Building Scientific Literacy and Concept Achievement of Physics through Inquiry-Based Learning for STEM Education

Abstract

This study aims to determine the effect of inquiry-based learning for STEM Education toward scientific literacy and concept achievement in physics. The study was conducted with a quasi-experiment design toward two group; experimental and control groups. The experimental group had learned by inquiry-based learning for STEM Education and the other by inquiry-based learning only. The sample of this study were 68 students in 10th grade in SMA Negeri 1 Singosari that determined by cluster random sampling. The instrument used multiple choice with the open-ended question (r = 0.70). The data were analyzed qualitatively and quantitatively (Mann Whitney U-Test). The result showed that concept achievement in Newton's Law was a significant difference in the experiment group (mean=63.5) and the control group (mean=53.8). The student's concept of achievement influenced their scientific literacy. These results indicate that inquiry-based learning for STEM education influences the scientific literacy and concept achievement of physics, especially on Newton's Law subject.