How Problem based Learning Integrated STEM Affects to Science

Literacy on the Aspect Content of Science

Evi Sapinatul Bahriah

, Dedi Irwandi

Faculty of Tarbiya and Teachers Training, Universitas Islam Negeri Syarif Hidayatullah, Indonesia

Keywords: Problem Based Learning; STEM; Science Literacy, Content of Science

Abstract: Scientific literacy is one of the 21st century competencies that must be mastered by the pre-service teachers

of chemistry in order to compete the challenges in both national and international. One of the aspects of

literacy is a science content, namely chemical essential concepts needed to understand natural phenomena

and changes towards nature performed by human activity. This research aims to find out the effect of

problem-based learning integrated to science, technology, engineering, and mathematics (STEM) towards

the enhancement of science literacy particularly on the science content. The content of science that

examined are chemical kinetics with indicator: the relationship between the concentration of reactants and

time; energy dependence of the rate constants and activation against temperature; and the factors that affect

the rate of reaction. The research method used was weak experimental designs through the one-group

pretest-posttest design. The research sample is 34 students on the fourth semesters of Chemistry Education

in the academic year 2016/2017. Furthermore, the instruments used in this research is an essay test. The data

obtained were analyzed by quantitative descriptive technique. The results showed an average rating of 49.2

pre-test and average value of 69.5 posttest with value N-Gain (%) amount to 39.1 (medium). Therefore, the

model of problem-based learning integrated science, technology, engineering, and mathematics (STEM)

provides a positive contribution towards the enhancement of student's science literacy.

1 INTRODUCTION

The 21st Century is commonly known as the

globalization era which influence various aspects of

life including the implementation of the education.

Furthermore, education is being the important aspect

to ensure the students in order to have basic skills to

learn and innovate using a technology, understand

the information media, be able to work together, and

survive by using life skills (Murti, 2015). In

addition, the education also should be capable to

produce the competent human resources and be able

to compete in the real world (Wijaya, et al, 2016).

Besides, to enhance the students’ ability in the 21st

century, the character education must be

implemented in the education.

The science literacy is an individual's capacity to

use scientific knowledge, identify questions, draw

conclusions based on the evidence in order to

understand and help the students to make decisions

about the natural world and the interaction people to

the nature (OECD, 2009; 2013; Bahriah, 2014).

Also, it can be defined as person's ability to

understand science, communicating science both

oral and written form and implement scientific

knowledge to solve the problems (Toharudin, 2011).

Based on the definition of both the experts we can

conclude that science literacy is the ability of a

person to be able to solve the problem by using

knowledge of science. Miller (1998, in Permanasari,

2016) posited that science literacy can be defined as

the ability to read and write about science and

technology. A person's ability in science was

strongly influenced by the systematic way of

thinking, logical and rational, which is highly trained

in mathematical potential. Both of these capabilities

will be used to conduct a critical analysis of a

phenomenon in science, use it anyway at the

moment someone doing troubleshooting context-

related science. The ability to think logically and

rationally is one of the aspects of mathematical

literacy. A literat towards mathematics, usually will

have the ability to think of the phenomenon that was

discovered with a logical, systematic, and troubled

by critical thoughts (Permanasari, 2016).

Bahriah, E. and Irwandi, D.

How Problem based Learning Integrated STEM Affects to Science Literacy on the Aspect Content of Science.

DOI: 10.5220/0009914000300037

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 30-37

ISBN: 978-989-758-458-9

Therefore, the science literacy is very important

to be developed because everyone needs a lot of

information and knowledge to determine a correct

choice and solve the problems faced in every day. It

contributes in the social’s life and the household

management in the decision-making process

(Laugksch, et.al, 1999). According to Hayat (2010)

the science literacy is needed to as a rule model to

compete the complex problems in this global world.

The nature of science literacy is considered by three

elements such as knowledge about the content,

understand the knowledge and conduct a scientific

research (Wenning, 2006).

