## 3 Results
### Structural Model and Hypothesis Testing  
This study examined the statistical significance of the 12 initial hypotheses about the relationship with student satisfaction with STEM education. It determined the standardized regression coefficients between the dependent and independent variables. Furthermore, the study analyzed the significance of the \(p\)-value on each coefficient derived from the SEM output. The accepted hypothesis is where a statistically significant relationship in the predicted direction is confirmed. Table 7 and Figure 3 show three hypotheses with a significant level reaching 0.01 and at a significant level of 0.05 and 0.10 against seven hypotheses.  
\begin{table}
\begin{tabular}{c c c c c c c c c c} \hline \hline \multirow{2}{*}{**Hypothesis**} & \multirow{2}{*}{**Parameter**} & \multicolumn{2}{c}{**Path Coefficient (\(\beta\))**} & \multirow{2}{*}{**SE**} & \multirow{2}{*}{**CR**} & \multirow{2}{*}{\(p\)**-Value**} & \multicolumn{2}{c}{**Interpretation**} \\ \hline  & & & & & & & 0.1 & 0.05 & 0.01 \\ \hline H1 & PU & \(\rightarrow\) & ACC & 0.190 & 0.137 & 1.385 & 0.166 & Rejected & Rejected & Rejected \\ \hline H2 & PU & \(\rightarrow\) & ATT & 0.184 & 0.130 & 1.417 & 0.156 & Rejected & Rejected & Rejected \\ \hline H3 & PEU & \(\rightarrow\) & ACC & \(-\)0.539 & 0.239 & \(-\)2.262 & 0.024 & Accepted & Accepted & Rejected \\ \hline H4 & FC & \(\rightarrow\) & ATT & \(-\)0.054 & 0.154 & \(-\)0.352 & 0.725 & Rejected & Rejected & Rejected \\ \hline H5 & SN & \(\rightarrow\) & ACC & \(-\)0.022 & 0.227 & \(-\)0.096 & 0.923 & Rejected & Rejected & Rejected \\ \hline H6 & SN & \(\rightarrow\) & ATT & 0.398 & 0.188 & 2.119 & 0.034 & Accepted & Accepted & Rejected \\ \hline H7 & CL & \(\rightarrow\) & ACC & 0.295 & 0.140 & 2.109 & 0.035 & Accepted & Accepted & Rejected \\ \hline H8 & CL & \(\rightarrow\) & ATT & \(-\)0.324 & 0.153 & \(-\)2.117 & 0.034 & Accepted & Accepted & Rejected \\ \hline \hline \end{tabular}
\end{table}
Table 7: Coefficient and hypothesis testing. ***: \(p\) \(<\) 0.001.  
Figure 2: Whole set observation of the measurement model.  
The findings showed that PU did not significantly correlate with STEM education acceptance or student attitude (\(p>0.05\)), hence H1 and H2 were rejected. PEU had a relationship with STEM education acceptance (\(\beta=-0.539\), \(p<0.05\)), supporting H3 (PEU \(\rightarrow\) ACC). Furthermore, FC had no significant relationship with attitude toward STEM education (\(p>0.05\)), denoting H4 was rejected. SN does not significantly affect STEM education acceptance (\(p>0.05\)), thereby H5 was rejected. In contrast, SN significantly correlates with attitude toward STEM education (\(\beta=0.398\), \(p<0.05\)), supporting H6. Collaborative learning on STEM education has a relationship with STEM education acceptance (\(\beta=0.295\), \(p<0.05\)) and attitude toward STEM (\(\beta=-0.324\), \(p<0.05\)), supporting H7 and H8. Moreover, the playfulness variable had the strongest relationship with students' attitudes toward STEM (\(\beta=0.796\), \(p<0.01\)), supporting H9. The attitude had significant relationships with STEM education acceptance and student satisfaction toward STEM education (\(\beta=1.149\), \(p<0.01\)) and (\(\beta=1.101\), \(p<0.01\)), also supporting H10 and H11. Based on the coefficient, students' attitude strongly correlates with STEM education acceptance and satisfaction. Additionally, STEM education acceptance has no significant relationship with student satisfaction toward STEM education, meaning H12 was rejected.