Effectiveness of STEM-Based Project Instructional Materials on Newton's Laws in Improving Scientific Literacy

Abstract

This study aimed to develop STEM (Science, Technology, Engineering, and Mathematics)-based project instructional materials on Newton's Laws that are both feasible and effective in enhancing scientific literacy. The development process employed the 4-D model proposed by Thiagarajan, which consists of four stages: (1) define, (2) design, (3) develop, and (4) disseminate. The instructional materials included lesson plans and student worksheets, designed by integrating project-based learning within the STEM framework. Data were collected through tests and questionnaires. The study was conducted at MAN 1 Yogyakarta with 63 tenth-grade students selected using a cluster sampling technique. The feasibility of the lesson plans and worksheets was evaluated by expert and practitioner validators using structured questionnaires. The validation results indicated that the lesson plans and worksheets were rated as highly feasible by three expert validators and two practitioner validators (physics teachers). The empirical validity of the scientific literacy test items was analyzed using the QUEST program, and the results showed that all items were valid and highly reliable based on the Rasch model. The effectiveness of the instructional materials was analyzed using ANOVA. The results revealed a significance value of 0.001, which is smaller than α = 0.05, indicating a statistically significant effect. Furthermore, the N-gain score of students' scientific literacy in the experimental class (0.65) was higher than that of the control class (0.51). The pre-test and post-test scores in the experimental class were 54.01 and 84.88, respectively, indicating a substantial improvement. These findings confirm that STEM-based project instructional materials are effective in improving students' scientific literacy skills.