The implementation of science, technology, engineering and mathematics (Stem) activities and its effect on student’s academic resilience

Abstract

Surfing the Fourth Industrial Revolution is an elegant way to bridging human and machine intelligence through learning systems that support creativity and innovation among students. The students with science, technology, engineering and mathematics (STEM) skills can develop required advance systems by bringing together artificial intelligence and everything in the digital economy. Hence, by actively doing STEM activities, students can explore the extent of their creative and analytical thinking through multimedia as example using Google Classroom. By applying the Social Constructivism Theory as proposed by Vygotsky and Bronfenbrenner’s Cultural-Ecological Transactional Theory in the education framework, this study aims to discover the implementation of STEM activities and its effect on students’ academic resilience. The data is collected from a group of experts using the fuzzy Delphi technique for the usability of the module that implements STEM activities. It is found that academic resilience can widen the inner strength of the students from four aspects which are social support, social skills, planning priority behaviours and goal efficiencies. In conclusion, by conceptualising digital learning in implementing STEM activities can produce quality students who can compete globally and mastering technological developments.