Humanities & Social Sciences Reviews eISSN: 2395-6518, Vol 7, No 2, 2019, pp 204-211 https://doi.org/10.18510/hssr.2019.7222 204 |www.hssr.in © Hussin et al. INTEGRATED 21ST CENTURY SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS (STEM) EDUCATION THROUGH ROBOTICS PROJECT-BASED LEARNING Hanipah Hussin 1 , Pang Yee Jiea 2 , Raja Norhafiza Raja Rosly 3 , Siti Rohana Omar 4 1,3 Centre for languages and Human Development, Universiti Teknikal Malaysia Melaka, Hang Tuah Jaya, 76100 Durian Tunggal, Melaka, Malaysia 2,4 Institute of Technology Management and Entrepreneurship, Hang Tuah Jaya, 76100, Durian Tunggal, Melaka, Malaysia 1 hanipah@utem.edu.my, 2 yeejiea@gmail.com, 3 rajanorhafizarajarosly@gmail.com, 4 sitirohana@utem.edu.my Article History: Received on 07 th January, Revised on 19 th February, Published on 19 th March 2019 Abstract Purpose of the study: To propose a new framework on integrated 21st century STEM education through Robotics Project-based Learning, and secondly, to outline a Robotics Project-based Learning curriculum in the perspective of integrated 21st century STEM education. Methodology: Content analysis was carried out to design a new framework. Secondary data collection technique was used. Main Findings: The proposed framework can identify itself with each STEM curriculum in Science, Technology, Engineering and Mathematics. Educational robotics as a tool to integrate the fours discipline through project-based learning. Applications of this study: The proposed framework is applicable in 21st century learning environment using student- centered approach. 21st century skills are enhanced through collaboration, creativity, critical thinking and communication while students carry out robotics project-based learning. Novelty/Originality of this study: A new pedagogy of STEM integration in Malaysia education system. Hands-on and minds-on activities through robotics project-based learning promote higher order thinking in students. Keywords: STEM, Education, 21st Century, Robotics, Project-based Learning INTRODUCTION A nation’s ability to maintain its global competitiveness within Science, Technology, Engineering, and Mathematics (STEM) fields is a critical issue. Since the past decade, STEM is an issue being discussed in the international arena in the 21st century workplace (Bell, 2010) . In Malaysia, as well as other developed countries, the demand for graduates in STEM fields continues to grow at a relatively rapid rate; however, the supply of the STEM pipeline still reports a serious deficiency of graduates who pursue STEM courses. Thus, it is vital to minimize any gap between knowledge, skills, and attitude gained in school with the 21st century STEM competencies required by the future workforce capacity. The students in 21st century STEM learning environment need to enhance their creativity and critical thinking to make sure they can fully concentrate during the learning session in a perfect condition. The learner-centered approach is able to get rid of boredom; hence, accelerate the learning process (Marca & Longo, 2017; Hanipah Hussin, 2004) . In a critical review reported by Jayarajah, Saat, and Rauf (2014) , the researchers stated that little research has been documented to determine the effects of the integrated approaches among the STEM subjects on the students’ achievement and the infusion between STEM disciplines. In order to bridge the gap between the previous research and practice, the challenges of addressing 21st century competencies in integrated STEM education can be alleviated by implementing Robotics Project-based Learning as an effort to achieve the standards. The educational robotics used in this study aims to improve the learning experience of people through the creation and implementation of activities, technologies and artifacts, where robots play an active role. This paper proposes two questions about the conceptual framework: 1. How does the Robotics Project-based Learning satisfy the integrated 21st century STEM education needs? 2. How does the Robotics Project-based Learning bridge the gap between knowledge, skills, and attitude towards STEM disciplines?