The Effect of Implementing STEM-Integrated Module: to Train STEM Literacy on Knowledge Aspect

Febrina Aspyan Tari, Irma Rahma Suwarma, Lilik Hasanah

Abstract


One of the integrated global challenges faced by STEM education is developing STEM literacy. This study aims to examine the increase in STEM literacy of students in aspects of knowledge after applying STEM-based modules on global warming issues. This research method isa quasi-experiment with a group of pretest-posttest designs implemented in a high school in Karawang, Indonesia. The subject of this study was one grade of 10 consisting of 36 learners. To measure the increase in STEM literacy, students in the aspect of knowledge are given a pretest and posttest to students consisting of 20 multiple-choice questions. The results of the pretest and posttest students are analyzed by calculating the value of n-gain and its size effect. The results of this study showed that students' STEM literacy increased (n-gain=0.65), and engineering technology literacy showed the highest increase with an n-gain value of 0.71 (High). Meanwhile, mathematical literacy showedan n-gain of 0.63. While the lowest increase was in science literacy with an n-gain of 0.60 (satisfactory). Thus, it can be concluded that the implementation of STEM-based modules in the physics learning process has a satisfactory influence with a strong size effect on STEM literacy aspects of student knowledge


Keywords


Literacy; STEM-Integrated Module; Global Warming

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References


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