The Effectiveness of STEM Integrated Problem-Based Learning in Enhancing Student Science Literacy on Temperature and Heat Materials

A. Sholihah, S. Syahmani, S. Suyidno
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Abstract

Science literacy is a key factor in overcoming real-life problems, but it needs to be adequately trained in schools. Therefore, this study aims to analyze the effectiveness of STEM-integrated problem-based learning (STEM-PBL) in enhancing students' science literacy skills. This research is part of research and development with the ADDIE model in the implementation and evaluation stages. The implementation test used a one-group pre-test and post-test design on 58 students divided into two groups. The data collection instruments were science literacy tests and an interview questionnaire. The results showed that: (1) paired t-test results showed that there was a significant increase in students' science literacy skills in both groups; (2) independent t-test results showed that there was no significant difference in the average N-gain score of science literacy in both groups; and (3) n-gain test results for science literacy showed an increase in science literacy in both groups in high criteria. Thus, STEM-PBL is effective in enhancing students' science literacy. STEM-PBL can be the leading solution to realizing the science literacy movement in schools.
STEM综合问题学习在提高学生温度和热材料科学素养中的效果
科学素养是克服现实问题的一个关键因素,但它需要在学校得到充分的培训。因此,本研究旨在分析STEM-integrated problem-based learning (STEM-PBL)在提高学生科学素养技能方面的有效性。本研究是ADDIE模型在实施和评估阶段的研究和开发的一部分。实施测试采用一组前测和后测设计,将58名学生分为两组。数据收集工具为科学素养测试和访谈问卷。结果表明:(1)配对t检验结果显示,两组学生的科学素养技能均有显著提高;(2)独立t检验结果显示,两组学生科学素养平均n -增益得分差异不显著;(3)科学素养的n-增益测试结果显示,两组学生在高标准下的科学素养都有所提高。因此,STEM-PBL在提高学生科学素养方面是有效的。STEM-PBL可以成为实现学校科学素养运动的主要解决方案。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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