

Proceedings
High School Students ……………………………………………………… 16
Undergraduate Students/Postgraduate Students/In-service Teachers ……… 46

SDGs workshop for Asia & ASEAN High School Students
Purpose of the SDGs workshop
Timetable……………… 94……………………………………………… 95……………………………………………………………………… 96

Members and Poster …………………………………………………………… 97

Greeting from Organizer

1Organizers

2Live session
10:40

11:00
Spring
Institute
Opening

1/30

12:00

13:00

14:00

15:00

16:00

17:00

2/12

PosterPresentation

International Research Meeting

Wrap up
Wrap up & Closing

On Demand Program
Lesson Class Chiba University
1.Prof.TSUJI, 2.Prof.TANABE, 3.Prof.SHIMONAGATA, 4.Prof.TAKAHASHI, 5.Prof.IZUMI, 6. Franklin Lo

1/30
~
2/13

19:00

Franklin Lo
University of Cambridge

SDGs Workshop DAY2
Opening

18:00

Lesson Class

SDGs Workshop DAY1
Annual Meeting of Asia & ASEAN Center for Educational
Research

2/6

2/13

The timetable is written in Japan time

University Tours
Laboratory Tours
Japanese Culture

3International Research Meeting4

5

Timetable

The timetable is written in Japan time

Research Meeting Feb.13)
11 00~12 15Group AGroup B

Group CGroup D12 15~13 30

Group EGroup F

Group GGroup H13 30~14 45

Group IGroup J

Group KGroup L

14 45~15 45

Group M

Group NGroup OGroup P

Closing & Wrap-up

16 00~17 30

6Members

7

Members

8Members

9Members

10Members

11

Members

12Members

13Members

14

15

- Proceedings High School Students

16

17

1.
2.
3.

Kinmen s hourly average in the past thirteen years

1.
2.
3.

18

WEDANG UWUH INNOVATION AS A MILLENNIAL CANDY
Nina Nurlatifah¹, Patricia Cindy Andiyanto¹
1. SMAN 3 Yogyakarta

Purpose and Background
Wedang uwuh is one of the traditional drinks in the form of leaves like garbage. Uwuh in Javanesemeans trash. Dubbed uwuh because the dregs or ingredients of this drink look like useless trash. The presence ofnutritious ingredients in wedang uwuh has been proven to be beneficial for health. One of them is rich inantioxidants. But as time goes by, people prefer instant smelling things. Therefore, we have an innovation to
package wedang uwuh in the formof millennial candy so that all people can enjoy the benefits of wedang uwuh.
The purpose of this study was to determine the antioxidant content found in millennial candy fromwedang uwuh, and to find out the response and public opinion about millennial candy from wedang uwuh..
Materials and Methods
Wedang uwuh candy is made using wedang uwuh dregs, water and gelatin powder. This study tested 3
different ratios between wedang uwuh dregs and water with water having a constant ratio: 1:1, 2:1, and 3:1. This
research uses observation methods, literature studies, experiments, laboratory tests of antioxidant content,
analyzing experimental results and organoleptic tests.
Expected Results and Discussion
The expected result from laboratory testing is that wedang uwuh candy with a ratio of 3:1 has the highest
antioxidant content. Meanwhile, the organoleptic test obtained the best data on wedang uwuh candy with a ratioof 2:1.

REFERENCESSEBAGAI

Fitri Rahmawati. (2011). KAJIAN POTENSIMINUMAN FUNGSIONAL. Retrieved fromhttp://staffnew.uny.ac.id/upload/132296048/penelitian/Kajian+Potensi+%E2%80%9CWedang+Uwuh%E2%80%9D++Sebagai+Minuman+Funsional.pdf
Septian Emma Dwi Jatmika, Kintoko, Khoiriyah Isni. (2017). Retrieved fromhttps://jrd.bantulkab.go.id/wp-content/uploads/2017/11/INOVASI-WEDANG-UWUH-YANG-MEMILIKIKHASIAT.pdf

19

Improving focus by Watching Horror Movies
Ken Matsuzaki
Kaisei High school, Japan
Purpose and Background:
Mood Congruence Effect is a psychological phenomenon that we tend to form positive memories when weare feeling positive, and negative memories otherwise, but its mechanism still remains unknown. The hypothesis in
this research is that you tend to pay attention to positive things when feeling positive (and otherwise), which brings
about Mood Congruence Effect. In particular, this study attempts to prove this hypothesis in the case of fear.
Materials and Methods:
Group 1 (and 2) watched a 10-minute horror video clip, then worked on the positive (or negative, Group 2)
word spotting tasks, where they attempted to spot as many positive (or negative, for Group 2) words as possible froma sequence of other meaningless characters. As control groups, Group 3 (and 4) worked on the positive (or negative,
for Group 4) word spotting tasks without watching a horror video.
There were 10 words to be spotted in either of the tasks, and these words were carefully chosen so that anyone
meaning or form any meaningful words.
For each group, demographic information about the participants were collected. For Group 1 and 2,
participants were required to read the consent form, warning that they were going to watch the horror video clip.
Also, after they watched the video clip, they reported their subjective opinion on how scary they felt the video wasby 4 levels (very scary, scary, not quite scary, not very scary at all).
Results and Discussion
In total, 52 people participated in this experiment (15, 9, 9, 14 people for Group 1, 2, 3, and 4, respectively).
Some of the participants claimed they had spotted more than 10 words, in which case their data were removed fromthis process of analysis. For each group, the average number of words spotted is shown in Table 1. Two T-tests wereconducted to see if this data suggests any significant difference, neither of which did (see Table 2).
Group #

Avg. number ofthe spotted words

Group 1

6.5

Group 25.0Group 3

5.6

Group 4

6.4

Combination

p-value from T-tests

Group 1 vs. 3

0.35

Group 2 vs. 4

0.23

Table 2: p-value from T-tests of targeted
combination

Table 1: the average number of words spottedThis suggests that the hypothesis did not turn out to be true. Other t-tests and correlation coefficients wereanalyzed to see if it suggested any relationship between the words spotted and their age, gender, or reported scariness,none of which suggested such, either. Potential biasing factors, such as uneven male-female ratio of the participants(48 out of 53 were female), or the horror video clip being scary enough, can be pointed out, and further study can be
carried out to inspect them.
REFERENCES
Kitamura, H. (2008). Research on Affect Today: From the Perspective of Social Cognition. The Japanese journal of
Research on Emotion. DOI: 10.4092/jsre.16.156

20

DIY Solar Charger
Hana Fauziah
SMA Labschool UPI
Background and purpose:
Renewable energy is energy that the sources are easy to obtain back naturally or with a certain process. This energy
will not run out if its sources are managed properly. Besides being easy to get back, renewable energy believed to bevery environmentally friendly and can reduce the effects of damage due to the use of fossil fuels.
One of the renewable energy is solar cells. Solar cells or solar panels are tools to convert solar energy into
electrical energy. while photovoltaic is a technology that functions to convert solar radiation into electrical energy
directly. Lately, Solar cells are gaining popularity because of the depletion of fossil fuels supplies and the global
warming issue.also, the energy produced is also very
cheap because the source of energy (solar/sunlight) can be obtained for free.
The purpose of this experiment is to design a prototype of a DIY Solar Charger as an environment-friendly
alternative source of renewable energy.
Materials and Method:
The materials used to create DIY Solar Charger are (1) avo meter; (2) glue gun; (3) cutter; (4) glue; (5)cable/jumper; (6) ice cream stick; (7) tinol & soldering iron; (8) mini solar panel; (9) USB step up/down; (10) scissor.
The methods for making DIY Solar Charger are (1) make a design; (2) test the solar panel circuit using a voltmeter,
if the result is less than 5 volts then fix the circuit first; (3) use a USB step down to lower the voltage to 5V according
to the mobile phone voltage requirement; (4) Combine the solar panel circuit with the base circuit.
Result:Solar panel
Panel 1Panel 2
Panel 3Lux(light power):56.559

Dimention/surface area
36cm2
63cm2
97,5cm2

voltage
5V
5,5V
13,5V

I use panel 3 because even though the voltage is more than 5V, by using a panel with a higher voltage and thenlowering the voltage with a USB step down will make the result more stable compared to the panel that has amaximum voltage of 5V.
Electricity from the solar charger enters the cellphone and successfully
charges the cellphone and the power bank, but when the solar charger is not
exposed to enough sunlight, less electricity enters the cellphone or the
power bank.

Conclusion and Discussion:
1. The solar charger that has been made can produce a voltage of 5V after using usb step down, so it can be used as acellphone charger or power bank.
2. The solar charger that has been made is much more efficient and environmentally friendly compared to a charger
that uses home electricity, this solar charger also does not depend on home electricity as long as there is sunlight. andalso more portable and can be carried anywhere.
3. This solar charger still needs to be developed using a step-down USB which is more stable, but this experiment is
an interesting challenge to create renewable energy
4. The larger the panel that was used, the greater the voltage generated

21

22

Engeon: A Smart Helmet Which Prevents Motorcycle Riders From Not Wearing
a Helmet
Pichapong Tiemprasert1, Thanut Weeraphan1, Wisumitra Tirapanish1
1.Kasetsart University Laboratory School International Program, 50 Ngamwongwan Rd., Ladyao,
Chatuchak, Bangkok 10900 Thailand.
Purpose and Background:
An increase in the number of motorcycle riders correlates to a greater number of road accidents. On this account,a solution to this problem is mandatory. The purpose of this project is to promote a safety alternative for those who
commute by motorcycles frequently in the hopes of being able to reduce road accident cases. We found out thatmotorcycle helmets are one of the most effective and vital accessories for motorcycle riders, but sometimes areoverlooked due to negligence. With the design of Engeon, we can ensure that motorcycle riders would be at less risk ofserious injury in the case of accidents.
Materials and Methods:
Engeon is composed of 8 main components including 3D printed motorcycle helmet, Arduino Uno Board,
Arduino KY-008 Laser Sensor Module, Arduino Laser Receiver Module, Arduino KY-036 Human Touch Sensor
Module, Arduino HC-05 Bluetooth Module, a motorcycle killsswitch and AA batteries. We first created a working
system of Arduino laser sensor and Arduino human touch sensor by soldering the wires together and respectively
programming the system through Arduino. The system is then wired to two batteries.
After that, we started preparing the killswitch by soldering it to an Arduino Bluetooth Signal Receiver and wired
it to the batteries. The Arduino Bluetooth Signal Transmitter is also soldered to the initial system we have created so as
to make communication between the two separate components possible.
Result and Discussions:
The helmet is currently in its initial stages of development. Even though we have successfully created a basic
system consisting of the helmet and the kill switch which are capable of communicating via bluetooth, we have yet totest our prototype with an actual motorcycle. However, as our innovation is mainly concerned with enhancing thefunction of a killswitch, this is negligible especially as we have already successfully tested it with a relay.
Though there are no major hardware issues we have encountered, the biggest difficulties in developing an
innovation like Engeon can be attributed to time management, idea articulation and contacts. We have fallen behind ourdevelopmental timeline numerous times and been obstructed by engineering mistakes we have made from not having
articulated our ideas sufficiently. Additionally, contacting specialists and scheduling a meeting have also rendered amajor problem.
REFERENCES
Clarke, D. D., Ward, P., Bartle, C., & Truman, W. (2004). In-depth study of motorcycle
accidents. Road Safety Research Rep, 54.
Patil, S., Hegde, M. G., Bhattacharjee, S., & Rajeshwari, B. C. (2016, February). Smart
motorcycle security system. In 2016 International Conference on Emerging Trends in Engineering,Technology and Science (ICETETS) (pp. 1-4). IEEE.

23

Wettability of Metallic Glass Nanotube Array Fabricated through PhysicalVapor Deposition
LU, HSIN-YU/ CHIANG LI-CHI/ YANG, CHIH-HAN
Jingmei Girls High School, Taiwan, Taipei
Water contact angle, usually tested to know the wettability of materials, is necessary for most of the materials,
including metallic glass nanotube array (MeNTA) when developing applications of it. The purpose of this researchis to acquaint the wetting properties of MeNTA. By testing the water contact area and wettability, the best hydrophilicor hydrophobic angle of the MeNTA under certain parameters can be tested.
MeNTA is a unique material that has characteristics of high strength, toughness, and durability. With thesefeatures, MeNTA can be an ideal material for solar cells, medical instruments and so on. MeNTA is different fromother unistructural planes in some ways. Take two prominent features as an example. First, tens of million nanotubes
can be planted on a 0.5 square centimeter wafer for MeNTA. What s more, the specific amount of nanotubes can bedecided by just controlling either the size of nanotube diameter or nanotube spacing. Next, its cost of production canbe reduced by the mass production of it. With these unique features, it can be widely applied to different fields. One
dressing with ZrWZr MeNTA
coated and other chemical material on it to speed up recovery.
The main equipment used for the experiment are physical vapor deposition apparatus, automatic contact
angle analyzer, and the test pieces for building MeNTA after the photolithography process. In addition, the main
method that structured MeNTA is physical vapor deposition. Our experiment design can be mainly separated into
four steps. The first step is to sputter MeNTA. Next is to analyze the structure of it under the scanning electron
microscope. Third, measure the water contact angle of MeNTA. The last step of the experiment is to analyze the data.
Chart on the right-hand side shows the result analysis of this experiment. Zirconium and Tungsten aredeposited on substrate for fabricating MeNTA. The final data of water contact angle comes from 5 or 6 outcomes.
What the data on the chart shows are the average of the 5 or 6 outcomes. The parameter we used for the experimentis Zr5W15Zr5. Different nanotube diameters are
the independent variables of this experiment.
Diameter of 2 µm, 10µm, and 20µm respectively.
The chart shows that different nanotube diameters
will cause different angles. For instance, when theautomatic contact angle analyzer drops a 10
microliter droplet, the presented water contact
angle from the small to large diameters is test
pieces of 20 micrometers, 10 micrometers and then2 micrometers. As a result, the conclusion of theexperiment is in the range of 2 micrometers to 20
micrometers, the smaller tube diameter is, the morehydrophobic it is.
REFERENCES
1. Jem-Kun Chen, Wei-Ting Chen, Chih-Chia Cheng, Chia-Chi Yu, Jinn P. Chu (2018). Metallic glass nanotubes
arrays: Preparation and surface characterizations. Materials Today, 21, 178-185.
2. Wei-Ting Chen, Karthikeyan Manivannan, Chia-Chi Yu, Jinn P. Chu, Jem-Kun Chen (2018). Fabrication of an
artificial nanosucker device with a large area nanotube array of metallic glass. Royal Society of Chemistry, 10,1366-1375.
3. Wei-Ting Chen, Shao-Sian Li, Jinn P. Chu, Kuei Chih Feng, Jem-Kun Chen (2018). Fabrication of ordered
metallic glass nanotube arrays for label-free biosensing with diffractive reflectance. Biosensors and Bioelectronics,
102, 129-135.

