Open AccessThe impact of STEM-based guided inquiry learning on students’ scientific literacy in the topic of fluid statics
Author(s) -
Parno Parno,
Lia Yuliati,
Nuril Munfaridah,
Mohamad Bilal Ali,
Nora Indrasari,
Firda Ulya Nur Rosyidah
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1481/1/012104
Subject(s) - mathematics education , cronbach's alpha , scientific literacy , literacy , class (philosophy) , psychology , mathematics , computer science , pedagogy , descriptive statistics , science education , statistics , artificial intelligence
The learning in 21st century needs literacy skill, but the study regarding the application of Science, Technology, Engineering, and Mathematics (STEM)-based Guided Inquiry (GI) to develop students’ scientific literacy is limited. This study aimed to know the impact of STEM-based GI learning on students’ scientific literacy in the topic of fluid statics. Using Pre-and Posttest design in a quasi experiment research, students in grade XI of Senior High School 7 Malang, Indonesia, were placed in two classes called Experiment (STEM-GI) and Control (conventional) classes. STEM-GI class made two engineering products, which are a small-scale hydraulic robot and hydraulic lift based on Pascal Law. The Fluid Statics Scientific Literacy Test was used to measure students’ scientific literacy with Cronbach’s alpha reliability of 0.741. Data analysis with Mann-Whitney, N-gain, and Cohen’s effect size was conducted. The result showed two classes had significantly different scientific literacy. Scientific literacy of STEM-GI was higher than conventional class. The improvement of both Experiment and Control classes belonged in medium category. The effect of operational implementation of Experiment-Control pair yielded “large” category in the enhancement of scientific literacy. From the final questionnaire, it’s revealed that students had more positive response towards STEM-based GI than conventional learning.