However, the assessment study conducted by

PISA (Program for International Student

Assessment) revealed that learning science in

Indonesia less successful in enhancing the science

literacy ability. This fact was revealed by the results

of PISA study in 2000 that ranked Indonesia in the

position of 38 from 41 participated countries with

the average score of the test for about 393; in 2003

Indonesia was ranked into 38 out of 41 participated

countries with an average score 395. While

Indonesia was ranked in the position of 57 from 65

countries with the average score of 383 (OECD,

2009), and by the year 2015 Indonesia was only able

to occupy a position 64 of 65 countries.

Based on the data of PISA analysis results, it

showed that Indonesia got low score in literacy

achievement particularly about 29% to 34% for the

content, process, and 32% for context (Permanasari,

2016). The content of science is one of the

dimensions of scientific literacy refers to essential

chemical concepts necessary to understand natural

phenomena and changes towards nature performed

by human activity (PISA, 2009). According to

Ogunkula (2013) the way to to improve the literacy

of science in science learning is by connecting a

concept of science with emerging topics and

interesting in real life.

Based on the problems mentioned above, it is

very important to develop a model of learning that

can enhance the science literacy, particularly on

aspects of science content. One of the learning

models that can be developed is a problem-based

learning model. It becomes one of the learning

approaches that serve many contextual issues that

can stimulate the creativity of learners to find

concepts and solve problems in daily life (Arends,

2007). Through problem-based learning, the students

can get various exposure to increase their knowledge

and also, they can apply their knowledge in the real

life. A significant benefit of problem-based learning

provides the opportunity to solve the problem in

accordance with individual styles of learners

(Sanjaya, 2011). According to the results of the

research conducted by Jones (1996b), he concluded

that the enhancement of students’ ability in learning

through problem-based learning model is able to

activate the learners’ basic knowledge, develop the

students’ thinking process, becomes more familiar

and understand the context in the real world. In

addition, it is also a problem-based learning, an

emphasis on the learning inquiries (Wang, et.al,

1998).

Further on, problem-based learning is currently

need to follow the developments of the age in the era

of globalization by integrating Science, Technology,

Engineering, and Mathematics (STEM). The link

between science and technology as well as other

science cannot be separated in the learning of

science. STEM is a disciplined science that are

closely related to each other. It requires Math as a

tool in processing data, while technology and

technique application of science. Approach to

learning in the STEM is expected to yield

meaningful learning for students through the

integration of knowledge, concepts, and skills

systematically. Some of the benefits of the approach

STEM make students to solve problems better,

innovators, inventors, independent, logical thinker,

and technological literacy (Morrison, 2006, in

Stohlmann, Moore, & Roehrig, 2012, p. 29). The

application of STEM in learning can encourage

learners to design, develop and utilize technology,

sharpening cognitive, affective, and manipulative as

well as apply the knowledge (Kapila, 2014;

Permanasari, 2016).

Therefore, the application of a suitable STEM to

the study of science particularly chemistry. STEM-

based learning can train students in applying their

knowledge to create a design as a form of problem

solving related environment by leveraging

technology. STEM has been applied in a number of

developed countries like the United States, Japan,

Finland, Australia and Singapore. Application of the

STEM can be supported by a variety of learning

methods. The integrative nature of the STEM allows

a variety of learning methods can be used to support

their application (Permanasari, 2106). Refer to the

wedge between science literacy and creativity with

the close study found a number of results of research

that supports the use of problem-based learning.

Problem based learning integrated STEM can give a

chance on learners to apply knowledge on

issues/problems as a form of problem solving.