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25

ANALYSIS OF POTENTIAL GROUNDWATERAVAILABILITY USING EUCLIDEAN DISTANCE IN
YOGYAKARTA SUBURBAN CITY
Valencio Evanio S.K.1

1) SMA Negeri 3 Yogyakarta
Purpose and Background
Water is one of the basic needs for humans, water resource problems occur due to the increase in populationand changes in land use (Vörösmarty et al., 2000). Changes in land use on the suburbs of the city are indicatedby the reduced open area and vegetation. This phenomenon causes problems for the sustainability of groundwater
potential, namely groundwater (well water) which quickly runs out (drys) in the dry season. As is the case in thesuburbs city of Yogyakarta (District Banguntapan). Therefore, a spatial approach (GIS application) is used tofind potential spaces for groundwater availability by referring to the distance relationship between spaces using
the Euclidean Distance method. The purpose of this study is to determine changes in the recharge area, water
absorption space, and the distribution of groundwater availability with high, medium, and low potential.
Materials and Methods
The research material used in this study consisted of primary data, namely survey activities and observations
ofthe depth of the groundwater table in 14 dug wells selected by purposive sampling and the existence of three
types of vegetation. Furthermore, secondary data collection consists of multi-temporal satellite image data fromthe Suburbs of Yogyakarta, namely 2006 and 2019, rainfall data, soil type data, and geological data (rock typelayers). The research method is a combination of qualitative analysis and quantitative analysis. The qualitative
analysis includes interpretation of multi-temporal satellite imagery, to identify open space and vegetation areas.
Furthermore, the quantitative analysis includes the use of the Analytic Hierarchy Process (AHP), Weighted
Linear Combination (WLC), and Overlays methods to identify recharge area using Euclidean Distance GIS
analysis. While the GIS Overlay analysis is to determine the spatial distribution of the potential for groundwater
availability.
Expected Results and Discussion
The expected results are as follows :Discussion: The area of the open space has
decreased by 627.38 hectares, meaning that it is arecharge area that has decreased by 316,752.52 m³. The
diminishing existence type vegetation areas haveaffected the absorption area is 125,531 hectares,
meaning that the groundwater infiltration rate is260,360.55 m³. The spatial distribution of potential
groundwateravailability in the suburbs of Yogyakarta
City is as follows: a. The space with a high potential of
8.33% isdug well J; b. Medium potential space, which
is 84.94%, is dug wells A, B, C, F, G, H, I, K, L, M,
andN; c. Low potential space which is 6.79% is dug
well D and E.

REFERENCES
Asdak C., 2010. Hydrology and Watershed Management, UGM Press, Yogyakarta
Edy P., 2015. Geographic Information Systems: ArcGIS Tutorial for Geodesy and Geomatics,
Informatika Offset, Bandung.
Cindi Y., 2017. Infiltration Model on Various Land Use in Tulo Village, Dolo District, Sigi Regency,
Tadulako University, Palu.
Nur, M., F., Sutikno, S. and Sujatmoko, B., 2014. Geographic Information System (GIS) Application for
Mapping Groundwater Flow Patterns in Sukajadi Pekanbaru, Journal of FTEKNIK Vol. 1 No, 2, Faculty of
Civil Engineering, University of Riau, Pekanbaru.
Vörösmarty, C. J., P. Green, J. Salisbury and R. B. Lammers., 2000. Global Water Resources:of Science 289, 284 288
Vulnerability from Climate Change and Population Growth
Triatmojo B., 2009. Applied Hydrology, Beta Offset, Jakarta.

26

1 Pakdeekul Ratana ,Jannapha Soonjan and Watinee Kwangyoo
2.Chiang Mai University, Chiang Mai, Thailand

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3%

5%

7%

3%

5%

7%

10
10-4
10-3

Ono, H, Nishio S, Tsurii J, Kawamoto T, Sonomoto K, Nakayama J. 2015. Effects of temperature and salt
concentration on the microbiota of nukadoko. Proceedings of the Japan Society for Biological Engineering 67, 300.

28

Aloe Vera Lamp
Arkananta Masarief1, Elgracito Iryanda Endia1, Raras Kaila Mitayani2,
Rosaline Cynthia Fina S2 and Ratu Putri Dewi2
Pradita Dirgantara High school, Indonesia
Purpose and BackgroundThe background of this project is the limited electricity access in rural parts of Indonesia. The
purpose of this project is to introduce plants as an energy source as well as to know the amount ofelectricity from n aloe vera plants can light a lamp.
Materials and Methods
Zinc and copper plates, a multimeter, soldering wire, soldering tool, alligator clips, and an aloevera plant are all required materials. When electrodes are implanted into an aloe vera plant, chemicalenergy is converted into electrical energy through an oxidation-reduction reaction. As a result of theanode electrode's oxidation and the cathode electrode's reduction, electrons move from the anode to
the cathode to generate electricity.
Results and Discussion
The aloe vera lamp works by utilizing the process of photosynthesis. By implementing
electrodes into plants, an electrochemical process occurs which converts chemical energy into
electrical energy through an oxidation-reduction reaction. The electrical energy that was converted isused to light up a bulb. We can generate 4.2 volts and 0.2 amps from two plants with a total of ten
leaves, enough to power a 5mm LED bulb. We utilize a parallel electric circuit since it is the mostefficient electric circuit, according to studies. With this project, we introduce plants as an energy
source, this can be an alternative energy source that reduces the need of PLN based electricity.
Table and/or Figure(s)Number of Aloe
Vera plants

Number ofcopper plates

Number of zincplates1.

1 plant

1

1

2.

1 plant

5

3.

2 plants

4.

2 plants

Voltage (V)Current (A)

Power
(W)

1.3

0.06

0.08

5

2.43

0.11

0.27

7

7

2.86

0.14

0.40

10

10

4.23

0.2

0.86

REFERENCES
Choo YY, Dayou J. Modelling of The Electricity Generation from Living Plants. Jurnal Teknologi(Sciences&
Engineering)
78:6(2016)
29 33.
Availablefrom:https://journals.utm.my/jurnalteknologi/article/view/3704/5233
Chong PL, Singh AK, Kok SL (2019) Characterization of Aloe Barbadensis Miller leaves as apotential electrical energy source with optimum experimental setup conditions. PLoS ONE 14(6):e0218758. https://doi.org/10.1371/journal.pone.0218758
Choo YY, Dayou J, Surugau N. Origin of Weak Electrical Energy Production from Living-Plants.
International Journal of Renewable Energy Research. 2014; 4: 198 203.
Pavan Kumar G, Lohitha S, Shareef SK (2015). Green Electricity From Green Aloevera. International
Journal of Engineering Research and Applications (IJERA).

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Non-fungible token (NFT)
Archavit Chantasilp , Tanakrit Niranat
Suankularb Wittayalai school, Thailand

Purpose and Background :To prove that just a screenshot does not make you the owner of
NFT ,inspired from Jimmy Fallon tweets, some people were curious about
why don't you screenshot the NFT instead of buying the prototype NFT.
Materials and Methods :Materials: 1.Marvis hub 2.https://marketplace.axieinfinity.com/
Methods 1.Save an Axie NFT 2.Go to marvishub and login 3.Start playing game 4.Check the items
Results and Discussion :By purchasing the NFT, it gives you the authority to utilize that NFT (pic1)
Saving does not give you the benefit of that NFT. (pic2)

A non-fungible token (NFT) is a unique and non-interchangeable unit of data stored on a blockchain,
which means that only screenshots won't give any use and the importance of NFTs is not just about
the arts, but also the real-life utility that it has.

REFERENCE :Jimmy Fallon tweet, (2021, November 17)
https://twitter.com/jimmyfallon/status/1461011913479962630

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Robotic machine for hearing loss people
Parinchaya Wongdumrongsakul
Saint Joseph Convent School, Thailand
Purpose and Background
The purpose of this research is to assist people with hearing loss to deal with stress as effectively
as possible. As we all know, everyone has struggled with stress, and we all respond to it in various
ways. Robotics, particularly virtual reality, or VR as it is commonly known, can assist deaf
individuals in managing their stress.
Is virtual reality capable of lowering deaf
people's stress, as this observation suggests?
Materials and Methods
1. To discover a knowledge gap in order to create a robotic system that can help deaf people with
their mental health. There have been a lot of studies into utilizing technology to assist the deaf, suchas Nguyen Truong Thinh's research on robots that assist deaf and hard-of-hearing individuals.
PALOMA: A deaf-blind remote communication system with a novel human-robot interaction system
by Neil S. Glickman and Robert Q Pollard, JR.
2. Conducting a focus group discussion with experts on creating virtual reality. To obtain advice
on how to construct virtual reality in order to promote the mental health of deaf individuals.
3. Interview key informants who are deaf about mental health issues and their needs.
Results and Discussion
1. No one, according to the data, created VR to assist deaf people with their mental health. The
vast majority of them just create technology that converts sign language into voice or text.
2. There are some crucial sections to consider, according to Assistant Professor Doctor
Sovariion,
Compendium
Content
Technique of production
Materials
Accessibility

Details
It's possible that a machine may be developed to help
people with hearing loss improve their mental health.
Virtual reality or VR.
To study robotic equipment and mental health inorder to aid deaf people's mental health.
The VR program will be provided for free on thewebsite, making it easily accessible.

3. During the interview, the majority of key informants claimed that they all desire to interact withpeople in the simplest method possible. However, few people are able to converse via sign language.
They simply want people to be more accepting of disabled individuals. They put in a lot of effort andcan do as well as regular individuals, but their employers are usually concerned about theircommunication issues. Furthermore, some of them believe that entertainment material, such as
movies and music, should include sign language. Therefore, the next step, the researcher is planningto create virtual reality to relieve stress, especially stress from communication issues.
REFERENCE
Nguyen Truong Thinh, (December 14, 2017)https://ieeexplore.ieee.org/document/8204351
Neil S. Glickman and Robert Q Pollard, JR, (January 1, 2015)
https://journals.sagepub.com/doi/full/10.5772/60416

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Vaccine for hypersensitivity type 1
Rungradit Kulit
Suankularb wittayalai school, Thailand
Purpose and Background
1. This research aimed to develop a vaccine that would be the first to treat people with hypersensitivity.
This research is new and old research that exists, but there are a few things that people have already done theresearch, namely Desensitize therapy Which is the same treatment, but this type of treatment is not wide enoughto treat all diseases.
2. Provided attain of the treatment, the patient will not only recover from the allergy to theimmunosuppressant, but the patient will gain antibiosis so that the allergy can continue to be prevented.

Materials and Methods
Materials: Proteins that are structurally similar to allergens.
Methods: The synthesized antigen protein is injected to allow the immune system to make antibodies. If anerror occurs during the experiment, injecting structural proteins capable of binding to the CLRT4 and TCR of theregular T-cells is to suppress the total mechanism.
Result and discussion
After treatment, patients who received this vaccine intravenously in the blood, upon completion, foundantibodies specific to the allergic antigen.

REFERENCE
1.General considerations on desensitizationby the sublingual routehttps://pubmed.ncbi.nlm.nih.gov/2069682/
2. Vaccine-associated hypersensitivity
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6602527/

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SAVE OUR ELECTRICITY WITH IoT (Internet Of Things)
Muhammad Hasby As-shiddiqy, Khanza Kineta Amany, and Wulan Garnasih
Senior Highschool Labschool UPI, Indonesia
Purpose and Background:The background of the research is about world is getting warmer day by day which would cause aclimate change because of the overuse of burning coal that would produce electrical energy which also
cause a lot of disposal gas to be released into air. If that so, we need to solve the problem by showing a way
how to conserve more power to reduce the usage of burning coal
global warmingWith that being said, the purpose in this reserach study is to design a prototype that can be done toconserve power such as a tool that has an automatic system concept to save electricity, reduce the usage ofcoal and help the temperature of the world stable
Materials and Methods:
The materials used to create this prototype are: (1) Project Board, (2) NodeMCU V3, (2) LED
Light, (3) Jumper Cable, (4) Micro USB Cable, (5) LDR Sensor Module, (6) 10k Ohm Resistor, (7) 330
Ohm Resistor. After that, place and assemble all those materials into a specific design.
The next step after assembling all of the materials on the project board, set up the prototype by
inputting the adjustment value of light based on the situation or room like inputting light value of 980 as
the midpoint between on and off by using a coding program
Results:
Room lights
Turned On

Light value detected992

Sensor read asLight

LED Light
Off

Turned Off

565

Dark

On

Image

As you can see in the table, when the room isn't having enough light then the LED light will be turned on
and when the room has enough light then the LED light will be turned off automatically. This because theprototype detect the light value every 3000ms interval and then proceeding to turn on and off the lights
automatically.
Conclusion and Discussion:
In conclusion, the impact generated when this simple tool is used by many people it will reduce the causesof climate change and make the earth better. If more than a thousand people use this system in their daily
life, we could imagine how much coal we could save in order to save our electricity.

39How to improve the efficiency of small wind turbines
Zi-Yu Liao, Hsiu-Hsien Lee, Yu-Ting Chou, Kuan Hsu
Yang Ming High School, Taiwan Taipei
Purpose and Background:
Due to the aggravation of global warming, the issue of how to produce energy more sustainably has become
popular around the world. However, wind power only accounted for 0.68 percent of the total renewable energy
produced in Taiwan.Therefore,We want to boost the power of small wind turbines with a wind lens.
Materials and Methods:
We made a small wind turbine and wind lens with various air inlet and outlet proportions(9:10
6:10). Experiment with electric fans as natural wind.

