Stem-Integrated Project-Based Learning (Pjbl) Model and Lecture With Experiments Learning Model: What Is the Scientific Literacy Skills of Elementary Teacher Education Students in These Learning Models?

Abstract

This study aimed to determine the difference in students' scientific literacy skills between students who apply the PjBL model integrated STEM-assisted science literacy modules and students who apply lecture learning accompanied by experiments. The subjects of this study were 60 Elementary Teacher Education students who were divided into two classes at IKIP Siliwangi Bandung. This study used a comparative research method with a quantitative approach. The data collection method used was the scientific literacy skills test method. The test instrument in this study measured three scientific literacy competencies, namely the ability to explain scientific phenomena, evaluate and design scientific investigations, and interpret scientific data and evidence. The data were analyzed using descriptive analysis techniques and an Independent Sample T-Test. This study's results showed that the average scientific literacy ability of students who received the STEM-integrated PjBL model in this study was 83. The T-test of average students' scientific literacy ability showed that the PjBL model integrated STEM-assisted modules affected students' scientific literacy skills better than lecture learning accompanied by experiments. The recommendation of this study is further research to modify the STEM-integrated PjBL model assisted by this module to be more effective in improving students' ability to interpret scientific data and evidence.

A Systematic Literature Review of STEM Education in Indonesia (2016-2021): Contribution to Improving Skills in 21st Century Learning

“…This was followed by integration with problem-based learning and Inquiry learning models (See Table 3). These findings are in line with empirically proven research for integration with projectbased learning models (Wardani et al, 2021;Fithri et al, 2021;Priatna et al, 2020;Afriana et al, 2016a) while integration with the problem-based learning model (Hasanah et al, 2021;students do not use LKPD to do practical work optimally, so the biology learning process in schools does not encourage students to practice critical thinking skills. This study aims to improve students' critical thinking skills by using the PBL STEM or STEAM education can help students to solve problems, conclude and apply their knowledge (Lou et al, 2017).…”

“…STEM or STEAM education has been integrated into courses in a science study program (Rusydiyah et al, 2021) (Wardani et al, 2021, biophysics (Rosana et al, 2021) Technology, Engineering, and Mathematics, anatomy, and human physiology (Hidayati & Irmawati, 2019)technology, engineering, and mathematics (STEM, biology (Kurniati et al, 2020) and the manufacture of learning media (F. Ahmad et al, 2015). In the integration of STEM or STEAM education at all levels, the integrity of each scientific discipline or discipline that dominates can be identified.…”

“…Fithri et al (2021);Nuraeni et al (2020);Purwaningsih et al, (2020);Setyaningsih et al (2021);Suratno et al (2020);Susilo et al (2019);Syukri et al, (2021);Wardani et al (2021); Widarti et al (2020); Yakob et al (2021); Badriyah et al (2020); Anekawati et al (2021); Riyanti et al (2020); Putri & Taqiudin (2021); Amalia et al (2021); Fadhilah et al (2021); Adriyawati et al (2020); (Haryanto et al, 2021) Problem Based Learning 14,3 Hasanah et al (2021)students do not use LKPD to do practical work optimally, so the biology learning process in schools does not encourage students to practice critical thinking skills. This study aims to improve students' critical thinking skills by using the PBL learning model combined with STEM-based worksheets on environmental pollution conceptin class 10th SMA Negeri Bireuen district.…”

Literasi Sains Dengan Pembelajaran Ipa Berbasis Proyek Terintegrasi Stem

“…Kemampuan literasi sains siswa yang mulai dilatih pada fase ini adalah menjelaskan fenomena secara ilmiah seperti menjelaskan fenomena ilmiah pencemaran air, mengevaluasi dan merancang pertanyaan ilmiah seperti mengenali pertanyaan mengenai pencemaran air yang dapat diselidiki secara ilmiah, dan menafsirkan data dan bukti secara ilmiah seperti data semakin meningkatnya pencemaran air. Penerapan pembelajaran berbasis proyek terintegrasi STEM menunjang terbentuknya tiga kompetensi ilmiah dalam literasi sains, yaitu kemampuan mengidentifikasi isu-isu ilmiah, kemampuan menjelaskan fenomena secara ilmiah, dan kemampuan menggunakan bukti-bukti ilmiah (Adriyawati et al, 2020;Mustikasari et al, 2020;Saidaturrahmi et al, 2021;Wardani et al, 2021).…”

The Development of Teaching Materials Based on Project-Oriented TPACK Approach to Improve the Creative Thinking Skills of Elementary School Teacher Prospective Students

“…Project-based learning allows students to research, plan, design and reflect on the creation of technology projects according to their fields (Wardani et al, 2021).…”