The material is selected in this research is

chemical kinetics. This is due to the material

How Problem based Learning Integrated STEM Affects to Science Literacy on the Aspect Content of Science

chemical kinetics are seen meet the three basic

principles of election content PISA expressed by

Hayat and Yusuf (2010), namely: (1) concepts to be

tested must be relevant to everyday life situations

that are real; (2) the concept of chemical kinetics is

estimated to still be relevant at least for the next

decade; and (3) the concept should be related to

competency of the process i.e. the knowledge not

only rely on the student's memory and deals only

with certain information. Chemical kinetics is one of

the chemical materials that is abstract but very close

to everyday life because of its application.

Based on the exposure, still rare researchers who

developed a model of a model of integrated

problem-based learning science, technology,

engineering, and mathematics (STEM) against

science literacy students. Therefore, researchers are

interested in researching and developing further on

how the development of the model the model

integrated problem-based learning science,

technology, engineering, and mathematics (STEM)

in improving science literacy students on the science

content.

2 METHODS

This research is classified into a quantitative

research methodology which used weak

experimental method through the one-group pretest-

posttest design (Fraenkel, et al., 2006).

Table 1: The One-Group Pretest-Postest Design

X O

= Pretest; O

= Postest; X = Implementation PBL

integrated STEM

Furthermore, the writers involved all of the

Chemistry Education students in academic year

2016/2017 as the population of this research. As the

result, thirty-four students of Chemistry Education in

the fourth semester (4B) were chosen to participate

in the research. In addition, to collect the data of the

research the writers also provided an essay test as

the research instrument and questionnaire. It is given

twice during conducting the research particularly at

the pre-test and the posttest. Therefore, the data was

gathered and calculated through N-Gain score. The

formula to calculate the N-Gain score was adapted

from Meltzer (2002) as follow:

To be more specific, there were 3 categories in

%N-Gain result such as high score (g>70), medium

score (70≥g≥30) and low score (g<30) (Hake, 1998).

The questionnaire results in the form of student

and teacher responses were processed based on a

Likert Scale test. After scoring then the data is

changed in percentage form. The percentage

obtained is then interpreted in sentence form as

shown in Table 2 below.

Table 2: Interpretation % (Arikunto, 2006)

Average (%) Category

80-100 Very well

66-79 Good

56-65 Enaough

40-55 Less

0-39 More less

The research flow can be seen in Figure 1:

Figure 1: Research Flow

ICRI 2018 - International Conference Recent Innovation

3 RESULT AND DISCUSSION

3.1 Result

To know the learning model that has been

implemented whether influence to the result of

students’ learning, the data will be analyzed by

comparing the average of pre-test score and the

percentage of N-Gain. The result of the overall

students’ learning can be seen from following Figure

Figure 2: The Result of the Overall Students’

Learning

Based on the data above, it can be said that the

average score of the pre-test and the posttest is about

49.2 and 69.5 relatively with N-Gain score

accounting to 39.1% which is categorized in the

medium level (Hake. 1998). It proves that the

implementation of problem-based learning model

integrated to Science, Technology, Engineering, and

Mathematics (STEM) can improve the overall

student learning outcomes.

After collecting the data, the writers analyzed the

students’ learning outcomes in each aspect of

science content. It was carried out during the pre-test

and the posttest of the implementation of problem-

based learning integrated to Science, Technology,

Engineering and Mathematics (STEM). Therefore,

the result of students’ learning outcomes in each

aspect of science content can be explained through

the Figure 3 below:

Note:

K1: The relationship between the reactant

concentration and its time

K2: The activation of an energy and the dependence

of a constant rate towards its temperature

K3: The factors that can influence the reaction rate

Figure 3: The Students’ Learning Outcomes in Each

Aspect of the Science Content

Based on the Figure: 3 above, it proved that all

of the science content aspect increased drastically

shown by the average score of N-Gain for about

60.6% in K1 which explaining about the relationship

between the reactant concentration and the time.

