The Enhancement of Students- Scientific Literacy through Problem Based Learning Integrated STEM in the Topic of Optical Instrument
Parno1,*, Lia Yuliati1, Febi Mufidah Hermanto1, and Marlina Ali2
1Physics Education, Universitas Negeri Malang, Jl.Semarang No.5, Malang 65145, Indonesia
2Department of Educational Science, Mathematics and Critical Multimedia, Faculty of Education, Universiti Teknologi Malaysia, 81310 Skudai Johor, Malaysia
*Corresponding author:parno.fmipa[at]um.ac.id
Abstract
Literacy skill is needed in the 21st century learning, whereas research about implementation of Problem Based Learning-Science Technology Engineering and Mathematics (PBL-STEM) to develope students- scientific literacy is still limited. This research aimed to enhance students- scientific literacy through PBL-STEM in the topic of optical instrument. The quasi experimental research with Pre- and Posttest design involved students in grade XI of Senior High School 9 Malang Indonesia in three classes called Experiment 1 (PBL-STEM), Experiment 2 (PBL), and Control class (conventional learning). PBL-STEM class made 3 products, which are camera obscura, magnifier, and binoculars. Scientific Literacy Test was used with 0.88 Cronbach-s aplha reliability. Data analysis with one-way ANOVA, post hoc Tukey test, N-gain, and Cohen-s effect size was conducted. The result showed three classes had significantly different scientific literacy. Scientific literacy of PBL-STEM was the highest, while PBL class is higher than the conventional class. The improvement of both Experiment 1 and 2 belonged in medium category, while the improvement in conventional class was in low category. The effect of operational implementation of Experiment 1-Experiment 2 pair yielded “large” result, and both Experiment 1-Control and Experiment 2-Control pairs yielded “very large” category in the enhancement of students- scientific literacy.
Keywords: Problem Based Learning, STEM, Scientific Literacy, Optical Instrument
Topic: PHYSICS EDUCATION