The impact of STEM-based guided inquiry learning on students’ scientific literacy in the topic of fluid statics

Abstract

The learning in 21st century needs literacy skill, but the study regarding the application of Science, Technology, Engineering, and Mathematics (STEM)-based Guided Inquiry (GI) to develop students’ scientific literacy is limited. This study aimed to know the impact of STEM-based GI learning on students’ scientific literacy in the topic of fluid statics. Using Pre-and Posttest design in a quasi experiment research, students in grade XI of Senior High School 7 Malang, Indonesia, were placed in two classes called Experiment (STEM-GI) and Control (conventional) classes. STEM-GI class made two engineering products, which are a small-scale hydraulic robot and hydraulic lift based on Pascal Law. The Fluid Statics Scientific Literacy Test was used to measure students’ scientific literacy with Cronbach’s alpha reliability of 0.741. Data analysis with Mann-Whitney, N-gain, and Cohen’s effect size was conducted. The result showed two classes had significantly different scientific literacy. Scientific literacy of STEM-GI was higher than conventional class. The improvement of both Experiment and Control classes belonged in medium category. The effect of operational implementation of Experiment-Control pair yielded “large” category in the enhancement of scientific literacy. From the final questionnaire, it’s revealed that students had more positive response towards STEM-based GI than conventional learning.

The Influence of Learning Models on Scientific Literacy in Physics Course: A Meta-Analysis Research

“…In addition, the learning model with the STEM approach based on local wisdom obtained an effect size of 0.90 and STEM-based guided inquiry learning of 0.89. In STEM approach, students are challenged with contextual problems of everyday life then students are asked to recognize scientific concepts and also to verify application technology related to the problem (Parno et al, 2020). This process is an important part of STEM approaches because it can help students hone their understanding of the discussed topics, and this can trigger STEM professional activity and eliminate crossdisciplinary boundaries in the STEM field of work (Yuliati et al, 2018).…”

Analisis Riset Penerapan Model Pembelajaran Inkuiri Terbimbing Berbasis Literasi Sains dalam Pembelajaran Fisika

“…Tabel 2 Pengelompokkan Metode Penelitian Metode Penelitian Peneliti Quasi Experimental (Rewalino et al, 2020); (Apriliana et al, 2019); (Sari et al, 2020); (Agustina et al, 2020); (Iskandar et al, 2019); (Iskandar et al, 2019); (Parno et al, 2020) . True Experimental (Ardiningtyas, D & Jatmiko, 2019); (Dewi & Sunarti, 2018); (Latukau, 2016) Pre Experimental (Shellawati & Sunarti, 2018); (Nurfadhilah, 2016); (Tamara & Sunarti, 2017); (Haryadi & Pujiastuti, 2020) Research and Development (Yuliana et al, 2019); (Putra, 2016); (Devitri, 2019); (Sastradika & Jumadi, 2018); (Batong & Wilujeng, 2018) Eksperimen (Syahrial, 2017) Deskriptif Kuantitatif (Istiqomah & Hariyono, 2019); (Santoso, 2020) Penelitian eksperimen digunakan untuk mengetahui pengaruh terhadap perlakuan (treatment) tertentu.…”

“…Meningkatkan Literasi Sains 16 (Agustina et al, 2020); (Batong & Wilujeng, 2018); (Devitri, 2019); (Dewi & Sunarti, 2018); (Haryadi & Pujiastuti, 2020); (Iskandar et al, 2019); (Istiqomah & Hariyono, 2019); (Nurfadhilah, 2016); (Parno et al, 2020); (Putra, 2016); (Rewalino et al, 2020); (Santoso, 2020); (Sari et al, 2020); (Sastradika & Jumadi, 2018); (Shellawati & Sunarti, 2018); (Tamara & Sunarti, 2017) 2019) menunjukkan peningkatan kompetensi literasi sains antara lain kompetensi 1: menerangkan fenomena ilmiah dan kompetensi 3: menilai (evaluasi) serta merancang penyelidikan. 2020 (Agustina et al, 2020); (Haryadi & Pujiastuti, 2020); (Parno et al, 2020); (Rewalino et al, 2020) (Sari et al, 2020) Rewalino et al, (2020 membandingkan dengan model pembelajaran discovery yang membiarkan siswa berkembang sesuai kemampuan masing-masing. Peningkatan literasi sains terhadap tiga indikator dibuktikan pada penelitian Haryadi & Pujiastuti (2020) dengan nilai n-gain sebesar 0,4046 berkategori sedang.…”

“…Tes tertulis Objektif (multiple choice) (Sastradika & Jumadi, 2018); (Latukau, 2016) Subjektif (essay) (Ardiningtyas Budi, 2019); (Iskandar et al, 2019); (Istiqomah & Hariyono, 2019); (Parno et al, 2020); (Rewalino et al, 2020); (Sari et al, 2020); (Shellawati & Sunarti, 2018); (Tamara & Sunarti, 2017) Non-objektif (uraian) (Apriliana et al, 2019); (Syahrial, 2017) Deskripsi (Batong & Wilujeng, 2018); (Haryadi & Pujiastuti, 2020) - (Agustina et al, 2020); (Devitri, 2019); (Dewi & Sunarti, 2018); (Nurfadhilah, 2016); (Putra, 2016); (Santoso, 2020); (Yuliana et al, 2019) Berdasarkan pengelompokkan di atas, penelitian mengungkapkan pengambilan data berupa tes tertulis pre-test yang dilakukan sebelum pembelajaran, kemudian setelah pembelajaran diberikan post-test untuk mengetahui peningkatan kemampuan literasi sains siswa. Terdapat beberapa penelitian yang tidak berfokus pada bentuk penilaian yang digunakan.…”

“…Pernyataan tersebut sejalan dengan kompetensi literasi sains, yaitu menjelaskan fenomena ilmiah; mengevaluasi dan merancang rumusan masalah ilmiah; dan menginterpretasikan data dan bukti ilmiah (OECD, 2013). Parno et al, (2020) menyatakan bahwa…”