The responses of students to problem based

learning learning integrated with STEM are as

follows:

Table 3: Student Response to Learning conducted



No Indicator Average % Category

1 Students' attitude

towards learning the

Chemical Kinetics

Concept

69.85 Good

2 Students' attitude

towards learning with

Integrated Problem

Based Learning

Science, Technology,

Engineering, and

Mathematics (STEM)

71.32 Good

Average 70.59 Good

Based on table 3. its can be seen that the average

value of student responses to learning that has been

done is good. This is indicated by the average score

How Problem based Learning Integrated STEM Affects to Science Literacy on the Aspect Content of Science

on indicator 1. Students 'Chemical Kinetics Concept

attitude towards learning was 69.85 (Good) and on

indicators 2. Students' attitude towards learning with

Integrated Problem Based Learning Science,

Technology, Engineering, and Mathematics (STEM)

of 71.32 (Good).

3.2 Discussion

Learning by using Integrated Problem Based

Learning Science, Technology, Engineering, and

Mathematics (STEM) was conducted on the concept

of Chemical Kinetics for 4 meetings. The first

meeting students were given a 20-minute pretest.

The second and third meetings were the

implementation of learning for 3x50 minutes and the

fourth meeting was conducted at the same time as a

questionnaire.

The scientific literacy dimension measured in

this study is science content. Content of science is

one of the dimensions of scientific literacy that

refers to essential chemical concepts needed to

understand natural phenomena and changes to nature

carried out by human activities (PISA, 2009).

Therefore the aim of this research is to know the

enhancement of the students’ science literacy on the

aspect of science content through the problem-based

learning integrated to the STEM.

Problem-based learning model is one learning

model that presents contextual problems that can

stimulate students' creativity to find concepts and

solve problems in everyday life (Arends, 2007).

Problem-based learning focuses on real-world

problem solving (Johnson & Lamb, 2007).Syntac of

problem based learning is.

Figure 4: Syntac PBL (Arends, 2007)

The STEM approach in the learning process in

this study is carried out with an integrated or

integrated approach. That is an approach that

integrates two or more disciplines and is the best

approach for STEM learning (Winarni, 2016). The

implementation of problem based learning learning

integrated STEM is a STEM component, namely

Science, Technology, Engineering, and Mathematics

integrated into the stages of problem based learning.

The component of science is the concept of kinetics

in life. The technology comon is the use of ICT in

learning, both as a learning medium and as a

learning resource. Engineering component is

learning through the practicum of the concept of

chemical kinetics. Where students are asked to

determine tools and materials and design

experiments. The mathematical component is the

formula of the kinetics concept in determining the

reaction order, reaction rate constants, concentration

and others.

Based on the graph 2, the average score of N-

Gain (%) obtained amounted to 39.1 (medium) with

an average rating of 49.2 pre-test and posttest of

69.5. Whereas, Hake (1998) stated that the N-Gain

score is not included in medium score. Therefore, it

showed that the learning process using an integrated

problem-based learning approach in Science,

Technology, Engineering, and Mathematics (STEM)

learning outcomes can improve overall student for

about 39.1%.

Beside analyzing the overall result of the

students’ learning, the writers also carried out the

analysis of the students learning outcomes based on

each aspect of science content. Specifically, the

writers focused on several aspects of science content

to be measured. For instance, the relationship

between the reactant concentration and its time (K1),

the activation of an energy and the dependence of a

constant rate towards its temperature (K2), and the

factors that can influence the reaction rate (K3).

Further on, the content was taught by using the

context that exists in everyday life, such as: benefits

of iodine, catalysis, the cooking process, and others.

Moreover, this was due to the integration of context

into learning concepts in creating the teaching and

learning process becomes more interactive,

innovative (Ramsden, in Jong, 2006) and easy to be

understood (Johnson, 2007). This statement was in

line to the result of the research conducted by

Bahriah (2012) and Asniar (2012) which stated that

the use of the surrounded context can enhance the

students’ science literacy in teaching and learning

process.

