Development scientific literacy through STEM project in biology classroom: A mixed method analysis

Abstract

Advances in science and technology present significant challenges for young people to participate in solving global problems by taking the principles of scientific thought and scientific procedures to become scientific-literate individuals. Project-based learning interventions nurture productive scientific literacy by applying science, technology, engineering, and mathematics education trends (PjBL-STEM) that trigger students to identify problems with interdisciplinary solutions, team performance, and project development. This study aims to analyze the impact of PjBL- STEM on the scientific literacy of secondary school students through a mixed-method approach with a type of concurrent design triangulation, where quantitative and qualitative data are taken at the same time. The students at SMAN 1 Malang (11 males and 21 females) was chosen as a research sample. Scientific literacy is measured using the Scientific Literacy Test. The data obtained were tested by t-test. The results showed that there was an impact of PjBl-STEM on the scientific literacy of secondary school students.