8:10 7:10

Results and Discussion

power generation
efficiency (µW)

In our experiments,we found that the wind lens can indeed improve the power generation efficiency of thesmall wind turbine, and the wind lens with the proportion of air inlet and outlet of 6:10 can improve the power
generation efficiency the most.However, it can be seen from the chart that as the difference between the inlet andoutlet of the wind lens rise, the rise in power generation efficiency gradually slows down.Therefore, we believe that
there will be a wind len with a gap value between the inlet and outlet that can improve the power generation
efficiency the most, in the future we will try to find this wind len.
The relationship between wind lens andpower generation efficiency
225
175
125
75

82.05

126.83 155.51

177.34 189.00

no 09:10 08:10 07:10 06:10
wind
lens
Air inlet and outlet proportion

REFERENCESSCIENCE CHANNEL (JST) (May 2011). Science News 2011 (English) Renewable Energy Wind Power [Video].
YouTube. https://www.youtube.com/watch?v=vQexzNg_e9A
PUBLIC RELATIONS OFFICE(July 2011). COVER STORY: Embracing New Energy:Second Wind.
https://www.gov-online.go.jp/eng/publicity/book/hlj/html/201107/201107_03.html

40

The influence of nickel-tungsten bimetallic oxide on the concentration ofuric acid
Kai-Ying CHENG and Yun-Yan WU
Taipei Jingmei Girls High School, Taiwan
Purpose and BackgroundIn the past, doctors used invasive procedures to diagnose patients. However, gout is a disease that requires
long-term monitoring; therefore, a patient has to receive blood drawing, which may cause much pain and resistancefrom the patients. So we want to invent a non-invasive sensor for detecting uric acid.
Purpose 1- Discuss the definition, application and development of biosensors.
Purpose 2- Understand the inquiry of experimental equipment and experimental drugs.
Purpose 3- Study the influence of nickel-tungsten bimetallic oxide on the detection of uric acid concentration.
Materials and Methods
The materials used in the experiment are Sodium tungstate aqueous compound, Nickel Oxide, Citric Acid,
Ammonia Water, uric acid, vitamins C3, Glucose, Nafi Film and isopropyl alcohol. There are two main experimental
methods, one is electrochemical analysis and the other is general analysis. The biggest difference between the two
methods is that the electrochemical analysis instruments are easier to manipulate and cheaper, and the analysis results
are more accurate.
Results and Discussion
According to this experiment, cyclic voltammetry is used to test the sensitivity of different concentrations ofuric acid. Compared with NiO and NiWO4, NGQD/NiWO4 has better uric acid catalytic ability. It is also based on
the results measured by cyclic pulse voltammetry. The density is on the vertical axis, and the uric acid concentrationis on the horizontal axis for linear regression. From the above figure, we can see that NGQD/NiWO4 is the mostsensitive electrode. So in the future, if it is necessary to use biosensors to detect the concentration of uric acid, tocheck the health of the body. NGQD/NiWO4 can be used as a sensing material for biosensors.
Figure 1

Sensitivity results for three materials
REFERENCES
Kumar, R.(2020). NiCo2O4 Nano-/Microstructures as High-Performance Biosensors: A Review. Nano-Micro Lett,
12. doi: 10.1007/s40820-020-00462-w
Lu, C. L.(2009). Glucose sensor based on chitosan assistant gold nanoparticles modified ITO electrode (Masters
thesis, National Chiao Tong University, Taiwan).
Wu, Z., Zhua, Y. & Ji, X.(2014). NiCo2O4-based materials for electrochemical supercapacitors. Journal of
Materials Chemistry A, 36, 14759-14772. doi: 10.1039/C4TA02390K
Ching-Yu Chang, Hsien-Chang Chang. Micro/Nano Biosensing System and Its Application on Biomedicine.
doi: 10.29662/IT.200608.0002

41

FOOD LOSSES AND WASTE IN VIETNAM
Lê Thu Huy nHigh School of Education Sciences, Vietnam
Vietnam National University, HaNoi
Purpose and Background
According to a survey by Electrolux, among 8 Asia - Pacific countries, Vietnam is the second-largest
producer of food waste in the region, behind China.
Foods after being thrown away will stay in landfills and produce CH4, which is ranked the second
most emitted greenhouse gas after CO2.
Materials and Methods
Method of Document Collection
Survey Methodology
Observation Method
Results and Discussion
When food being transported/harvested:+) Numerous farmers lack financial credit that help them improve currently degraded production andharvesting conditions+) Existing packing and handling solutions in the agriculture chain are basic and low grade. For
instance, when fruits and vegetables are packed too tight or with many layers, they end up damaging
themselves, in contrast, if packed too loose, they will be damaged by the impacts during road transit.
(globalcoldchainnews.com)
More than 50% of people surveyed said they have wasted their food.(a)More than 70% of people surveyed said they know the impact of food waste on the environment.(b)

(a)

(b)

However, when they were asked to elaborate on the impact, the answers were vague.
Vietnamese people, without calculating the amount of food needed for a meal. Moreover, in special
occasions such as weddings, Vietnamese people tend to take precedence of formality, so they make anexcessive amount of food, at the expense of the environment.
REFERENCES
19th June 2018. Food Losses in Vietnam: The Shocking Reality. Retrieved fromhttps://wwwglobalcoldchainnews.com

42

Soil liquefaction
Chen-Kuan-Ju Chiang-Yun-yuan
Jmgsh senior high school
Purpose and Background: We want to solve the soil liquefaction by bacillus badius
What do we do?
First of all, we need to grow the bacteria, then configure the medium and high potential soils and configure thecementing solution, then we inject the configured mixture into the experimental model, and send it to the soil
strength test.
Next, we have to let the experimental model sit for three days so that its inside can be fully cemented
Finally, we test the strength again and use the ground motion platform to destroy it.
What can we see?
Soil is obviously solidified in the upper layer so the house can stand on top of the soil, while the high-potential soil
is solidified in the lower layer. Therefore, the house will collapse when the earthquake is stronger.
Results and Discussion
1. we test this modified formula is more environmentally friendly than the cement filling method
2. although the high-potential liquefied soil will collapse when encountering a strong earthquake, it will sinkvertically in the first few seconds, which can greatly reduce the difficulty of rescue.

REFERENCES(2020) Application of microbe-induced calcium carbonate precipitation technology to Taipei clay
National Taiwan University of Science and Technology(2000) Soil liquefaction potential assessment National Taiwan University(2007) Analysis of Soil Liquefaction Potential in Western Taiwan Plain Universal University of
Science and Technology(2007) Research on soil liquefaction potential and geotechnical zoning in the Zhangyunjia area
National Chung Hsing University(2007) A study of soil liquefaction. National Pingtung High School

43Comparative Studies About the Concentration of Polyethylene Microplastic
in Instant Pet Food
Napas Rattayabundit1, Krisana Pokpun1, Sorayouth Chumnanvej2
1.Kasersart University Laboratory School, Center for Educational Research and Development, 50
Ngamwongwan Rd., Ladyao, Chatuchak, Bangkok 10900 Thailand.
2. Ramathibodi Hospital
Purpose and Background:
The amount of microplastics in the ocean have been increasing in recent year. There is a probability of
microplastic contamination in cat food, which is mainly produced from fish. This study had been conducted tocompare the amount of polyethylene microplastic in cat food produced in Thailand; which is wet food and dry foodand raise awareness of the increasing amount of microplastic among cat food producers and cats lovers.
Materials and Methods:
In this study, 25 samples of each dry and wet cat food produced in Thailand were used. Every sample wasprepared by putting 80 ml of the sample into a mixing bowl, followed by 80 ml of water. The mixture was
microwaved at 800 W for 3 min, mashing and filtering through the 1 mm filter. One tablespoon of the mashed sample
was stored to be analyzed by microscope with 100x magnification. The photos of the samples were taken throughthe lens with a mobile phone and were compared with the photos of PET particles.
Results and Discussion
Some particles from 11 out of 25 dry samples and 1 out of 25 from wet samples were found as possible
polyethylene microplastics because of its transparency and unnatural shape.
For preliminary results, dry food has more probability to be contaminated by polyethylene microplastic thanwet food around 40%. However, further research needs to be conducted to ensure that the microplastic particles arevalid. An Artificial Intelligence such as Image processing could be used to determine the microplastic particle along

Fig. 1: examples of potential polyethylene
microplastics in dry cat foodFig. 2: example of potential polyethylene
microplastics in wet cat food

REFERENCES
Junjie Zhang, Lei Wang, and Kurunthachalam Kannan. (2019). Polyethylene Terephthalate and Polycarbonate
Microplastics in Pet Food and Feces from the United States.

44

45

- Proceedings Undergraduate Students
Postgraduate Students
In-service Teachers46

A study of the Quality of Water in Chiang Mai
Pronthep Kaewthongkham1, Pakdeekul Ratana2,
Jannapha Soonjan2 and Wathinee Kwangyoo2
1.Chiang Mai University, Chiang Mai, Thailand
2.Chiang Mai University, Chiang Mai, Thailand
Purposes And Background
Chiang Mai is situated in the northern part of Thailand in which has a wide range of rivers and most ofthem are headwaters. Water is an important element in the environment because water is one of the major substancesin living organisms. It is also contributing to the growth of the communities and economy in Chiang Mai. However,pollution has increased each year because of several phenomena. These events can result in serious damage to theenvironment and life. If the headwater is polluted, there will be adversary impact on Chiang Mai and other districts
in many aspects. The purpose of the study is to investigate the quality of water and factors that cause the poor
quality of water and to raise public awareness of the poor quality of water and factors that contribute to it. Thus, thestudy aims to answer the following research question:
1. In the past three years, how was the quality of water in Chiang Mai?
2. What are the factors that caused water pollution in Chiang Mai?
Materials and Methods
1. Data collection: The data was collected from documents, statistics, and literature reviews from Regional
Environment Office 1 annually reports of the quality of water.
2. Data analysis: The data were analyzed by using Microsoft Excel. These data are not fully validated.
3. Conclusion and Discussion: Conclusion and Discussion were drawn from the result of the study.
Results and Discussion
Table 1: The quality of water and the indicators 2019 - 2021

In the past three years, there was a significant trend of high amount of BOD in Pa Daet, Nong Hoi, and Pa
Tan district each year. Additionally, there was ahigh amount of(ammonia) that exceeded the standard quality
in Pa Daet district which are 0.85 in 2020 and 1.64 mg/L in 2021.
The increasing amount of BOD in the past three years can be concluded that there were a large number ofbacteria in water of Pa Daet, Nong Hoi, and Pa Tan districts each year. This is because these districts are cities andvillages which involved with urbanization activities such as wastewater from residential areas. Moreover, theis due to the decomposing of bacteria, especially in Pa Daet district because Pa Daet district
increase amount ofis also involved with agricultural activities which are Longan productions and animal husbandries that use fertilizer
and caused agricultural waste. These indicated that agricultural, and urbanization activities are one of the factorsthat impact the quality of water in Chiang Mai. These factors have a similar result as according to Regional
Environment Office 1 and Ogata et al. (2020) which concluded that the main factors that caused polluted water are
agricultural, industrialization, and urbanization activities. These activities can directly impact the quality of waterin the future if people do not take an action towards these phenomena. In addition, further research is required todeeply understand the factors that caused the poor quality of water and how to prevent and sustain the quality ofwater for future generations.
REFERENCES
Ogata, F., Saenjum, C., Nagahashi, E., Kobayashi, Y., Nakamura, T., & Kawasaki, N. (2020). Determining of theWater Quality of the Ping River at Different Seasons in Northern Thailand, Chemical and Pharmaceutical
Bulletin, 68(6).
Regional Environment Office 1 (Chiang Mai). (2021). Annual report 2021 of Inland Water Quality. Retrieved fromhttp://www.reo01.mnre.go.th

47

The helium ions shielding properties of steel slag
Kamolwan Sowapak1, Ekkalak Khumpao1 and Kittisak Sriwongsa2
1. Physics Program, Faculty of Science, Silpakorn University, Nakhon Pathom, Thailand.
2. Lecturers responsible for Bachelor of Education Program in Physics, Faculty of Education,Silpakorn
University, Nakhon Pathom, Thailand.
Purpose and Background:
The objective of this research was to study the shielding properties of charged ionizing radiation of 4types ofsteel slags (ABS, BOFS, EAFS, and LFS). Steel slag is a waste material obtained from the production of crude steel
and Steel slag has a chemical composition that is similar to clinker in Portland cement which we use as the mainmaterial for shielding radiation. The charged radiation under consideration is helium ion because, for practicalapplications, it is important to study the radiation protection properties of helium ions.
Material and Methods:
The steel slag used in this analysis was obtained from Chiang Mai University. The radiation shielding properties
were analyzed by examining in detail the density and chemical composition. The parameters tobe analyzed are themass attenuation coefficient, the effective atomic numbers, and the macroscopic effective removal cross-section forfast neutrons. SRIM software program is used to simulate a scenario that occurs when helium ions pass through amaterial medium. The parameters to be analyzed are electronic stopping and nuclear stopping in the energy range of
10 2 to 103 MeV which is the energy required to displace an atom from the lattice position.
The energy loss rate of ions in steel slag is divided into two different mechanisms of energy loss
1. Nuclear stopping power is the energy lost by moving particles due to elastic collisions per unitlength
moving into a target is given by equation (1)d E
dET
N max T
dT
(1)
Tmin

dx n

dT

2. Electronic stopping is caused by electronic collisions in which two moving ions stimulate or knock
electrons out of the atoms in the iron slag. the energy loss caused by electronic stopping can be calculated
from equation (2)2 Z 2e 4
2mev2
M
(2)
dE
dx

e

1
E

NZ2

1 ln
me

I

Result and Discussion
When helium ions are boom collisions with atoms and electrons occur in the surface region of thesteel slag Figure 3 shows that in the kinetic energy range 10-2 to 10 MeV the electronic stopping value
increases because in this energy range the electronic stopping value depends on the velocity of theincident ions and as the ion energy tendency increases, the electronic stopping value decreases due to thetransfer of energy of ions by binary collisions between ions and electrons. This result showed that EAFS
has more chances to electronic stopping.

48

400
350
300
250
200
150
100
50
0

10-2

10-1

100

101

Kinetic energy (MeV)

102

103

Figure 1. The electronic stopping of helium ions in the energy range 10-2 to 103 MeV

Figure 4 shows the nuclear halt of helium ions, wherein a nuclear halt takes into account the averageenergy loss caused by an elastic collision with a steel slag atom. This result showed that EAFS has morechances to electronic stopping. This result shows that EAFS has the most energy loss to the incident ions.
15

10

5

0
10-2

10-1

100

101

Kinetic energy (MeV)

102

103

Figure 2. The nuclear stopping of helium ions in the energy range 10-2 to 103 MeV.

REFERENCES[1] Kittisak SRIWONGSA, Sunantasak RAVANGVONG, Kanokwan SANGTHON, Boonyanuch
KORNPONGGUN, and Punsak GLUMGLOMCHIT, (2020). Coconut Dust Gypsums Board Building Material for
Shielding Radiation and Buildup Factors. Walailak J Sci & Tech 2021; 18(8): 9350
path to fusion
Philos. Trans. A. Math. Phys. Eng. Sci., vol. 368, no.
[2] C. L. Smith and S. Cowley,
1914, pp. 1091 1108, Mar. 2010.
[3] Nastasi M, Mayer JW, Hirvonen JK. Ion-Solid Interactions: Fundamentals and Applications. Cambridge:
Cambridge University Press; 1996.
[4] Ziegler JF, Biersack JP, Littmark U. The Stopping and Range of Ions in Solids. New York: Pergamon Press;
1985.
[5] Nastasi M. & Mayer J.W. Ion Implantation and Synthesis of Materials. Springer Berlin Heidelberg New York.
2006: 49 58.