Based on the data, all of the aspects of science

content had increased significantly shown by the

average score of N-Gain in general. The increasing

average score was rose by the content entitled the

relationship between the reactant concentration and

ICRI 2018 - International Conference Recent Innovation

the time for about 60.6% and established in the

medium level. This content contained a lot of

concepts requiring to analyze and understand in

depth. In contrast, the content entitled the activation

of an energy and the dependence of a constant rate

towards its temperature increased slowly only for

about 27.4% and included to the low level. In

accordance with the results of the study Sinaga

(2006, in Nazar) states that almost 50% of students

have difficulty understanding the concept of the

effect of catalysts and temperature on the reaction

rate. A lot of students faced a cognitive conflict and

a misunderstanding about the reaction rate in first

order, second order and the relationship to the

activation of the energy. While the content on

“factors that affect the reaction rate” ascended to

29.4% and is included in the low category. It was

caused by the existence of various concepts which

needed the implementation in our daily life. So, they

can be easier to catch up the materials and find their

own concept and answer the questions given to the

posttest.

The level of students' understanding of the

concept of kinetics kinetics can also be seen from

the results of practical activities. Practical activities

are conducted to see how the integration process of

integrated STEM problem based learning models

and to determine student performance. The

following is the data on student lab results.

Figure 5: Data Practicum Activity

Practical activities are assessed from several

aspects, namely: the value of the pretest, initial

report, performance, final report, and average value.

The average value of the pretest is 76.56; the

average value of the initial report is 40.88;

performance value of 76.38; the final report value is

45.32. The average value of the overall student

practicum is based on 79.72.

As the result, it could be concluded that each

science content rose significantly. On the other

words, the model of problem-based learning

integrated to Science, Technology, Engineering, and

Mathematics (STEM) provided a positive effect to

the teaching and learning process which became

more interactive and innovative, and also enhance

the students’ science literacy. STEM education can

develop when it is associated with the environment,

so that a learning is realized that presents the real

world experienced by students in everyday life

(NRC, 2011). In line to the Lam, D.M et al (2008)

statement that the learners were involved in

contextual learning and hands-on learning activities

through STEM approach. So, it can be an

appropriate approach to motivate learners in learning

and acquiring new knowledge. Gutherie et al. (2000)

also stated that the integration of STEM in learning

can improve the learning motivation of students and

develop the students’ critical thinking ability.

Asghar, Ellington, Rice, Johnson and Prime (2012)

also state the integration of STEM (Science,

Technology, Engineering, and Mathematics) with

the perception of Problem Based Learning education

that encourages students to learn about nature

through exploration, investigation, and problem

solving through experience.

This is strengthened based on the recapitulation

of student responses to learning that is used in

general giving a positive response to learning using

problem-based learning (Problem Based Learning)

Integrated Science, Technology, Engineering, and

Mathematics (STEM). This can be shown by the

average score of 70.59 in the good category

(Arikunto, 2006). This means that the attitude of

students towards the basic courses shows an open

and enthusiastic attitude to explore further. So that

students are interested in finding, exploring, and

digging information from various sources about the

material being studied and the material they are

studying.

4 CONCLUSIONS

Based on the data analysis and the research findings,

it can be concluded that the implementation of

problem-based learning integrated to Science,

Technology, Engineering, and Mathematics (STEM)

can enhance the students’ science literacy

particularly in the science aspect for about 39.1%.

Research can be continued by using more

samples and the control class, using a virtual lab or

linking technology in learning. Problem based

learning can be integrated using the approach of

How Problem based Learning Integrated STEM Affects to Science Literacy on the Aspect Content of Science

Science, Technology, Engineering, and Mathematics

(STEM) in the learning of science.

ACKNOWLEDGEMENTS

The writers would like to express a gratitude to

Puslitpen LP2M Universitas Islam Negeri Jakarta

for funding this research and all academicians for

helping the writers during the research.

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How Problem based Learning Integrated STEM Affects to Science Literacy on the Aspect Content of Science