Synthesizing Inquiry and STEM for Junior High School: Content Validity and Theoretical Framework of a New Instructional Learning Model

Abstract

This research aimed to describe the development and validation of the inquiry STEM literacy (ISL) model, which embedded inquiry learning within the framework for Junior High School students. ISL model combines scientific inquiry, engineering design, and technological application with the five syntactic stages of Identification, Exploration, Elaboration, Making Decision, and Applied Communication to enable critical and design thinking, as well as real-world problem-solving skills in socio-scientific issues such as renewable energy education. The face validity of the model was tested using two methods, namely focus group discussions (FGD) with experts and quantitative measures in quantity (CVR) and quality (Aiken’s V index). These indicated high content-validity values and expert consensus on relevance, clarity, and instructional impact of the model. The results showed that the model promoted metacognitive analysis and converged with critical thinking dispositions indicators. This supported formative and summative assessment of critical thinking. ISL model provided a robust and theory-based pedagogical vehicle for teaching students to confront complex STEM issues, integrating multiple forms of rigorous scientific inquiry with applied engineering and technology literacy. The results established strong content validity and theoretical soundness as an innovative pedagogical framework for STEM education in junior high schools, establishing the necessary groundwork for future empirical classroom testing.