49

Annual Ring Problem: How do pre-service teachers mathematize it?
Sakon Tangkawsakul1
1.Division of Teaching Mathematics, Department of Education,
Faculty of Education, Kasetsart University, Bangkhen, Bangkok 10900, Thailand
Research Background
The teaching and learning of Mathematical modelling translate between reality and mathematics has
already played an important role in mathematics education in many parts of the world. Pre-service teachers (PSTs)
who intend to teach mathematical modelling in their future careers as teachers must acquire specialized knowledge.
(Borromeo Ferri, 2013) According to Borromeo Ferri's model of teacher competencies for teaching mathematicalmodelling (2018), both pre-service and in-service need to starts with solving and developing the modelling task forschool task competencies. Therefore, the primary objective of teacher education is to advance those competencies.
Around half of 15-year-old Thai students failed to achieve the international basic proficiency level in mathematics
in PISA 2009 and 2012, which assessed students' modelling competence. (Klainin, 2015) Additionally, the PSTs
lacked experience with educational modelling tasks. (Nonthapa, 2019) As a result, it is critical to enhance the PSTs'
competencies. To foster the modelling competence, it is critical to elicit and diagnose the thinking and blockages
while modelling. (Blum, 2015; NCTM, 2014) Thus, the researcher attempts to understand how PSTs mathematize
and their blockages in solving the modelling task to adjust intervention and provide feedback to PSTs. This study isa part of the development of competence for teaching mathematical modelling of Thai PSTs projects. The results will
Stillman et al. 2007)
Purpose
The researcher aims

modelling task.

Methods
The question is posited as to how do PSTs mathematize and their blockages in the solving the modellingtask The Annual Ring Problem as showed in Fig.1. In this study, mathematizing performance and blockages referto (1) understanding and simplifying the context and (2) assuming and formulating the context into a mathematicalmodel in the modelling process. (Stillman et al. 2007) The data were obtained from the 23 Thai PSTs who had notbeen exposed to mathematical modelling. The PSTs were divided into six groups of 3-4 students with wide-ranging
abilities in mathematics. They were assigned to solve the modelling task. Their actions and thoughts about the solving
problem were gathered through observations and written work. The data were analyzed by using content analysis.
Result and short explanationin Modelling process as shown in Table 1.
oups of PSTs were unable to interpret real-world situations in the annual
ring problem, particularly the concept of tree growth and linear relationship. They use the internet to get idea about
In addition, they discuss what the linear relationship means with their friends. Then,the PSTs were able to clarify and simplify the problem. In addition, based on the PST's prior experiences, the set of
numbers may be structured by the pattern. As a result, the majority of PSTs attempt to deduce the pattern of theannual ring radius as illustrated in Fig. 2.

Fig.1. The Annual Ring Problem(adapted by Belcher et al, 2019)

Fig.2. The mathematical model of the annual ring radius

Discussion and conclusion
Although, the PSTs were able to mathematize the annual ring problem with multiple mathematical models
the proportion, the systems of linear equation, the linear equation, the arithmetic sequence they had difficulty50understanding the idea of the annual ring that related to scientific context. Moreover, they had difficulty identifying
the rate of change (ring radius) because the changing of the radius is not consistent like the problems in the traditional
textbook. This result show that the extra-mathematical knowledge, personal experiences, and searching knowledge
abilities are pre-requisite abilities that are important for problem solvers when mathematizing the real-world problem.
(Borromeo Ferri, 2018) This point is an issue for educators who
prepare the necessary knowledge [inter- and extra-mathematical] and the additional supporting materials for learners
before dealing with the real-world problems. In addition, this is a good sign for educators
mathematical content knowledge through making the relationship of several mathematical models that they used.
Table 1. The mathematizing performance and blockages
Mathematizing inModelling process
Understanding andsimplifying the context

Assuming andformulating the context
into a mathematicalmodel

Mathematizing performance

Blockages

Clarifying the meaning: Ring, Unit conversion (mm., m),

Knowledge:
Annual Ring,

growth, the shape of the tress stump surface seems as circle
Identifying the variables: Ring (IV), Radius (DV)Assuming the relationship: A linearly relationship between
ring and radius
Assuming the rate of change:
Averaging and approximating the rate of change of theradius that corresponds to each ring
Formulating the math model:
Linear Model(The proportion, The systems of linear equation, The linear
equation and graph, The arithmetic sequence)linearly increasing
Confusing:
The progression of theradius (cannot find thepattern of the radius,
the changing of theradius is not consistent),
Independent anddependent variables(Ring is IV or DV)

Acknowledgement
This research and innovation activity is funded by National Research Council of Thailand (NRCT)
References
Belcher, P., Wathall, J. C., Doering, S., Duxbury, P., Economopoulos, P., Forrest, J., ... & de Tokman, P. W.
(2019). Mathematics: Applications and Interpretation: Standard Level: Course Companion. Oxford
University Press.
Blum, W. (2015). Quality teaching of mathematical modelling: What do we know, what can we do?
The proceedings of the 12th international congress on mathematical education, (pp. 73-96).
Springer, Cham.
Borromeo Ferri, R. (2013). Mathematical ModellingJournal of Mathematics
Education at Teachers College. https://doi.org/10.7916/jmetc.v0i0.660
Borromeo Ferri, R. (2018). Learning how to teach mathematical modeling in school and teacher education.
Springer International Publishing.
Klainin, S. (2015). Mathematics education at school level in Thailand the development The impact The
dilemmas. Retrieved from https://library.ipst.ac.th/handle/ipst/959.
National Council of Teachers of Mathematics [NCTM]. (2014). Principles to action: Ensuring mathematical
success for all. Author.
Nawapon Nonthapa. (2019). A study of mathematical competencies of rajabhat mahasarakham university students,
Southeast Bangkok journal, 5(2), 18-29. [In Thai]
Stillman, G., Galbraith, P., Brown, J., & Edwards, I. (2007). A framework for success in implementing
mathematical modelling in the secondary classroom. Mathematics: Essential research, essential
practice, 2, 688-697.

51

An Analysis of Primary School Teachers' Understandingof Inquiry Based Science Teaching
Kongkiat Kunsa1
Chulalongkorn University
Purpose and Background
The two main factors affecting education in Thailand are 21st century education and education system 4 0 The
concept of 21st century education has been shaping the teaching paradigm in Thailand for many years If later, anotherfactor has emerged, namely the study of the education system 4 0 due to the latest policy of Thailand's economic
development plan to be successful in learning Learners must develop many skills necessary for future life and work
Thai teachers are inevitably challenged by the changing trends in the education system Inquiry based learning IBL
is recommended by educators as one of the effective teaching and learning approaches for 21st century education
Research indicates that teachers' knowledge of Inquiry-based science teaching is the most important factor
determining the level of implementation of Inquiry-based teaching. Rop 2002; van Driel et al 2001 It is reported,
however, that many science teachers have limited knowledge of Inquiry-based teaching. This limited knowledge
prevented them from successfully implementing this approach. Crawford 2000; Kang et al 2008; Keys and Kennedy
1999; Wallace and Kang 2004; Windschitl 2004 This finding calls for specific guidelines that enable teachers tobetter understand what inquiry based teaching is and how to implement it Beerer and Bodzin 2004; Kang et al2008 In this regard, the NSES delineated inquiry based teaching in terms of its five essential features
1 Students are engaged by scientifically oriented questions
2 Students give priority to evidence in responding to these questions(3. Students formulate explanations from evidence
4 Students evaluate their explanations in light of alternative explanations
5.) Students communicate and justify their explanations National Research Council 2000, p 29
Since then, these features have been widely used as a framework to help teachers understand and perform inquiry
based teaching in their classrooms Trumbull et al 2005 This study would to some extent serve as a platform torefer to by Primary School science teacher when envisaging the most relevant strategies to enhance teachers
understanding of Inquiry Based teaching and thus to implement it
The purposes of this study were to explored primary school teachers understanding of Inquiry based scienceteaching
Materials and Methods
Participants
Primary school science teacher. Purposeful sampling method was used to select participants. In this way,
characteristics that require compliance with the nature of the study are determined and reach those who adhere tothese traits (Christensen et al., 2014, p.150). Knowledge and experience in creating science teaching, curriculum andlesson plans The research was conducted using the consent model of these voluntary participation.
Methods
This study used an embedded combination method, including both qualitative and quantitative methods. Mixed
method refers to a combination of quantitative and qualitative research, and the main priority was to better understandthe research problem by taking advantage of both approaches (Plano Clark et al., 2008) to align with the study
objectives. This research method was chosen because qualitative data were needed. (open-ended questions andinterviews included in the self-assessment) are needed to complete the quantitative data obtained through theevaluation rubric. In the planning and implementing the 5E Inquiry Survey lesson plan steps, the impact of teacher
assessment and teacher self-assessment was conveyed in accordance with the research structure.
Results and Discussion
In progress
REFERENCES
Christensen, L. B., Johnson, B., & Turner, L. A. (2014). Research methods, design, and analysis.
Pearson.
inquiry with a teaching scenario survey instrument. Journal of Science Teacher Education,52

19(4), 337-354.
National Research Council. (Inquiry and the national science education standards: A guide forteaching and learning. Washington, DC: National Academy Press.
Lessons learned. Science Education, 89(6), 879-900.
Van Driel, J. H., Beijaard, D., & Verloop, N. (Professional development and reform in scienceeducation: The role of teachers' practical knowledge. Journal of Research in Science Teaching:
The Official Journal of the National Association for Research in Science Teaching,,practices of an atheoretical scientific method. Journal of Research in Science Teaching: The
Official Journal of the National Association for Research in Science Teaching, 41(5), 481-512.
Plano Clark, V. L., HuddlestonMixed methods approaches in family science research. Journal of Family Issues, 29(11), 1543
1566. https://doi.org/10.1177/0192513X08318251

53

The Development of Environmental Awareness Integrated Instruction for the
Courses in the English Subject using Problem-Based Learning for 11th
Grade Students
Kampanat Ta-in
1. Chiang Mai University, Chiang Mai, Thailand
2. Chiang Mai University, Chaing Mai, Thailand
Purpose and Background
Environmental issues are one of the more critical problems in Thailand. According to theThailand State of Pollution Report 2020, it was found that the government made important policies,
which aimed at preventing, solving and reducing pollution problems, such as determining PM 2.5
pollution problem resolution and pushing for measures to solve plastic waste management etc.
(Pollution Control Department, 2020). For that reason, the developing requires educational processes
as a tool; so, we could raise awareness to make any changes among the students. As a teacher working
in the school, the researcher is interested in developing environmental awareness in the English
subject using problem-based learning for 11th grade students to promote and develop students
environmental awareness.
Materials and Methods

Results and Discussion
From the learning activity in the classroom, the students define an environmental issue by
Fishbone diagram and 5Ws 1H table. They also brainstorm and find the solution of that definedproblems with their groups. And they take action on waste sorting campaign and smokeless stoveproject. The only problem found during the activity was from group 2. The solution from the topic
was building smokeless stove, so they needed to get advices from another teacher who teaches
industrial trades. After finishing activity, the students reflect their own findings and opinions about
the positive way amount 90 percent.
From the learning activities, the students can address the environmental issues by using ProblemBased Learning process. During the process, the students are always encouraged with the steps of
PBL and enjoy working their group members. The study shown that learning from the process of PBL
help students construct the environmental awareness and acquire knowledge by fully and directly
participating in an activity. According toenvironmental issues after learning with problem-based teaching methods is higher. As, the activities
The students can reflect their opinions conduced towards the environmental awareness.
After finishing activities, they apply the solutions to make a project such as waste sorting campaign,
smokeless stove.

54

-

-

-

REFERENCES
Pollution Control Department. (2020). Thailand State of Pollution Report 2020. Retrieved
from: https://www.pcd.go.th/.
Songlux Chowphakhow. (2000). Effects of Problem-Solving Teaching Method in people andEnvironment Course (SOC 053) on Mathayom Suksa 3 Students Environmental Problem Awarenessat Maethapattanasuksa School, Lampang Province.
thesis, Chiang Mai University,
T h ai l a n d) . Ret ri e v e d f r o m h t t p: / / r e po s i t or y. c m u . ac .t h/ h an dl e / 6 65 3 9 4 3 83 2/ 2 40 8 3

55

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57

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59

Wastewater is A Solution for World Clean Water Crisis Inline with
Climate Change
Arnie Novianti Zulkarnain
Universitas Pendidikan Indonesia, Indonesia

Purpose and Background
Climate change is disrupting weather patterns, leading to extreme weather events, unpredictable water
availability, exacerbating water scarcity and contaminating water supplies. Such impacts can drastically affect
the quantity and quality of water that children need to survive (UNICEF, 2021). Climate change is not justincreasing the global average temperature. It is also causing seasonal meteorological variabilities and making
the climate less predictable (Gonçalves, 2020).
Water is one of the essential requirements that exist in our life. The 6th Goal of the SDGs is toguarantee the availability and management of clean water and sustainable sanitation for all. In order toachieve
the goals of clean water and proper sanitation by 2030, 8 targets were set through 40 indicators. These targets
include access to improved drinking water, access to proper sanitation, waterand waste quality, as well as theutilization, management and conservation of water resources. Efforts made to achieve these targets are outlined
in policies, programs and activities that will be carried out by the government and non-governmentorganizations (Tortajada, 2016). On the other hand, high population growth followed by economic growth,industrial development, f & b, and animal husbandry that uses a lot of lands, and water causes increased water
scarcity. In this era, clean water is something that is a must in our lives. Especially with the existence of
COVID-19, which makes us always have to live clean. Since the coronavirus outbreak first occurred in China,
the World Health Organization (WHO) has echoed the importance of washing hands thoroughlyand routinely
to avoid transmission of the virus. This condition is causing the need for clean water to rise, and we cannot
limit our need for clean water due to the COVID-19 pandemic. But the problem is, will clean water continue
to exist where climate change is now causing a lack of clean water and a COVID-19 pandemic that is causing
an increase in the need for clean water? And we don't know whenthis COVID-19 pandemic will end. As manyas 33.4 million Indonesians lack clean water and 99.7 million lack access to proper sanitation facilities. Data
from the Central Statistics Agency (BPS) states that the current access to clean water is 72.55 percent. This
figure is still below the Sustainable Development Goals (SDGs) target of 100 percent. (Rossa & Nodia, 2018).
An innovation for processing domestic wastewater into clean water that can be used to meet household andindustry needs is crucial.

Materials and Methods
NEWater is recycled from treated sewage ('used water') and produced using a rigorous 3-steppurification process (Lee & Tan, 2018).
Water
source:Microfiltration(MF).
ReverseOsmosis (RO)UV
Disinfection
Pure Water

Steps to make wastewater into ready-to-drink water using the NEWater method
In MF, thetreated used water is passed through membranes to filter out and retained on the membranesurface suspended solids, colloidal particles, disease-causing bacteria, some viruses and protozoan cysts.
The filtered water that goes through the membrane contains only dissolved salts and organic molecules.

