WITH THE SWIFT beauty of mother earth. evolution in communication technology, it becomes increasingly crucial for a country like Malaysia to establish a robust footing in science and technology, navigate towards a knowledge-based economy and attain the status of a developed nation. An education in Science, Technology, Engineering and Mathematics (STEM) nurtures analytical and critical thinking, and provides skills and qualities essential for 21st-century success.

Particularly in Penang, high-tech and mid-tech manufacturing industries play a pivotal role in raising the state’s gross domestic product (GDP), underscoring a critical need for STEM talent. But there exists a disparity between supply and demand. A contributing factor in this challenge is the waning interest among students in STEM subjects.

Malaysia needs to ensure that its workforce possesses expertise in disruptive technologies and innovation, and this is where critical, creative and innovative or higher order thinking skills (HOTS), play a crucial role.

Programme for International Student Assessment (PISA)

Initiated by the Organisation for Economic Co-operation and Development (OECD), PISA is the world’s main yardstick for evaluating school systems in terms of quality, equity and efficiency, offering governments and educators ways to create effective education policies for their respective local contexts.[1] At the school level, a PISA-based test assesses the ability of 15-yearold students to solve complex problems, think critically and communicate effectively, all of which are HOTS tools crucial for tackling 21st-century challenges.

According to Deputy Education Minister Wong Kah Wong, “the 2022 PISA findings [show that] Malaysia had fallen behind Singapore, Vietnam and Brunei in all three assessed literacy domains— mathematics, science and reading”.[2] In light of the situation described, this comparative analysis highlights the imperative for Malaysia to align with global educational benchmarks.

A 2022 study by Mohamad Hisyam, Hidayah and Rohaida found that students regard STEM lessons as rigid, monotonous and confined.[3] Nur Izzati, a high-school participant of this study, states that, “My science teacher prioritises explaining the concepts and observations we’re expected to encounter, rather than allowing us the freedom to explore and observe on our own.”

If more student-driven activities are used in classroom lessons, students are more likely to become critical thinkers— hands-on experimentation opportunities provide students with scenarios where they tackle complex problems. As students come to recognise the interdisciplinary nature of academic fields, they can foster a deeper appreciation for STEM subjects.

A 2019 study on Science teachers in Malaysian secondary schools from various disciplines—Chemistry, Biology, Physics and General Science—in Johor, Selangor, Kedah and Penang reveals that secondary school teachers faced obstacles such as a lack of exposure and training in STEM methodologies, inadequate facilities, budget and time constraints, heavy administrative workloads as well as insufficient support from school leaders.[4]

Realising that teachers like himself are expected to design engaging learning experiences, and deliver quality teaching and HOTS learning objectives, Khalil* resonates with the first obstacle: “We are well-informed about the implementation of STEM and student empowerment, and we actively participate in STEM programmes and encourage students to join activities. However, we need specific training to better integrate HOTS into our STEM teaching practices to make our topic content more relevant to everyday life.”

Coupling the challenges faced in developing HOTS with the anticipated impact of low results in the 2022 PISA rankings, how can we effectively support Penang’s state vision of cultivating a highly skilled workforce and elevating the semiconductor industry up the value chain?

What Penang Can Do

The semiconductor industry’s advancement, particularly in advanced packaging, relies heavily on STEM talent. Penang needs STEM graduates for IC design, and for these to leave their comfort zones within existing MNCs and embrace a spirit of entrepreneurship and innovation. To propel Penang’s semiconductor industry up the value chain effectively, several recommendations can be considered:

1) More Exposure and Engagement

The Ministry of Education (MOE) has executed HOTS initiatives to boost PISA rankings; the Penang state government supports this by empowering teachers to instil critical thinking skills in students, focusing on analysing, synthesising and evaluating—all key elements of Bloom’s Taxonomy, a cognitive framework that helps students move beyond remembering and recalling information. Additionally, Penang promotes STEM education through Penang STEM, a collaboration among six centres—namely PSDC, Penang Digital Library, Tech Dome Penang, @CAT, Penang Science Cluster and Penang Math Platform—and the North-East Education Department.

These centres have been conducting many STEM programmes, activities and workshops within their centres to cultivate, nurture and excite students in the field. A total of 180,000 students and more than 2,000 teachers have been trained under the “Coding for All” programme; 2,550 STEM-related workshops were also given to 435,000 students.[5] The centres can continuously expand their efforts through co-curricular activities such as science fairs, robotics clubs and field trips, nurturing interest in semiconductor manufacturing, and especially in advanced packaging and IC design.

2) Curriculum Enhancement

The STEM curriculum needs to be re-evaluated and aligned with HOTS and industry demands to ensure that students are equipped with the necessary skills and knowledge to thrive in the semiconductor sectors.

3) Teacher Training and Professional Development

Continual professional growth for STEM teachers is essential for refining their HOTS abilities in implementing engaging teaching methodologies that leverage course materials provided by the ministry.

4) Promotion of STEM Careers

Despite numerous efforts and campaigns aimed at creating awareness about career path choices within STEM fields, there remains a notable scarcity of young talent, particularly within the semiconductor industry. What schools can do is to showcase success stories of individuals who have excelled in STEM-related careers to inspire and motivate students.

5) Investment in Infrastructure and Resources

Not all secondary school classrooms in Penang have sufficient infrastructure to accelerate STEM education; outdated facilities such as ill-equipped science labs and incomplete resources, including poor internet coverage, pose challenges for teachers. To address this, resources must be allocated to upgrade STEM facilities so that hands-on learning and experimentation can take place.

6) Community Engagement and Outreach

Schools should engage community leaders, relevant stakeholders and parents in promoting STEM education and career pathways. Organising outreach programmes, career fairs and mentorship opportunities can involve the broader community in supporting students’ respective STEM journeys.

7) Incentives and Scholarships

Providing financial aid for underprivileged students aids inclusivity and equal opportunities, while incentives like scholarships and grants recognising merit in STEM can encourage excellence. Teachers can leverage their connections and expertise to aid students’ access to relevant resources and internships.

*Note: Not his real name.

Footnotes

[1] Rahida Aini, M.I. (2019) The relationship between teacher efficacy and teacher’s delivery effectiveness in the presence of HOTS training programme. Ph.D Doctoral Thesis. https://etd.uum.edu.my/view/creators/Rahida_Aini=3AMohd_Ismail=3A=3A.html

[2] Hana, N.H., & Qistina, S. (2024). Malaysia falls behind three other Asean countries in 2022 Pisa. (New Straits Times, March 6). https://www.nst.com.my/news/nation/2024/03/1021819/malaysia-falls-behind-three-other-asean-countries-2022-pisa

[3] Mohamad Hisyam, I., Hidayah, M.F., & Rohaida, M.S. (2022). Students’ view on STEM lessons: An analysis of needs to design integrated STEM instructional practices through Scientist-Teacher-Students Partnership (STSP), Malaysian Online Journal of Educational Sciences, 10(2).

[4] Ismail, M. H. Bin, Salleh, M. F. M., & Nasir, N. A. M. (2019). The Issues and Challenges in Empowering STEM on Science Teachers in Malaysian Secondary Schools. International Journal of Academic Research in Business and Social Sciences, 9(13), 430–444.

[5] ______. Penang leads in STEM education. (2024). Buletin Mutiara, January 1-15, p.4.