Abstract:

This study introduces an innovative educational approach to address critical challenges in physics learning, specifically in student understanding and motivation regarding the principles of kinematics and dynamics. The study identifies a persistent gap between theoretical concepts and practical applications in educational settings. To address this issue, the study introduces the design and construction of a hanger-type Remotely Operated Vehicle (ROV) using the Project Oriented Learning (PLO) methodology. This methodology comprises six stages: research, physical-mathematical analysis, prototype construction, experimentation, mathematical modeling, and a final competition. According to a survey of 60 first-semester engineering students, this approach resulted in a positive increase in motivation and development of engineering competencies compared to traditional methods. The students reported a significantly more satisfying educational experience. This work provides a practical tool for learning underwater physics and technology. It also demonstrates the effectiveness of project-based teaching in enhancing students' understanding and interest in physics. The integration of science, technology, engineering, and mathematics (STEM) is critical for interdisciplinary learning. This approach enables students to apply knowledge from diverse areas to solve concrete problems, reinforcing understanding and intrinsic motivation. Hands-on projects also foster collaboration, problem-solving, and critical thinking, essential skills in STEM education and the professional world. The study's results have important implications for enhancing teaching methods in education by integrating STEM experiences.

Keywords:

STEM, Project Oriented Learning (POL), Remotely Operated Vehicle (ROV), Technology-based education, educational innovation, Student motivation, Engineering competencies, Active learning.