60

In RO, a semi-permeable membrane is used. The semi-permeable membrane has tiny pores which only
allow tiny molecules like water molecules to pass through. Hence, NEWater is RO water andis free fromviruses, bacteria and contains a negligible amount of salts and organic matters.
In UV Disinfection, ultraviolet or UVdisinfection is used to ensure that all organisms are inactivated andthe purity of the product water guaranteed.
In pure water with the addition of some alkaline chemicals to restore the acid-alkaline or pH balance, theWater is now ready to be piped off to its wide range of applications. (Agency, 2018)
Over the two years, some 20,000 test results from seven sampling locations in the plant, coveringabout
190 physical, chemical and microbiological parameters, were collected. This included more than4500 resultsfor NEWater, which surpassed the WHO and USEPA drinking water standards. The microbiologicalparameters for NEWater were found to be comparable to or better than PUB drinking water: of the
microbiological water quality parameters analyzed, only heterotrophic plate counts were consistently detected
in NEWater, and these were lower in concentration than that in PUB drinking water. (PUB, 2002). NEWater
prices have been reduced from S$1.30 (=US$0.87) per cubic meter in 2003 to S$1.15 (=US$0.77) per cubic
meter in January 2005 and S$1.00 (=US$0.67) per cubic meter in April 2007. This has also encouraged nondomestic customers to make the switch from potable water to NEWaterfor their nonportable uses. (Howe,
Smith, & Henderson, 2010). The NEWater tariff is SGD1.22/m3compared to SGD0.65/m3 for Industrial Water(PUB, 2014).

Results and Discussion
From this case, we understand how to process wastewater into drinking water. By using NEWater
technology from Singapore, which can be produced using a rigorous 3-step purification process, might help
countries that lack clean water due to climate change. Water that can be treated is not only domestic wastewater,
but when the rainy season comes, even rainwater can be accommodated and processed into ready to drink
wateror clean water. For example, in Indonesia, there are two cities which are often hit by rain, namely
Bandung city and Bogor city, we can use rainwater from these two cities to support this project. With
technology, it could reduce diseases caused by a lack of clean water or the amount of polluted water. The
technology is also one of the answers for some countries that have difficulty getting clean water amid the
COVID-19 pandemic because by using this technology, clean water capacity will increase. On the other hand,
NEWater provides a more cost-effective solution to meet long-term water demand by lowering the quantity ofdesalinated water required to meet demand.

References
Agency, P. S. (2018). NEWater.
Andersen, I. (2021). Climate change, water scarcity and security. https://www.unep.org/news-andstories/speech/climate-change-water-scarcity-and-security
Gonçalves, A. (2020). Climate Change Impacts: Summers Will Be Increasingly Unstable.
https://youmatter.world/en/climate-change-warming-summer-temperatures-weather-unpredictable/
International Journalof Water Resources Development.
Lee, H., & Tan, T. P. (2018). NEWater in Singapore. International Journal of Water Resources andDevelopment.
PUB. (2002). Singapore Water Reclamation Study Expert Panel Review and Findings June 2002.
PUB. (2014). Water Pricing in Singapore. http://www.pub.gov.sg/general/Pages/ WaterTariff.aspx .
Rossa, V., & Nodia, F. (2018). Ada 33,4 Juta Penduduk Indonesia Kekurangan Air Bersih.
https://www.suara.com/health/2018/11/23/162639/ada-334-juta-penduduk-indonesia- kekurangan-air-bersih?page=all.
Tortajada, C. (2016). Water infrastructure as an essential element for human development.
International Journal of Water Resources Development.
UNICEF. (2021). Climate Change Impacts: Summers Will Be Increasingly Unstable.

61

RELATIONSHIP OF WATER USE DURING THE COVID-19 PANDEMIC TO
IMPLEMENTATION OF HEALTH PROTOCOLS (CASE STUDY: BANTULVILLAGE, YOGYAKARTA, INDONESIA)
Fahima Ulumia1, Moh Syahrul Irfan Fahmi2, Relinda Dewi Astabella1,
1. Environmental Geography, Faculty of Geography Universitas Gadjah Mada
2. Regional Development, Faculty of Geography Universitas Gadjah Mada
Purpose and Background
The Covid-19 widespread has caused significant impacts on human life and the environment, including water
use universally (Pant et al., 2021). The essential advantage of freshwater for inhabitants is the requirement forresidential water used day by day, such as drinking, cooking, showering, and washing hands. During the pandemicera, freshwater can support the amid of Covid-19 widespread. Regular handwashing with soap and running water isa preventive degree of Covid-19 transmission recommended by WHO (WHO and UNICEF, 2020). The current
Covid-19 widespread has caused water to extend, particularly in central activity ranges and high population areas.
Bantul sub-district is the capital of Bantul Regency. Bantul sub-district includes five villages, namely
Palbapang, Ringinharjo, Bantul, Trirenggo, and Sabdodadi. Among the five villages, Bantul Village has the highest
population density. Bantul Village is in the center of the Bantul Sub-district and gets to be the center of action within
the Bantul rule. Population thickness is not the driving cause and has no substantial impact on the spread of Covid19 (Wahyuni, 2021). The first purpose of this research is to distinguish the socio-economic characteristics of the
population and its impact on the level of water needs. The second purpose is to analyze the centrality of the expanded
water needs amid the widespread application of health protocols.
Materials and Methods
This research is a type of qualitative descriptive research to explain
the relationship related to water use to implement health protocols during theCovid-19 pandemic. This research was conducted six months in Bantul
Village, Bantul District, Yogyakarta, Indonesia. The water use referred to inthis study is the average daily clean water use and the number of family
members such as bathing, washing, and watering (Cahyo et al., 2016)
The sample of this study was obtained from a population of 16,535
family heads in Bantul Village (Central Bureau of Statistics Republic ofIndonesia, 2020). The method of determining the number of samples in thisstudy uses the Slovin formula with an error rate of 10%. This percentage waschosen due to limited resources and a large population. Data samples weretaken with the help of research tools in a questionnaire containing questions
relevant to the research. Furthermore, the sampling method used a
proportional random sampling technique spread evenly to 12 hamlets in
Bantul Villages (Figure 1). The data obtained were processed using SPSS
(Statistical Package for Social Sciences) and Microsoft Excel application.
The Wilcoxon test was chosen to test the significance of water usage data
Figure 1. Distribution of research
before and during the Covid-19 Pandemic. This test was chosen because therespondents in Bantul Village
existing data showed an abnormal distribution. The results of the study were analyzed descriptively with othersupporting data for summarizing quantitative data.
Results and Discussion
Based on a survey of 99 respondents in Bantul Village, the total water use per capita of Bantul Village
residents are 54 liters/day - 1044 liters/day. Based on data, 91 respondents used 325.6-651 liters of water/day, 7
respondents used 651.1-1,042.5 liters of water/day, and 1 respondent used 66-325.5 liters of water/day. According to
the Indonesian National Standards Agency, the total water use of most residents of Bantul Village is much more than
the average water use per capita, which is 178 liters/day/capita (Asian Development Bank, 2016).
Domestic water use in Bantul Village has increased during the Covid-19 Pandemic. The amount of waterused per capita before and during the Covid-19 pandemic and the percentage of the significant changes are presented
in Figure 2. Almost all types of water use have increased, especially the need for water for washing hands and bathing.
The increase in water use for washing hands was twice as large (101.4%), while the increase in water use for bathing
reached 4.6% (Table 1). Changes in water use for washing clothes, watering plants, cooking, wudu', and others are

62relatively small, only in the range of 0.22-0.75%. The types of water use that did not increase was water for drinking,watering plants, and washing vehicles.
Table 1. Significance of Water Use During theCovid-19 Pandemic

Figure 2. Significance of Water Use Before and During
the Covid-19 Pandemic

The water use that has increased significantly is the water used for bathing and washing hands. The
significance is not the same in every area. The spatial distribution of water use significance is presented in Figure 3.
The highest water use significance for bathing is in Geblag Hamlet and Bejen Hamlet. The significance of water used
for bathing is in Gandekan and Badegan Hamlets, while the highest total water use significance is in Geblag Hamlet.
The significance of water use, especially bathing and washing hands, is high, indicating that the health protocols are
implemented quite well. Hand washing is one of the health protocols recommended by WHO and UNICEF.

Figure 3. Distribution of significance of water use during the Covid-19 pandemic. (a) The total significance of water use. (b)Significance of water used for bathing purposes. (c) The significance of the use of water for handwashing.

REFERENCES

63

1.
2.

64

65

66

67

Ocean Acidification that affected to Crustaceans'
and Mollusks' shells
Jidarat Lakleam1, Pakdeekul Ratana2,
Jannapha Soonjan2 and Watinee Kwangyoo2
1

Chiang Mai University, Chiang Mai, Thailand
Chiang Mai University, Chiang Mai, Thailand

2

Purpose and Background:
Ocean acidification is a reduction in the pH of the ocean over an extended period of time,caused by uptake of Carbon Dioxide (CO2) from burning of fossil fuels and land using fromthe atmosphere. It makes the seawater become more acidic from Carbonate Ions that is an importantbuilding block of structures of shells, making them thinner and more fragile by the lack of calcium
carbonate. For this reason, the Crustaceans and Mollusks species are risk from hunting more than before
and make the entire food web collapse.
Consequently, in this research experiments will refer about how Carbonic Acid affected to the
Crustaceans' and Mollusks' shells. The purposes are to study the effect of Carbonic Acid
effect of Ocean Acidification
to Crustaceans' and Mollusks' shells and to raise people
to living-things, both in the ocean and on the land (which is Homo sapiens.)
Materials and Methods:
Materials:
For materials have three ingredients, a cup of sea water and a cup of Sodium Bicarbonate water
which have the same quantity of water (100 ml. / cup), and a(1 shell / cup.)
Methods:
1 Pre-Proceeding:-Researching about Ocean Acidification and the effect to Crustaceans' and Mollusks' shells
and planning the working project.
2 Proceeding:-Making experiment by using ark shells putting in the plain sea water and Sodium Bicarbonate
water for 5 days and see the difference of the shell in Sodium Bicarbonate water.
3 Post-Proceeding:-Concluding the results after finishing the experiment and presenting the research to the society.
Results and Discussion:
Day
1
2
3
4
5

Ark shell in plain sea water-Remain the same
-Remain the same as Day 1-Remain the same as Day 1-Remain the same as Day 1-Remain the same as Day 1

Ark shell in Sodium Bicarbonate water-Remain the same
-The texture of the shell became slicker than Day 1-The texture of the shell became slicker than Day 2-The texture of the shell became slicker and looked brighter than the Day 3.
-The texture of the shell became slicker and looked brighter than the Day 4.

From the experiment shows that for 5 days, while the ark shell in the sea water remains
the same, we can see the difference in the shell in Sodium Bicarbonate water. The color of the shell
has become brighter since day 2 and the texture has been slicker than the ark shell in the sea water
since day 4. It shows that the acid erodes the shells to make it thinner and it will become translucent
if we put it inside the Sodium Bicarbonate water for months.
According to the Science Heathen Organization Research (2016), Ocean Acidification
associated to pollution in sea water, for example, the Red Tide Events that can make whales anddolphins to death, or the coral bleaching in The Great Barrier Reef, the biggest coral reef system in theworld. It also effect to the food chaining collapsing and the animal extinction when the shells' species
risk of hunting more than before. This leads to the lack of marine life for fishery industries, affecting toeconomic growth and scarcity of food in people who live in seashore areas and who have main meal
for living as seafood.
REFERENCES
Noaa Headquarters. (2021). Acidification impedes shell development of plankton off the US West
Coast. Retrieved from https://www.eurekalert.org/news-releases/759515
Science Heathen Organization Research. (2016). Ocean Acidification Effects, Causes, & Examples List
Part 2. Retrieved from http://scienceheathen.com

68Development of Climate Change Education Curriculum to promote Climate
Literacy of lower secondary school students
Teejutha Kongsing
Chulalongkorn University, Thailand

1)
2)
2.1.
2.2.

This research is Research and Development type, using descriptive research methodology and quasiexperimental research, defines the details of the research process into 2 phases (Figure 1). Sample of the research are 30
lower secondary school students that selected from the recruitment in Nakhon Nayok, Thailand.

Now this research is working on Curriculum Development phase, in the process study opinions about climatechange curriculum from qualified person in climate change, climate change education or environmental education.

69

Phase 1Curriculum Development

Study of basic
information for
curriculum
development
Research 1)

Studyclimate change
curriculum fromdocuments andresearch

Basic Education Core
Curriculum B.E. 2551
(A.D. 2008) that
related in climatechange content

Study opinions aboutclimate change
curriculum from
qualified person inclimate change,
climate change
educationor environmental
education

Phase 2Curriculum Quality Assessment

Curriculum design
and Development
Development 1)

Trial the curriculum
Research )Drafting curriculum

Tryout the curriculum

Developing
curriculum andcurriculum documents

Revising
curriculum anddeveloping tools forcollecting data

Evaluating curriculum
and curriculum
documents

Evaluate and Revise
the curriculum(Development 2)

Evaluating curriculum

Revising curriculum
for complete version

Implement the
curriculum with target
group

Revising curriculum

Data Analysis

documents

Figure 1 Reseach

REFERENCES
Anderson,A.
(2010).
Combatingclimatechangethroughqualityeducation.
Washington,
DC: Brookings Global Economy and Development.
Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of
Education for Sustainable Development, 6(2), 191-206.
From
Department of Environmental Quality Promotion (2016).
http://thaiecofootprint.deqp.go.th/magazine-detail/493
GCRP, U. (Climate literacy: the essential principles of climate science. US Global
Change Research Program.
The Ministry of Education Thailand (2008). Learning Standards and Indicators of Science in Basic Education Core
Curriculum B.E. 2551 (A.D. 2008).

