Development of Science Teaching Materials Using a Project-Based Learning Model Integrated with STEM to Improve Students’ Scientific Literacy and Critical Thinking Skills
DOI:
10.29303/jossed.v7i2.14998Published:
2026-10-09Downloads
Abstract
The low level of scientific literacy and critical thinking skills of students demands the development of contextual teaching materials that are in accordance with the demands of 21st-century learning. This study aims to develop science teaching materials with a Project Based Learning model integrated with STEM that is feasible, practical, and effective to improve students' scientific literacy and critical thinking skills. This study is development research using the 4D model (Define, Design, Develop, Disseminate). The trial subjects consisted of 42 eighth-grade junior high school students selected through convenience sampling techniques. The feasibility test was carried out through expert validation, practicality through observation of learning implementation and teacher and student response questionnaires, while effectiveness was analyzed using N-gain. The results showed that the developed teaching materials had a very high level of validity with a value of 0.914 and a percentage of agreement of 94.30%. The practicality of the teaching materials was also classified as very high, indicated by the learning implementation of 93.75%, teacher responses above 96%, and student responses above 90%. In addition, the teaching materials were proven to be effective in improving scientific literacy (N-gain 0.79) and critical thinking skills (N-gain 0.76) in the high category. Thus, science teaching materials with the STEM-integrated PjBL model are feasible, practical, and effective in improving students' scientific literacy and critical thinking skills, and can be used as an innovative alternative in science learning.
Keywords:
Critical thinking skills PjBL-STEM Scientific literacy Science teaching materialsReferences
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