Application of STEM-PjBL Based Chemistry Module to Improve Science Literacy and Student Learning Motivation

: The purpose of this study is to determine the application of the use of STEM-PjBl-based chemistry modules in improving science literacy and student learning motivation. The subjects of this study were 2nd semester students in the 2022/2023 academic year who attended general chemistry lectures on the topic of organic compounds. There are 92 students divided into 3 classes. The research method uses a quantitative approach with a quasi-experimental design in the form of a one group pretest and posttest design. The instruments used in the study were science literacy test and learning motivation questionnaire. The research data were analyzed statistically and descriptive statistics including the calculation of N-Gain and percentage. Based on the results of data analysis, the increase in student science literacy was 0.46 with moderate criteria. Science literacy skills that increased significantly were in the aspect of explaining scientific phenomena by 81%. The application of STEM-PjBL-based chemistry modules also increases student learning motivation with an average of 76% before learning to 87% after learning. It can be concluded that using STEM-PjBl-based chemistry modules can help students improve science literacy and learning motivation in organic compound materials.


Introduction
The advancement of science and technology has a significant impact on the field of education and is essential to surviving in the 21st century's competitive environment (Wardana et al., 2013).In order for the next generation to thrive in the twenty-first century, that is, to be high-quality, ethical, and capable of operating on a global scale from the perspectives of planning, capability, and capability, it is hoped that SDM quality will be increased (Ramdani et al., 2021).It is predicted that education for the twenty-first century will produce human resources with a variety of skills for the twentyfirst century, including scientific literacy (Menggo et al., 2019;Rios et al., 2020).Learning science that can increase students' science literacy is one strategy to raise the standard of human resources.Science literacy is crucial for students to possess because it helps them comprehend and interpret scientific concepts and processes that occur in context, in addition to helping them memorize subject information (Amala et al., 2023).Science literacy not only involves knowledge of concepts and theories, but also involves knowledge of procedures linked to scientific inquiry (Putri et al., 2023).
Science literacy is the capacity to use scientific knowledge in understanding and making judgments about nature and how it has been altered by human activity.It also includes the ability to identify questions and develop conclusions based on the data at hand (Rohman et al., 2017).Using scientific knowledge to understand and make decisions about the natural world and how it is changing as a result of human activity is known as science literacy.It involves recognizing questions and reaching all conclusions based on evidence (Afni et al., 2018;Al Sultan et al., 2018;Fuadi et al., 2020;Muzijah et al., 2020).Indonesia is one of the countries with a low level of science literacy skills (Masithah et al., 2022;Ramdani et al., 2021).Based on student performance in the PISA (Program for International Student Assessment) science literacy test, Indonesia ranks in the bottom 10 countries, even though science literacy is a key indicator of a nation's educational system's quality (OECD, 2014).
Based on the results of observations made in the lecture process, it was found that student science literacy was still low.One of the causes is the low motivation of students to learn, this results in learning outcomes that have not been maximized.Different learning levels when learning occurs, students' attitudes such as curiosity, excitement, responsibility, enjoyment of their work, and responses to the teacher's stimulus can be used to determine whether they are motivated (Sudjana, 2013).
Improving student literacy is important in the learning process.To attract students to be interested and happy to learn can be done by facilitating teaching materials such as modules.Colligative of solutions are another topic on which STEM-based chemistry emodules effectively improve student learning outcomes (Dalimunthe et al., 2022).A project-based learning (PjBL) or STEM-PjBL integrated teaching resource is a systematically organized resource whose content integrates chemistry, an experimental science, or PjBL by utilizing various STEM components, namely science, technology, engineering, and mathematics, where the problems being tackled are drawn from real-world situations.STEM offers a wealth of pedagogical strategies, including frameworks, methods, and existing approaches for using STEM in the classroom (Park et al., 2022).
STEM-based PjBL model in science learning affects students' science literacy (Wahyu et al., 2023).The STEM-based PjBL model can help aspiring teachers become more competent educators, reach the affective and cognitive domains in science learning, boost student interest, allow learning to occur in a stress-free environment, and help students solve problems when studying science (Christensen et al., 2015).
PjBL is an inquiry-based teaching method where students are forced to create real-world products and are given pertinent tasks to complete in order to engage in knowledge production (Brundiers et al., 2013).According to the findings of Tseng et al. (2013) study, STEM-integrated PjBL can boost students' interest in learning, make it more relevant, assist students in resolving real-world issues, and support future professions.Additionally, because it teaches students to think critically, analyze, and develop higher order thinking skills, STEM in PjBL challenges and engages pupils (Capraro, 2013).Through STEM education, students develop science and technology literacy, which can be seen in reading, writing, observing, and practicing science.As a result, they are better equipped to live in society and solve problems connected to STEM science disciplines in their daily lives (Mayasari et al., 2014).STEM learning can also improve student learning outcomes and motivation (Amdayani et al., 2022).
Student learning achievement can be affected by several factors, both internal factors such as intelligence, talent, interest, and learning motivation (Abdullah et al., 2021).One of the many elements that influences learning and the accomplishment of learning objectives is learning motivation.Motivation is the driving force within in a person who can arouse, direct and become the basis of one's behavior to achieve a goal (Glynn et al., 2009).Motivation is one of the essential factors in the learning process that could have a positive impact on student outcomes (Safitri et al., 2023).Students' abilities and skills are directly proportional to their own motivation (Taupik et al., 2023).
By considering some of the above, innovation is needed to overcome the problem by implementing a STEM-PjBl-based chemistry module to improve science literacy and student learning motivation.

