Scientific literacy outcomes of STEM-integrated problem-oriented project-based learning among indonesian eighth-grade students: A quasi-experimental study

Arini Rahma Dhani; Ulil Hac D; Familia Claudia Awil; Christin Cisiliya Bentura; Hendrikus Moan Liwu

doi:10.58524/jasme.v6i4.1688

Authors

Arini Rahma Dhani Universitas Nusa Cendana, Indonesia
Ulil Hac D Universitas Nusa Cendana, Indonesia
Familia Claudia Awil Universitas Nusa Cendana, Indonesia
Christin Cisiliya Bentura Universitas Nusa Cendana, Indonesia
Hendrikus Moan Liwu Universitas Nusa Cendana, Indonesia

DOI:

https://doi.org/10.58524/jasme.v6i4.1688

Keywords:

Project-Oriented Problem-Based Learning, Quasi-Experimental Study, Science Education, Scientific Literacy, STEM Integration

Abstract

Background: Scientific literacy development remains challenging in Indonesian junior high schools, particularly when students have limited opportunities to investigate scientific phenomena and apply knowledge to contextual problems. Preliminary observations in Kupang revealed difficulties in interpreting scientific information and connecting concepts with everyday situations.

Aims: This study examined scientific literacy outcomes associated with STEM-integrated Problem-Oriented Project-Based Learning (POPBL) among Indonesian eighth-grade students.

Method: A quasi-experimental nonequivalent pretest–posttest control group design involved 104 eighth-grade students from two junior high schools in Kupang, Indonesia. Scientific literacy was assessed using eight expert-validated essay items covering four competency indicators. Descriptive statistics and an independent-samples t-test were employed to examine posttest differences.

Results: The experimental group’s mean score increased from 52.16 to 66.35, whereas the control group’s mean decreased from 53.37 to 46.21. The posttest difference was statistically significant, t(102) = 4.374, p < .001, favoring STEM-integrated POPBL.

Conclusion: STEM-integrated POPBL was associated with higher scientific literacy outcomes, suggesting its potential for supporting interdisciplinary science education. Further baseline-adjusted analyses are needed to strengthen causal interpretation.

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