Development of a Science, Technology, Engineering, and Mathematics Curriculum for High School Students Using a Baseline Structure of Renewable Energy

Abstract

This work aims to study alternative energy using a learning and teaching curriculum to achieve outcomes for student projects. Development of a science, technology, engineering, and mathematics curriculum for high school students was done using a renewable energy baseline structure. The satisfaction of those who completed this curriculum is examined. Learners can use the opportunity to apply their knowledge and skills to further their academic careers at the university level or incorporate them into their daily lives, as renewable energy is of great importance to the nation and students. Twenty-five participants were selected using purposive random sampling. They were students and teachers of science, mathematics, and technology. The research involved analysis of the existing curricula and defining the objectives of sample groups. Content that aligns with the study objectives was developed, focusing on creating alternative energy projects. The designed curriculum is divided into four learning units, solar energy, wind energy, and hydropower, as well as a section on biomass and biogas. The curriculum was evaluated by ten experts and found highly suitable. Teaching effectiveness with a sample group of high school students revealed an effectiveness score of 80.10/83.00, which is higher than the established criterion, 80/80 (pre-test/post-test scores). Pre- and post-testing of the student group revealed that post-learning was significantly higher than the pre-learning results at a statistical significance of α=.05. Additionally, there was high satisfaction with the curriculum, consistent with the research hypothesis.