70

Enhancing grade 9 students' self-efficacy on science subject
online learning
Thanawat Ngaoda1 and Sasithep Pitiporntapin2
1. Doctoral Student, Faculty of Education, Kasetsart University, Bangkhen campus, Bangkok, Thailand
2. Associate Professor, Faculty of Education, Kasetsart University, Bangkhen campus, Bangkok,
ThailandPurpose and backgroundDue to the situation of coronavirus 2019 outbreak (COVID-19) and infection control policy in 2021, theministry of education offers 5 approaches to school for running educational system and defending teacher and student
from COVID-19; 1) On-site, 2) On-air 3) Online, 4) On-demand and 5) On-hand (Office of the Basic Education
Commission (OBEC), 2021) Online learning, the most approach was chosen in the 1/2021 semester (June-October)in Udon Thani Secondary Educational Service Area. As well as my school has a plan to choose an Online approachin the 1/2021 semester.
The survey in science subjects before starting the lesson showed that most grade 9 students (80.15%) lacked
the confidence to succeed in online learning because it is the new approach for them and science is the content subject
articular task is selfefficacy, it is one of the most powerful motivational predictors of how well a person will perform at almost any-efficacy in online learning is needed forenhancing.
For enhancing self-efficacy, Bandura (1977) states that individuals develop their self-efficacy beliefs byinterpreting information from four main sources of efficacy; enactive mastery experience, vicarious experience,verbal persuasion, and physiological
exploration of factors influencing self-efficacy in online learning show that factors influencing self-efficacy in online
learning consist of online learning experience and knowledge, feedback and reward, online communication andinteraction, social influence, learner motivation and attitude (Peechapol et al.,2018).
This research used 5Es inquiry which is the normal approach combined with the above factors based on
Bandura source-efficacy in online learning to answer the research question-efficacy in online learning after using 5Es inquiry combined with selfenhancing factors lesson plan (5EsSEF lesMaterials and methods
This research is quasi-experimental research, one group pretest-posttest design, collecting data using
quantitative and follow up with qualitative to fully fill the result. The study group is one class from simple random
sampling, consisting of 32 grade 9 students. The 4 5EsSEF lesson plans in the topic of science in everyday life wereused after students had completed self-efficacy questionnaire for online learning (KR-20=0.81) which, adapted fromSeQoL of Tsai et al. (2020) Furthermore, the CISCO WebEx application was used as a learning platform. Selfefficacy questionnaires for online learning were used again after finishing 4 lesson plans. The self-efficacy score wasanalyzed using mean (X ), standard deviation (S.D.), and t-test independent for comparing mean between before andafter. And then researcher interview 3 students who were the highest increasing self-efficacy score for deep detailusing a semi-structured interview. Qualitative data were analyzed by inductive qualitative approach and were used
to support quantitative data.
Result and short explanation

Test
Pre-self-efficacy score
Post-self-efficacy score

Number of students
32
32

4.66
7.65

71

S.D.
0.36
1.24

t
13.478*

Discussion and conclusion-self-efficacy score had statistically significantly higher than the preself-efficacy score after using the 5EsSEF lesson plan because 5EsSEF lesson plans consist of source of self-efficacy.
5EsSEF lesson plan consists of 4 lesson plans: first lesson plan is for introducing Cisco WebEx platform in using
and functions that used in online learning that support online learning experience and knowledge factors which is thefactors that affect self-efficacy (Peechapol et al., 2018) in the second-hour teacher shown the VDO of successful
online learning in science subject to the student, this support vicarious experience. (Bandura, 1977) The second to
the fourth lesson plan is in the topics; what is the importance of science? the effect of science on the world andsolving the problem using science are emphasized on the discussion in explanation and elaboration step is the online
communication and interaction factor which can enhance self-efficacy. (Peechapol et al., 2018) All 4 lesson plans inevery step (engagement, exploration, explanation, elaboration, and evaluation) emphasized positive feedback to bothcorrect and false answers, emphasized giving star scores to students who answers correct and who frequently answer
the question, these support feedback and reward factor which enhancing self-efficacy (Peechapol et al., 2018). These
are related to the data from students who got the highest increasing self-efficacy score that all these following factors
enhancing their efficacy; 1) Watching the other success cases in VDO clip and they had the motivation to learn. 2)
They can do it well in the lesson. 3) First describing how to use learning platform or application. 4) good feedback
from teacher after student answer both true and wrong and, 5) the easy of a learning platform for use.
REFERENCES
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Heslin, P. A., & Klehe, U. C. (2006). Self-efficacy. Encyclopedia Of Industrial/Organizational Psychology, SG
Rogelberg, ed, 2, 705-708.
Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). An Exploration of Factors Influencing SelfEfficacy in Online Learning: A Systematic Review. International Journal of Emerging Technologies inLearning, 13(9).
Office of the Basic Education Commission (OBEC). (2021). Approaches for choosing if online learning is
disable. URL: https://www.obec.go.th/archives/377135
Tsai, C. L., Cho, M. H., Marra, R., & Shen, D. (2020). The Self-Efficacy Questionnaire for Online Learning(SeQoL). Distance Education, 41(4), 472-489.

72

73

74

The energy resolution and light yield of Li6GdB3O9:Ce scintillatorcrystal
at 662 keVYanapat Limrachadawong1, Prasopchai Mahawong1 and Kittisak Sriwongsa2
1. Physics Program, Faculty of Science, Silpakorn University, Nakhon Pathom, Thailand.
2. Lecturers responsible for Bachelor of Education Program in Physics, Faculty of Education,Silpakorn
University, Nakhon Pathom, Thailand.
Purpose and Background:
The scintillators are materials that can emit light after absorbing photons or -ray. The scintillators can bedivided into two main types as organic and inorganic which inorganic scintillators were widely used in many
applications. Good scintillators should be composed of properties such as a good energy resolution, fast decay
times, and high light yield (Yph). The energy resolution (R) was a very important parameter for selecting using ascintillator. This parameter was driven by two primary parameters which Yph and non-proportionality of light yield(photon non-proportionality response or non-proportionality of light yield).
The Ce3+ doped lithium gadolinium orthoborate Li6GdB3O9: Ce (LGBO: Ce) scintillator crystal was the
inorganic scintillator. It had been grown by the Czhochralski method [1]. It was expected to be a model object of
optical materials.
In this experimental, we use the light yield (Y(ph/MeV)) which is a ratio of emitted photon numbers per incident ray (MeV). It can exhibit in terms of the amount of photo-electron (Nphe) per MeV, of absorbed -ray energy byaverage quantum efficiency (QE) of PMT and can be described using [2],(1)Material and Methods:
In the experiment of finding energy solution and light yield of LGBO: Ce scintillator by using scintillator
with the dimension of 6 mm x 5 mm x 2 mm. This scintillator was coupled to an R11102 PMT using silicone
grease and coated with black Teflon tape for protected light from anywhere. Then, connected with Canberra HV
supply and Canberra preamplifier (2007B model). The electronic signal was expanded by Canberra amplifier(2022 Model) and using analog to digital converter (ADC) to convert analog signal to digital signal. The signal
was analyzed, and the spectrum was shown using Multichannel Analyzer Gamma Acquisition & Analysis(MCA). The experimental schematic was shown in Figure 1. The -ray source of 137Cs (662 keV) was used inthis experiment.
Gamma-ray spectroscopy
LGBO:Ce

R11102 PMT

Amp

PA

ADC

Source
HVPS

Figure 1 Experimental setup for characterization LGBO: Ce detector.

75

MCA

Result and Discussion
The measurement of -ray spectra for LGBO: Ce scintillation has been exhibited in Figure 2
which presented energy spectra at 662 keV. The result exhibited that LGBO: Ce detector had 15.3% ofenergy resolution (R) at the energy of 662 keV.
1000
137Cs
800

600

400
E = 662 keV
200

15.3%
0
100

200

300

400

500

600

700

800

900

1000

Energy (keV)

Figure 2 -ray energy spectrum (137Cs) measured with LGBO: Ce scintillator.

The Yph has been determined by using Eq. 1, for LGBO: Ce scintillator at the energy of 662 keV.
The result shows Yph value at 16,393 ph/MeV at 662 keV. The Yphe value at 459 phe/MeV at 662 keV.
The cross-section ratio -ratio) of LGBO: Ce which was calculated by WinXCom program found that-ratio is 10.1% at 662 keV.
The non-proportionality of light yield characteristics which have been measured for LGBO: Ce
scintillator. The non-proportionality of light yield was determined. The result exhibited that the nonproportionality of light yield is at 9% at 662 keV.
REFERENCES[1] I. N. Ogorodnikov, D.O. Vostrov, V.A. Pustovarov, I.N. Sedunova. A comparative spectroscopic
study of photoluminescence in Li6GdB3O9: Ce single crystals and crystal-fibers. J Lumin. 159 (2015)258-264.
[2] M. Moszynski, M. Kapusta, M. Mayhugh, D. Wolski. Absolute light output of scintillators. IEEE
Tran Nucl Sci. (1997) 1052-1061

76

A study of the relationship between climate change and longan
productivity in Lamphun Province
Tharadol Pornwisetsirikul
1. Chiang Mai University, Chiang Mai, Thailand
2. Chiang Mai University, Chiang Mai, Thailand
Background and purpose
Thailand is the biggest exporter of longan in the world. Among other tropical fruit, Longan is one of themost successful Thai fresh fruit to be exported to many countries especially China.
area for longans is located in the northern Thailand, especially in Lamphun province. In production, suitable
weather is very important for flowering, producing, and developing its fruit. Nowadays, the increased
accumulation of greenhouse gases from fuel combustion and agriculture contributes to global warming andclimate change. The El Niño, the phenomenon of changing weather condition is affecting the agricultural
produce, particularly longan yield. Therefore, this research aims to investigate the effects of climate change on
longan yield in Lamphun province from document dated between 2010 and 2019.
Materials and Methods
1. Data collected from statistic, research and annual reports from the Department of Agriculture, theMeteorological Department and the Office of Agricultural Economics.
2. Analyzed the relationship between minimum temperature, rainfall, the El Niño and longan yield
3. Presented the data by using a table.
4. Explained the relationship between the changing weather conditions and longan yield.
Results and Discussion
Data
Year

temperature
(0C )
12.0

8.7

Rainfall(mm.)

The yield(tons)

DataYear

temperature(0C )Rainfall(mm.)

The yield(tons)

281.4

125,857

12.4

363.7

103,599663.0

133,540

9.4

306.9

69,385482.4

168,829

16.3

653.4

135,336462.5

202,831*187.4

202,831

,640
14.9

268.2

88,149Longan trees need a temperature of 10-15 degrees Celsius in January for flowering. They need water
during January to June to produce and develop their fruit. The longan harvest season in Thailand is from
July to August.
The table portrays the data of the minimum temperature for Lamphun province in January of 2015,2017 and 2019. In addition, in 2010, 2014, 2015, 2016, and 2019, the rainfalls in Lamphun province
were very low in between 187.4 - 363.7 mm. However, the relationship between the temperature andthe rainfall in 2014 was an exception due to the yield in that year was higher than in other year while
the temperature was the lowest at 8.7 0C.
From the results, the factors of the weather were significantly important for the longan yield. In
2015, 2016, and 2019, the decreasing longan yields were obviously affected by the El Niño, in
accordance with the reports from the Meteorological Department which stated that the increasing
temperature and low rainfall had reduced the yield. Nowadays, the effects of climate change have varied
the rainfall and the temperature from year to year. Therefore, the climate change caused the unstableyield.
Reference
Department of Agriculture. (2020). The longan production. Available at: https://www.doa.go.th.
(Accessed: 30 December 2021)
Meteorological Department. (2021). The maximum minimum temperature and the rainfall ofnorthern Thailand (Daily). Available at: http://www.cmmet.tmd.go.th. (Accessed: 30 December
2021)
Office of Agricultural Economics. (2021). The longan productivity. Available at:https://www.oae.go.th. (Accessed at: 25 December 2021)

77

REDUCING PLASTIC CONSUMPTION PROBLEMS IN INDONESIA
Adinda Siwi Utami, Ida Kaniawati, and Tuszie Widhiyanti

Universitas Pendidikan Indonesia, Indonesia

Purpose and BackgroundStarting from background and purpose, the background of this research is coming from the data ofCentral Bureau of Statistics stated plastic waste in Indonesia reaches 64 million tons per year. Indonesia
is also in second rank after China for the country with the biggest plastic consumption. It means thisproblem is not only for Indonesia but also for the world. So, the purpose of this research is to suggest
what is the proper plastic waste solution in the education sector? As the graph below shows that there
are plastic waste problems in Indonesia then it is caused by people's awareness regarding plastic waste
is still low. So, education about reducing plastic consumption from an early age is needed.
Implementing FeD BeteL: 5 Days for Better Life is expected can bringing a habit for children to practiceplastic waste management in their life, thus plastic waste problems in Indonesia will be reduced in the
future.

Materials and Methods
This research was analyzing some articles about plastic problems in Indonesia based on regulations,people awareness, and environmental education. The research was conducted by doing literature review
from 8 article journals from 2017 2021.

Results and Discussion
Regulations about plastic consumptions in Indonesia,
There is no choice and straight law enforcement in the district. (Permana et al., 2020)
Argued that the city regulation is more detailed compared to the national regulation which could
result in better waste management in terms of waste reduction. (Nizar et al., 2018)
People awareness about plastic consumptions in Indonesia
The local community has an enormous perspective on seeing this policy. Most of them alreadyshow this phenomenon as environmental orientation, even though there are still people who(Kusuma Putri, 2018)78

Majority of the consumers reduce the plastic bag usage after the enactment of the policy, but inthe short time.(Sobaya et al., 2018)
Environmental Education in Indonesia
Most people are not educated on the topic of plastic pollution in schools and otherwise. (Giesler,
2018)
Students perception, attitude, and self-reported pro-environmental behaviour regarding plastic
consumption and pollution significantly increased after the implementation of environmental
education. (Numanovich & Abbosxonovich, 2020)
There should be an environmental education since an early age thus people will have awareness andmake it as a habit. This project can be implemented from kindergarten level even to
students. It should be supervised thus will run well and continuously.
Environmental Education Strategy for Reducing Plastic Consumption in Indonesia
MondayDay without straw
consumption

FeD BeteL: 5 Days for Better Life
Tuesday
WednesdayThursdayDay with using Day with bring Day without plastic
re-useable baglunch from hombottle consumption

FridayDay with giving
awareness to thepeopleReferences
Giesler, K. (2018). The plastic problem: Plastic pollution in Bali. Independent Study Project, 1 39.
https://digitalcollections.sit.edu/isp_collection/2937
Kusuma Putri, N. (2018). Local Concern on Plastic Bag Charge in Indonesia: Do we really care?
January. https://doi.org/10.2991/icpsuas-17.2018.69
Nizar, M., Munir, E., Irvan, & Waller, V. (2018). The integrating of zero waste principles fromnational to local regulations: Case study of Banda Aceh, Indonesia. IOP Conference Series:
Earth and Environmental Science, 216(1). https://doi.org/10.1088/1755-1315/216/1/012043
Numanovich, A. I., & Abbosxonovich, M. A. (2020). THE ANALYSIS OF LANDS IN SECURITYZONES OF HIGH-VOLTAGE POWER LINES (POWER LINE) ON THE EXAMPLE OF
THE FERGANA REGION PhD of Fergana polytechnic institute, Uzbekistan PhD applicant of
Fergana polytechnic institute, Uzbekistan. EPRA International Journal of Multidisciplinary
Research (IJMR)-Peer Reviewed Journal, 2, 198 210. https://doi.org/10.36713/epra2013
Permana, R., Rizal, A., & Hasan, Z. (2020). Plastic Consumption in Group of Teens and Young
Adults from Pangandaran District, Indonesia: A Glimpse of Environmental Awareness among
the Locals outside Big Cities. Asian Journal of Advanced Research and Reports, 12(2), 1 9.
https://doi.org/10.9734/ajarr/2020/v12i230282
Sobaya, S., Fahmi, R. A., & Nururrosida, I. (2018). Consumer Responses to The Plastic Bag Levy inSpecial Region of Yogyakarta, Indonesia. International Journal of Business Economics andManagement Studies, 6(1), 54 63. www.scientificrc.com