Method
Quantitative research using an experimental approach is the methodology employed.The type of research used is Pre-Experimental.The One-Group Pretest Posttest Design is the kind of Pre-Experimental that is employed.The research was conducted at the Department of Chemistry, FMIPA, Universitas Negeri Medan.This design used a group of research subjects from a population that was not randomly selected (Boslaugh, 2008;Cohen et al., 2018).The sample for this study was selected using purposive sampling technique using criteria such as lecturers who teach the same and equivalent student competencies.The subjects of this study were 2nd semester students in the 2022/2023 academic year who attended general chemistry lectures on the topic of organic compounds.Students totaled 92 people who were divided into 3 classes.

Figure 1. Research stages chart
The instruments used in this study were test and non-test instruments.The test instrument used is a science literacy question, while the non-test instrument is a learning motivation questionnaire.The criteria for science literacy scores as shown in Table 1.The science literacy test developed refers to the PISA 2012 framework which is associated with STEM aspects.The research data were analyzed statistically and descriptive statistics including the calculation of N-Gain and percentage.The increasing of students' science literacy after learning using PjBL STEM teaching materials is achieved by measuring the score of normalized gain average (N-Gain) (Hake, 1998). ) (1) Where g is the normalized gain value, Sf is the mean posttest score, and Si is the mean pretest score.According to Hake (1998), the normalized gain mean value can be interpreted as follows: (g) < 0.3 for the low category; 0.3 ≤ (g) < 0.7 for the medium category; and (g) > 0.7 for the high category.
The increase in student learning motivation was analyzed by descriptive statistics using the percentage formula.The results of the analysis were then classified into very high, high, medium, low, and very low.The number of criteria scores (each item has a maximum score of 5) multiplied by the number of items (11) and the number of respondents (92 students) were used to assess the motivation questionnaire results.The percentage value can be interpreted as follows: 0-20% for very low, 21-40% for low, 41-60% for medium, 61-80% for high, and 81-100% for very high.

Improvement Students' Science Literacy
The science literacy questions used in this study were arranged based on aspects of context, knowledge, and competence.Overall, the organic compound material is the context aspect.For aspects of knowledge about carbon compounds, hydrocarbons and functional groups.While the competency aspects consist of explaining scientific phenomena (ESP), identifying scientific issues (ISI), and using scientific evidence (USE).
After the test is completed based on the grid, the test validation is carried out to the material expert and declared feasible to be tested.Validation is used to determine the feasibility level of a test.The test questions were tested on students who had learned organic compound material and then analyzed so that the validity, reliability, difficulty index and differential power of the test questions were obtained.The test results were analyzed using the SPSS program.Reliability and Validity Test on primary data test results obtained from 30 respondents with r table of 0.361 and sig of 5%.In the test validity test of 30 test questions that were tested, 22 questions were declared valid, so 20 questions were selected to be used as pretest and posttest questions.Furthermore, the reliability test obtained a Cronbach's Alpha value of 0.813, so it was declared reliable.For the test of the difficulty index, the average question used has a medium difficulty index.Followed by a test of differential power, all data contained in the corrected item-total correlation table in the SPSS program shows a number greater than 0.3, so that all questions can be used because they have medium and high differential power.The questions are shown as examples in Figure 2.

