The Influence of an Integrated STEM Project-Based Learning toward Science Literacy Abilities Students in Elementary School

Abstract

The purpose of this research is to prove the influence of an integrated STEM project-based learning toward science literacy abilities students, given the low science literacy skills among elementary school students. A quasi-experimental quantitative approach was used to collect data on literacy abilities, using a test questionnaire as an instrument for data collection. The data was analyzed using independent sample t-tests and paired sample t-tests. The results of the independent sample t-test showed a significance value of 0.00 < 0.05, which means that the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. This indicates that students' science literacy abilities were better when they learned using the integrated STEM project-based learning model compared to the conventional model. Furthermore, the results of the paired sample t-test showed a significance value of 0.00 < 0.05, which means that Ha was accepted and H0 was rejected, indicating that the implementation of the integrated STEM project-based learning model can improve students' science literacy abilities. Based on these findings, it can be concluded that the implementation of the integrated STEM project-based learning model is effective in improving students' science literacy abilities.