79Tracking the Origin of Plastic Debris in Marine Protected Area
of Nusa Penida, Bali
I Made Dharma Raharja1, Ivonne Milichristi Radjawane1,2,3, I Gede Hendrawan4,5
Earth Science Study Program, Faculty of Earth Sciences and Technology, Bandung Institute ofTechnology, Indonesia
Oceanographic Research Group, Bandung Institute of Technology, Bandung, Indonesia
Korea-Indonesia, Marine Technology Cooperation Research Center (MTCRC)
Marine Science Study Program, Faculty of Marine Science and Fisheries, Udayana University
Center for Remote Sensing and Ocean Sciences (CReSOS), Udayana University
Purpose and Background:
Nusa Penida is an island located in Bali Province, Klungkung Regency. Nusa Penida, a marine conservation area,
has a problem, which is related to the existing of plastic marine debris in the area. The previous study conducted byGermanov et al. (2019) revealed that marine debris abundance during the rainy season was higher than in the dry
season. In addition, from the study conducted, it is also known that 59.5% of marine debris found in the Nusa Penida
manta feeding ground area is plastic waste, then 45% of marine litter is film type, and 31.5% is a fragment. Meanwhile,from a study conducted by Argeswara et al. (2021), it is known that, the dominant types of polymer marine plastic
waste found in the Nusa Penida manta feeding ground area, are Polyethylene (PE) and Polypropylene (PP). PE andPP have low toxicity but are the object of attention from manta rays and another marine biota.
The study of marine debris related to plastic types can be assessed through modelling the movement of plastic
particles using numerical modelling (Hendrawan and Asai, 2014). However, research related to plastic waste, whose
completion is often carried out with forwarding tracking schemes, from previous research was only limited toknowing the forward movement and distribution of particles. So, this study was conducted to determine the origin of
the plastic litter found using a backward tracking scheme.
Materials and Methods:
In this study, to describe the circulation pattern of the current movement, then the Finite Volume Community
Ocean Model (FVCOM) was used, a hydrodynamic numerical model that was developed by the University of
Massachusetts Dartmouth and the Woods Hole Oceanographic Institution. Meanwhile, the PyLag model developedby Plymouth Marine Laboratory is used to simulate the pattern of particle movement. Simulations were carried out
in June and December 2020; both times were chosen to represent the southeast and northwest monsoons.
The domain area of the model covers an area large enough to cover the dynamics of the current circulation and) in Nusa Penida as shown in Figure
release of the backward particle area (2000 particle; 1 particle =1. In the north part, the Nusa Penida waters influence by the current from Java Sea and Makassar Strait, while in thesouthern part by Indian Ocean.

Figure 1. Domain Model Area (A) and Backward Particle Area Release in Nusa Penida (B)80

Results and Discussion:

Figure 2. Current Movement Patterns in June 2020 (A) and December 2020 (B)Figure 3. Particle Movement Patterns in June 2020 (A) and December 2020 (B).
From the pattern of the current movement as seen in Figure 2, it can be seen the role of seasonal monsoon that
effected to the waters surround the Nusa Penida Marine Protected Area. The current conditions appear to be stronger
moving from the Makassar Strait to the Indian Ocean. At the Indian Ocean, the dominant current moving from east
to west, with the average current velocity is 1 m/s in June 2020. However, in December 2020, the value of theovercurrent velocity decreased. This is also due to the impact of the Indonesian Throughflow (ITF) phenomenon,
where the current is stronger in June, which represents the southeast monsoon.
The pattern of backward particle movement seems to be influenced by surface currents with different resource
conditions in each season (Figure 3). During the northwest monsoon, the dominant particles came from the northwest(89.6%) of Nusa Penida Island with the source of particles from Bali was 1.15 tons, East Java was 0.42 tons, Madura
was 0.76 tons, and Kangean Island was 0.06 Tons. During the southeast monsoon, the dominant particles move fromthe northeast of Nusa Penida but the Bali area also remains a source of particles with a total particle originating from
Bali of 0.28 tons.
Argeswara, J., Hendrawan, I. G., Dharma, I. G. S., & Germanov, E. (2021). What's in the soup? Visualcharacterization and polymer analysis of microplastics from an Indonesian manta ray feeding ground. Marine
Pollution Bulletin, 168, 112427.
Germanov, E. S., Marshall, A. D., Hendrawan, I. G., Admiraal, R., Rohner, C. A., Argeswara, J., ... & Loneragan, N.
R. (2019). Microplastics on the menu: plastics pollute indonesian manta ray and whale shark feeding grounds.
Frontiers in Marine Science, 679.
Hendrawan, I. G., & Asai, K. (2014). Numerical study on tidal currents and seawater exchange in the Benoa Bay,
Bali, Indonesia. Acta Oceanologica Sinica, 33(3), 90-100.

81

Exploring Middle School Students Action Competence for Environment
Suchawadee Ketchanok1 and Jeerawan Ketsing1
1.Division of Science Education, Department of Education,
Faculty of Education, Kasetsart University, Bangkhen, Bangkok 10900, Thailand
Research Background
It is apractice based on participation in the democratic process for solving environmental problems Elin Biström & Ragnar
Lundström,. Environmental learning activities in the past of Thailand emphasized on environmental
knowledge. Measurement and evaluation are still limited to the environmental intention rather than developing thepotential of students to be able to take action to protect or solve environmental problems. In addition, almost all
research does not train students to work with other sectors to drive environmental policy work (Department ofEnvironmental Quality Promotion Ministry of Natural Resources and Environment, 2010).
Action competence for environment is the ability to act as citizens of a democratic society aims to solving
environmental problems (Almers, 2013; Breiting & Mogensen, 1999; Jensen & Schnack, 1997; Kollmuss & Sass etal., 2020; Olsson et al., 2020). They are able to work with others and decide on environmental solutions that areappropriate for the social context. Learners have knowledge of what they do and can identify problems, causes andeffects of environmental. In addition, They having confidence in their own potential that they can change society forthe better (Jensen & Schnack, 1997; Sass et al., 2020; Sterling, 2010). However, for the development of learners to
become action competence for environment, it is necessary to study the students' based action competence for needassessment before using the data to design learning activities. Therefore, it is necessary to explore the action
competence for environment of students as a knowledge base for the future development of students' action
competence for environment.
PurposeThis research aims to explore the action competence for environment of middle school students in a suburban school in Bangkok.
Materials and methods
females) whom
In this survey research, the data were obtained from 100 grade 8 students ( males andenrolled in a general science subject of a high school located in a sub-urban area of Bangkok. The children were
uestionnaire, including
items of action competence. The questionnaire wasvalidated by three experts in the fields of science education and environmental education. The questionnaire covers
four construct of action competence: knowledge of action possibilities, motive for action, thinking skills for action
and democratic partnership The reliability coefficient of the instrument was 0.88 and its discrimination value ranged
from 0.26-0.68. The data was collected from 100 students in December of the second semester of the academic year
2021. The methods for analyzing the data were statistical. The average value from the whole assessment results ofeach student was taken to find the frequency as a percentage. The data was then classified into five levels of action
competence: very high (average score of 3.00), relatively high (average score of 2.50-2.99), moderate (average scoreof 2.00-2.49), relatively low (average score of 1.50-1.99), and very low (average score of 1.00-1.49). In addition,these were analyzed from the component of action competence: knowledge of action possibilities, motive for action,
thinking skills for action, and democratic partnership.
Result and short explanation
Findings from statistical analysis, as shown in Table 1., reveal that the majority of the middle school students
low level of the(50%) pursue action competence at a moderate level
action competence. About one forth presenthigh level of the action competence. Surprisingly, non of the82Table 1. Number of students in each level of action competence for environment
Level of action competence forenvironment
very low level
relatively low level
moderate level
relatively high level
very high level
Total

n=100

Average score

Number of students (%)

1.00-1.49
1.50-1.99
2.00-2.49
2.50-2.99
3.00

4
29
50
17
0
100

The Figure 1. illustrates percentages of students in each level of action competence. The that all component-32%) in very high level and relatively
high of action competence for environment in each component. Therefore, both the data showing the overall and theseparate components tend to go in the same direction are most of the students had moderate level to very low levelof action competence for environment.
Figure 1. Students

level
100%
80%

4
13

0
13

48

55

60%

3
18
44

6
26
38

very low
relatively low
moderate
relatively highvery high

40%
20%
0%

24

21

30

19

11

11

5

11

Knowledge ofactionpossibilities

Motive foractionThinking skills
for action

Democratic
partnership

Discussion and conclusion
Action competence for environment of Middle School Students in this finding, It needs to be develop toincrease. When analyzed separate component, It was found that amount of students for each component was moderatelevel, relatively low level and very low levels. These three levels need to be improve and promote to increase.
Therefore, motive for action must be promoted as much as possible, followed by knowledge of action possibilities,
thinking skills for action and democratic partnership. This study found that traditional teaching methods still havestudents with other sectors and encourage motive for action to learn about the environment in authentic settings.
Acknowledgement
This research is funded by Kasetsart University through the Graduate School Fellowship Program.
References
Almers, E. (2013). Pathways to action competence for sustainability six themes. The Journal of Environmental
Education, 44(2), 116-127.
Biström, E. & Lundström, R. (Textbooks and action competence for sustainable development: an analysis of Swedish
lower secondary level textbooks in geography and biology. Environmental Education Research.
,
Breiting, S. & Mogensen, F. (Action competence and environmental education. Cambridge Journal of Education.
,
Department of Environmental Quality Promotion, Ministry of Natural Resources and Environment. (2010). Four
Organizations for Environmental Education, Learning for Sufficiency. Bangkok: Chulalongkorn
University Social Research Institute.
Jensen, B. B. & Schnack, K. (The action competence approach in environmental education. Environmental Education
Research.
,
Olsson, D., Gericke, N., Sass, W., & Boeve-de Pauw, J. (2020). Self-perceived action competence for sustainability:
The theoretical grounding and empirical validation of a novel research instrument. Environmental Education
Research, 26(5), 742-760.
Sass, W., Boeve-de Pauw, J., Olsson, D., Gericke, N., Maeyer, S. D., & Van Petegem, P. (Redefining action,
competence:The case of sustainable development. The Journal of Environmental Education.

83

Reveal Various Forms of Teaching Climate Change
in Secondary School
Ayu Yuana1, and Diana Rochintaniawati2
1. Universitas Pendidikan Indonesia, Indonesia
2. Universitas Pendidikan Indonesia, Indonesia
Purpose and Background
Students in secondary school are young agents who are expected to bring about a better chance for the futureof the world. Teachers need to convey the issue of climate change to students with various approaches or methods
that can motivate students to care about climate change. Teaching about climate change will have a great impact tothe shared leadership approach at school. Students need to be prepared to meet the challenges posed by climatechange. Students need to learn how to properly responded to the changing conditions caused by Climate change.
These actions require effective educational strategies so that students have model from what they have learned
throughout their lives and become part of the great social change (Sharma & Monteiro, 2016).
Scientific information such as climate change processes must be reinforced with activities that engage
students to connect topics to solutions. Studying climate change offers an opportunity to develop various crucial tooverall student success. Critical thinking, problem-solving, interdisciplinary connections, and collaboration are all
stimulated when learning about climate change, allowing students to think creatively and change behavior (Anderson,2012). The question posed in the study: What are the learning trends of climate change that are significant inmotivating secondary school students? What kind of innovations is carried out to teach climate change in secondary
school? The purpose of this research is to uncover trends and innovations in teaching climate change learning insecondary schools.
Materials and Methods:
This paper is a paper-based review of ten articles. The research is descriptive and exploratory as it describe
learning trends and innovations related to climate change issues. Research data come from secondary sources. thearticle is searched through google scholar by using search keywords. The keywords were used to narrow the search,
and all of the documents taken into account were in English with a period of 2018-2022. A systematic literatureevaluation became performed, taking into account a complete evaluation of records and proof from more than one
perspective (Cooper, 2010). The qualitative look follows unique and replicable steps; key phrases had been used toslender the quest, and all the files taken into consideration had been in English. Entering the quest terms (such as"teaching climate change" and "secondary school") in the Google Scholar educational database yielded (n = 218)
outcomes, and (n = 10) applicable papers had been screened.
Results and Explanation
The results of the analysis from several studies on the teaching of climate change (table 1) found many interesting
facts. The entire learning process related to clima
is structured to motivate students to care more about the future of the earth and the survival of living things on earth.
Through these learning activities seem so real, that the knowledge of climate change becomes part of education andcannot be separated from the goal of education, namely maintaining survival on earth.
Table 1. Research result
No.
1

Country
Nigeria

Author(Ahove et al.,
2021)

2

Malaysia

3

Germany

4

Greece(Khan et al.,2020)
(Meya &
Eisenack, 2018)(Karatza et al.,
2020)

5

France6Netherlands(Vidal et al., n.d.)Innovation
The existence of climate anxiety in the emotions of the learners created the necessity
for the climate educator to seek appropriate learning techniques that will help
overcome strong negative climate anxiety and translate such into a dosage that will
enhance learning outcomes in favor of climate change.
The research informs that knowledge distinctively has a small effect. However, in
combination with belief and motivation, knowledge plays an instrumental role.
the effectiveness of a simulation game namedfor communicating
and teaching international climate politics.
Satellite image processing software (for educational purposes), as well as theEuropean Space(ESA) website, Eduspace material, are of greatsignificance for the Greek educational system.
method to accompany the students in a role-play imitating a Cop-Climate. This

(Ouariachi &Wim, 2020)group of countries and concludes by a COP session with schools representing at least
7 groups of countries plus lobbies.
escape rooms can offer to climate change education: experiential and immersive
learning, problem-solving and critical thinking skills, and a sense of collaboration

84

7

Canada8

Turkey9Australia

10

Sweden(Bush et al.,
2019)
(Yildirim Tasti &Akar, 2021)(Harker-Schuch
et al., 2020)(Bossér &Lindahl, 2020)and urgency
Students learned through inquiry with climate education technologies.

various extracurricular activities were implemented to promote high school
climate-friendly actions.
teach climate science via a 3D interactive digital game and examines the potential of
12 13-year olds as a prepatent group for climate science interventions. After playing
a proof-of-concept climate science game that covers the physical causes andmechanisms of climate change
types of classroom discussion on socioscientific issues can encouragereasoning skills as expressed in argumentative essays

