Examining STEM Learning Attitude and Gender Differences Computational Thinking among Elementary School Student

Mon, 12 Oct 2026 00:00:00 +0700

STEM learning attitudes and computational thinking (CT) are recognized as essential competencies for twenty-first-century education, yet empirical evidence linking these constructs among Indonesian elementary school students remains limited. This study validated a STEM Learning Attitude Scale, examined gender differences in STEM attitudes and CT, and tested whether STEM attitudes predict CT among fifth-grade students in public elementary schools in Indonesia. A quantitative, descriptive-correlational survey design was used. The sample comprised 266 fifth-grade students (130 male, 136 female) who completed the Attitude Scale; of these, 240 with complete, matched responses were included in the CT assessment and subsequent correlational and regression analyses. STEM attitudes were measured using a twenty-five-item Likert-scale questionnaire covering mathematics, science, and information technology, while CT was measured using a six-item essay-based assessment. Exploratory factor analysis retained fifteen items across seven components, and confirmatory factor analysis refined the scale to a final seven-item, three-factor structure with marginal internal consistency. Gender differences in CT were tested using independent and paired samples t-tests, while the STEM attitude-CT relationship was examined using correlation and hierarchical regression. Female students reported more positive attitudes toward mathematics and information technology and scored significantly higher on overall CT, though no significant difference emerged between higher-order and lower-order CT. STEM attitudes, whether combined or by dimension, were not significantly correlated with CT and did not significantly predict CT once gender was controlled. These findings indicate that STEM attitudes and CT operate as relatively independent constructs, highlighting the need for gender-responsive strategies targeting CT skill development directly.

The Influence of Augmented Reality-Based Digital Picture Books in Science and Social Learning on Environmental Care Attitudes, Environmental Care Behaviors, and Science Learning Self-Efficacy of Elementary School Students

Nabila, Manda Luthfiyyah, Nayla Putri Maitsa, Hilyatuzzahro — Mon, 12 Oct 2026 00:00:00 +0700

This quantitative cross-sectional study evaluates an Augmented Reality (AR)-based Digital Picture Book for environmental education. Using purposive sampling, the researchers gathered data from 240 fourth- and fifth-grade elementary students in Indonesia, following a pilot study with 60 students. Data analysis used PLS-SEM via SmartPLS 3.3.9. The structural model results reveal that Science Learning Self-Efficacy significantly and directly influences both Environmental Attitude (β = 0.764) and Environmental Behavior (β= 0.485). Additionally, Environmental Attitude positively impacts Environmental Behavior (β = 0.395) and partially mediates the relationship between Science Learning Self-Efficacy and Environmental Behavior (β = 0.302). In terms of explanatory power, Science Learning Self-Efficacy explains 58.3% of the variance in Environmental Attitude (R² = 0.583). Together, Science Learning Self-Efficacy and Environmental Attitude account for 68.4% of the variance in Environmental Behavior (R²= 0.684). These empirical findings successfully integrate Social Cognitive Theory and the Theory of Planned Behavior within a digital environment. Practically, the study demonstrates that building students' science confidence through technology directly drives environmental stewardship in young learners.

LEOTECH: Journal of Learning Education and Technology

Examining STEM Learning Attitude and Gender Differences Computational Thinking among Elementary School Student

The Influence of Augmented Reality-Based Digital Picture Books in Science and Social Learning on Environmental Care Attitudes, Environmental Care Behaviors, and Science Learning Self-Efficacy of Elementary School Students