The learning process is structured so that students think critically about the problem of climate change. Students are
faced with problems to then find solutions and solutions to these problems. Students are given experience and given
challenges thus enhancing skills in collaboration and communication during the learning process. Teaching in climatechange can not be separated from the use of technology and extracurricular activities. The technologies used inteaching provide broader insights for students in the teaching of climate change. In addition to being included in the
curriculum process, instilling concern for clima
school. Various extracurricular activities support the policy of sustainability of the earth.
Conclution & Discussion
Various literature related to teaching climate change in secondary schools shows that in education every country has
a concern for climate change which is shown by various innovations. Each country presents various breakthroughswith a common goal for the sustainability of world life. Various breakthroughs were made in secondary schools tomotivate students as future agents of world climate change. Secondary school students who experience meaningfulexperiences through teaching climate change will understand and become future policymakers to make the world abetter place.
REFERENCES
Ahove, M. A., Okebukola, P. A., & Okafor, C. L. (2021). Development of a Climate Change Anxiety Instrument:
What is Your Heartbeat Reading? Climate Change and Conservation Research, 7(1), 13 25.
Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable
Development, 6(2), 191-206.
Bossér, U., & Lindahl, M. G. (2020).
Use of Open-Minded Attitude and Elaborate Talk in Group Discussion
and Role-Playing Debate on Socioscientific Issues. Eurasia Journal of Mathematics, Science and Technology
Education, 16(12), em1910. https://doi.org/10.29333/ejmste/9127
Bush, D., Sieber, R., Seiler, G., Chandler, M., & Chmura, G. L. (2019). Bringing climaclassrooms to improve conceptual understandings. Journal of Environmental Studies and Sciences, 9(1), 25
34. https://doi.org/10.1007/s13412-018-0525-2
Cooper, H. (2015). Research synthesis and meta-analysis: A step-by-step approach (Vol. 2). Sage publications.
Harker-Schuch, I. E., Mills, F. P., Lade, S. J., & Colvin, R. M. (2020). CO2peration Structuring a 3D interactive
digital game to improve climate literacy in the 12-13-year-old age group. Computers and Education, 144.
-Eduspace
Material.
Current
JournalofAppliedScienceandTechnology,
68 78.
https://doi.org/10.9734/cjast/2020/v39i1530718
Khan, N. S. M. A., Karpudewan, M., & Annamalai, N. (2020). Moving Beyond the One Size Fits All Model in
Describing the Climate Conserving Behaviours of Malaysian Secondary Student. Sustainability, 13, 18.
Meya, J. N., & Eisenack, K. (2018). Effectiveness of gaming for communicating and teaching climate change.
Climatic Change, 149(3 4), 319 333. https://doi.org/10.1007/s10584-018-2254-7
Ouariachi, T., & Wim, E. J. L. (2020). Escape rooms as tools for climate change education: an exploration of
initiatives. Environmental Education Research, 26(8), 1193 1206.
Sharma, R., & Monteiro, S. (2016). Creating Social Change: The Ultimate Goal of Education for Sustainability.
International Journal of Social Science and Humanity, 6(1), 1-5.
Vidal, G., Larose, C., le Jan, É., & Eyraud, C.-H. (n.d.). Strategies, methods, and data supporting science teachers
to deal with teaching climate change in secondary schools. https://doi.org/10.5194/egusphere-egu2020-22218
Yildirim Tasti, O., & Akar, H. (2021). Promoting climate-friendly actions of high school students: A case from turkey.
Eurasian Journal of Educational Research, 2021(92), 335 358. https://doi.org/10.14689/ejer.2021.92.17

85

Lia Laela Sarah
SMA Labschool UPI, Indonesia(Hake, 1998)
The value T1I is postest, T1 is pretest and Tmax is maksimum score (100) and <g> is normalized gain score. After wegot the normalized gain score, we determine the criteria of effectivity based on table below.
<g>

Criteria Category

0,7 < g <= 1,0

High

0,3 < g <= 0,7

Average

0,0 < g <= 0,3

Low

86

STEM LEARNINGSEQUENCES AND
ACTIVITIES

1# Project2# Project87

EDUCATION IN SAINT LOUIS COLLEGE - CEBU
Teresa Marie Benitez, Aniesa Gabutero, Aveline Joni Laurente, and Monica Nacario
University of San Carlos
Purpose and Background
Muega (2016) performed a study in response to the fact that little is known in the Philippines concerning
educational inclusion. The lack of a national instructional method that is accessible to all students demonstrates theneed for a solid conceptual fra
attitudes towards inclusive education due to the following reasons: (1) since teachers are one of the integral
components for the successful implementation of inclusive education. (2) It will add to the present literature
concerning inclusion within the country. (3) It can aid in the successful implementation of inclusion since a lack of
information reinforces the negative effects of excluding children with disabilities from mainstream classes. (4) It can
provide the government a better understanding of the problem of inclusive education, allowing the government toenhance inclusionary policies in schools.
Materials and Methods
Inclusionary pedagogy is a recent movement, especially for people with disabilities to be included andattitudes towards inclusive education and the factors that may affect it including Gender, Age, Training, Years ofTeaching Experience, Self Efficacy, and Severity of Disabilities. The respondents in this study were six (6) preschool
teachers from St. Louis College-Cebu who completed a questionnaire and a written interview. Teachers' Attitude
Towards Inclusive Education Scale (TAIS), which analyzes teachers' attitudes toward inclusive education, andTeachers' Sense of Efficacy Scale (TSES), which assesses teachers' perceptions of their own likelihood of success inteaching, were used to gather data.
Results and Discussion
Based on the findings, teachers were generally optimistic about the principle of inclusion. There is no
substantial difference when it comes to the aspect of gender as all respondents are female. Age, Teachers' SelfEfficacy, and Training had a moderate impact on Teachers' attitudes on inclusive education. On the other hand,
attitudes towards inclusive education. Finally, according to the respondents, adequate training and skills focusing on
including kids with SEN in regular classrooms and a committee who will develop laws regarding the implementationof Inclusive Education were perceived to be necessary in implementing Inclusive Education.

Components of TAIS Scale

Average

Expected Outcomes
Inclusion as a value
Rights of a childWorkload of a Teacher

4.72
4.39
4.58
4.67
4.59

Total Average:
Table 1.

- College Cebu

88

REFERENCES
Bandyopadhyay, S., Dhara T. (2020). T
Literature
Review.
Retrievedfrom:https://www.allstudyjournal.com/article/490/3-1-37912.pdf?fbclid=IwAR2viWrQLx06qUzLn4-1gTAQJ7A2z2irhiXFdSNEciPGlaz9bOHMHWmbIx4
Cassady, J. M. (2011). Teachers' Attitudes Toward the Inclusion of Students with Autism
and Emotional Behavioral Disorder, Electronic Journal for Inclusive Education, p. 2-7
Muega, M. 2016. Inclusive Education in the Philippines: Through the Eyes of Teachers,
Administrators,
andParentsofChildrenwithSpecialNeeds.
Retrievedfrom:https://www.researchgate.net/publication/332961690_Inclusive_Education_in_the_Philippines_Through_t
he_Eyes_of_Teachers_Administrators_and_Parents_of_Children_with_Special_Needs
Participatory Health Through Social Media. 2016. Theory of Planned Behavior.
Retrievedfrom:https://www.sciencedirect.com/topics/medicine-and-dentistry/theory-of-planned-behavior
Saloviita, T. (2020). Teacher Attitudes towards the Inclusion of Students with Support Needs.
Retrieved from: https://eric.ed.gov/?id=EJ1240623
San Martin, C.; Ramirez, C.; Calvo, R.; Muñoz-Martínez, Y.;Sharma, U. (2021). Chilean-Efficacy to Implement Inclusive
Practices. Sustainability 2021, 13, 2300. Retrieved from: https://doi.org/10.3390/su13042300

89

Scientific Argumentation Skills
Through Online Socio-Scientific Issues (SSIs) based Teaching
Saharad Yokyong , Jeerawan Ketsing1 and Sasithep Pitiporntapin
1. Division of Science Education, Department of Education,
Faculty of Education, Kasetsart University, Bangkhen, Bangkok 10900, Thailand
Research background
The major objective of international reform of science teaching in many countries is to prepare students to bescientifically literate citizen who can participate in discussion about science and technology issues as a reflective citizen(Organization for Economic Co-operation and Development OECD , 2019). Scientific Argumentation is regarded as
an essential component of scientific literacy (Cavagnetto, 2010). Students who have good scientific argumentation skills
can make their claims and warrants, construct counterclaims, offer supportive arguments, and provide evidence for eachcomponent (Lin & Mintzes, 2010).
Observing my students in my biology class during the second semester of 2021, I discovered that they lacked
scientific argumentation skills because they frequently discussed scientific issues based on emotion, intuition and theirexperience. Scientific argumentation skills must be developed in my biology classroom in order to improve scientificallyliterate citizens.
Socio-scientific issues (SSIs) are controversial issues related to science and society in authentic problems
occurring in daily lives which create dilemmas and multiple solutions. Many people still debate and discuss in society
about the controversial topics, especially the COVID-19 issues and environmental issues; therefore, using socioscientific issues (SSIs) - based teaching can stimulate students to engage in making arguments on controversial issues(Lin & Mintzes, 2010). As a result of the COVID-19 crisis, which has resulted in the closure of my school and otherlearning spaces, the researcher must apply SSI-based teaching through online learning.
Purposeonline socio-scientific issues (SSIs) based teaching.
Materials and methods
This research method was classroom action research according to Kemmis and McTaggart (2005) consisting offour steps; plan, act, observe, and reflect. This research was conducted through an online platform in March - April ofthe second semester of the academic year 2021. The participants were 10 grade 10 students of the secondary schools at
Bangkok, Thailand. They were students in Science and Mathematics program who enrolled in an online Biology
extracurricular course. Purposive sampling was used to select participants from their voluntary and full-time attendance.
The four SSIs lesson plans included 16 periods (50 minutes each) integrated into the unit of the Genetics. The
four SSIs-related genetics controversial issues currently being addressed in Thai society were 1 surrogacy, 2) marijuanaand cancer, 3) COVID-19 lockdown, and 4) Down's Syndrome Screening. The Eilks model (2010) was selected foronline SSIs-based teaching. It includes the four steps: 1 Analyzing problems, 2 Clarifying science concepts, 3
Building relationships after students had understood in the scientific concept embedded in the issues, 4 Role-play
activity, and 5 Reflection
The scientific argumentation skills test entitled Are you going to have an abortion if you know your baby has
Down syndrome? consisted of four open-ended questions that measured five components which were claim, warrant,
evidence, counterargument, and supportive argument Lin & Mintzes, 2010). When students' responses to the tests areunclear or incomplete, the researchers will conduct an informal interview to gather additional information. All research
instruments in this research were subjected to content validation by three experts in science education.
Before collecting data for this research, the researcher obtained all students' consent and presented them withdetailed information about the research. They were not identified by their real names.
tion skills tests. The
Content analysis was used to analyze
students responses were then classified into four levels of scientific argumentation skills: poor (1), fair (2), good (3),and, very good (4). Gain scores were used to analyze each component of scientific argumentation skills. The gain scoresof each component of scientific argumentation skills were then classified into seven levels of development: a decreasein development A negative percent , no development 0 percent , an early level of development 1-25 percent , anintermediate level of development
percent , a high level of development
percent , and a very high levelof development
percent

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Results and discussion
The finding using content analysis of
responses from the scientific argumentation skills tests before
and after online SSIs-based teaching revealed that one student nine students 90 percent had the increased developmentof scientific argumentation skills and one student 10 percent had no development of their skills.
Another finding using the analysis of gain scores in each component of scientific argumentation skills before
and after online SSIs-based teaching revealed that the components of scientific argumentation skills that students
develop from high to low are as follows: Claim and warrant, Counterclaim, Evidence, and Supportive argument shownin the table 1.
Table 1: The development of argumentation skills in each component. (n=10)
component
Claim and warrant
Evidence
Counterclaim
Supportive argument

The average score of all students' argument skills
Pre-test (4)Post-test (4)
2.8
3.6
2.1
3.2
2.7
3.5
1.8
2.6

Level of Development
percent
High
High
High
Intermediate

Claim and warrant were the components in which the students had the most development at the high level (61.54
percent) because the third step of SSIs-based teaching, that is building relationships after students had understood in thescientific concept embedded in the issues, the researcher provided students with creating online argument maps in orderto make two sides of warrants of the socio-scientific issues and discuss together in their group to find a consensus claim
before making their valid claim. Using online argumentative mapping in SSIs-based teaching is an effective tool which
can enhance scientific argumentation skills, which is consistent with the research of Piboon & Khlaisang (2019). They
also found that the experimental group outperformed the control group in terms of scientific reasoning abilities after theexperiment. The supportive argument was the component in which the students had the least development at theintermediate level (36.36 percent) because the most students defended their claims, but did not provide a rebuttal toothers' arguments due to being afraid to make friends sad.
conclusion
Applying online SSIs-based teaching with using online argument maps can enhanceargumentation skills. The component which the students had the most development was claim and warrants at the highlevel and the component which the students had the least development was supportive argument at the intermediatelevel. For future study, the researchers should implement the classroom action research to study the best practices oflearning SSIs-bas.
References
Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K 12
science contexts. Review of Educational Research, 80(3), 336-371.
Eilks, I. (2010). Making chemistry teaching relevant and promoting scientific literacy by focusing on authentic
and controversial socio-scientific issues. Presentation at the annual meeting of the society for
didactics in chemistry and physics, Potsdam Germany.
Kemmis, S., & McTaggart, R. (2005). Participatory Action Research: Communicative Action and the Public
Sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp.
559 603). Sage Publications Ltd.
Piboon, K. & Khlaisang, J. (2019). Effects of Instruction Using Generative Argument Instructional Model with
Online Mapping and Tagcloud on Scientific Reasoning Abilities of Upper Secondary School Students. Veridian
E-Journal, Silpakorn University, 12 , 51-67
Organization for Economic Co-operation and Development (OECD). (2019), PISA 2018 Assessment
and Analytical Framework, Paris: PISA, OECD Publishing. https://doi.org/10.1787/b25efab8-en.
Lin, S. & Mintzes, J. J. (2010). Learning argumentation skills through instruction in Socioscientific issues: The
effect of ability level. International Journal of Science and Mathematics Education, 8(6), 993-1017.

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SDGs Workshop
forAsia & ASEAN High School Students

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Timetable

The timetable is written in Japan time

The workshop topic - SDGs No. 13 (Climate Action)
The two significant points in the issues.
(A) Clarify our purpose of energy usage and find the energy waste caused by our modern
lifestyle.
(B) How to refine those unfavorable lifestyles for reducing energy waste.
Homework(A) Find the problem around our life!
1. The students study the issues in your local area before the workshop.
2. Students prepare drawings to explain the different local SDGs issues.

SDGs Workshop DAY1 Jan.30
11:00~11:30

Opening

11:30~12:00

1st session Activity, Team making and icebreaking

12:00~12:30

1st session Activity, (A) Students will share the local issues

12:30~12:45

Break

12:45~14:15

2nd, 3rd (A) session & Voting

Homework SDGs workshop sheet(A) & (B) Examine the issue deeply!
Please submit the sheet by Feb. 6, 2022(SUN) to edu-twincle@chiba-u.jp

SDGs Workshop DAY2 Feb.12
12:00~13:30

4th session: (B) Find the direction of solving your SDGs No.13

13:30~14:30

Break

14:30~16:00(A) & (B) Presentation of your solutions

16:00~17:30

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