Figure 2. Example of pretest-posttest question
After it was declared that the test questions were suitable for use, then the pretest was carried out on the three research sample classes, namely classes A, B and C.After that, learning is given using STEM-PjBl integrated teaching materials.Then a posttest was conducted to find out how students' science literacy improved after using STEM-PjBl integrated teaching materials.The average results of student pretests and posttests on organic compound material can be seen in Figure 3.

Figure 3. Average result of student pretest and posttest
Figure 3 shows that there is a change in the average score from the pretest and posttest.Overall, the posttest scores were higher than the pretest scores.Class A has a higher average of achievement and posttest results compared to other classes.Meanwhile, the lowest average pretest score is in class C, and the lowest average posttest score is in class B. Furthermore, the values obtained were analyzed to see the improvement of science literacy assisted by STEM-PjBl integrated teaching materials using the N-gain formula.The N-gain results of the research sample can be seen in Figure 4. Figure 4 shows that the average N-gain value obtained is 0.46 with moderate criteria.Class B has the highest n-gain compared to class A and Class C, which is 0.5.It can be concluded that STEM-PjBl integrated teaching materials are effective for improving students' science literacy skills with moderate criteria.In accordance with the results of research (Dianti et al., 2023), the application of project-based learning with a STEM approach has good effectiveness in improving students' science literacy.Similar research also obtained the same results that PjBL STEM learning had an effect on science literacy (Afriana, 2022).In line with research Nilyani et al. (2023) that STEM-integrated science learning has a very high influence on students' science literacy and critical thinking skills.In line with Asri et al. (2021) research, which found that there was an increase in post-test results compared to pretests after the application of PjBl learning with the STEM approach.Accordingly, it demonstrates how STEM can enhance the quality of the learning process, which will affect the caliber of graduates (Zamista, 2018).

Science Literacy on Competency Aspects
Science literacy is a learning outcome obtained by students as a form of knowledge they have and used to solve real problems in life.Aspects of science literacy competencies are explaining scientific phenomena (ESP), identifying scientific issues (ISI), and using scientific evidence (USE).The average proportion of students' science literacy success in the competency element, as shown in Table 2, yields the following results.Table 2 indicates that science literacy is still, on average, relatively low in the competency area during the pretest or before to learning, namely in the areas of 53% for explaining scientific phenomena, 49% for identifying scientific concerns, and 45% for applying scientific evidence.This is in accordance with the results of Afni et al. (2018) and Fuadi et al. (2020) research that found that many students have low science literacy.Based on research by Mawardini et al. (2015) mentioned that one of the factors the low achievement of students' science literacy is not yet able to interpret data and information and draw conclusions.
However, after the learning process using STEM-PjBl integrated teaching materials, the average student's science literacy increased.Science literacy increased significantly in the aspect of explaining scientific phenomena by 81% with high criteria.Meanwhile, the aspects of identifying scientific issues and using scientific evidence increased by 72% and 68% with moderate criteria.Among the three aspects of science literacy competence, the aspect of explaining scientific phenomena is the highest aspect owned by students.This is because in this aspect, students only remember and recognize a scientific phenomenon.According to OECD (2017), in this aspect, it requires students to be able to recognize, offer, and evaluate explanations of various things that are natural and technological phenomena.The lowest science literacy competency is in the aspect of using scientific evidence, which is 68% with moderate criteria.It is suspected that students have not been able to draw the right conclusion from a data.As explained by Mawardini (2015), their research that one of the factors the possibility of low student science literacy achievement is that students have not been able to interpret data and information (tables, graphs) and draw conclusions.According to Becker et al. (2011) the STEM approach improves student learning.

Improvement of Student Motivation
Motivation is something that encourages the emergence of an action, directs action towards achieving the desired goal and determines the speed or slowness of an action (Hamalik, 2002).In measuring the increase in student learning motivation in organic compound materials, a learning motivation questionnaire was given before and after using STEM-PjBl integrated teaching materials.The learning motivation questionnaire instrument was prepared in the form of a scale in accordance the indicators developed by Uno (2009), namely concentration, enthusiasm for learning, independence, readiness to learn, enthusiasm or encouragement and self-confidence.The questionnaire was given to 92 respondents with the answer criteria strongly disagree (STS), disagree (KS), disagree (TS), agree (S) and strongly agree (SS).The following are the results of the percentage of student learning motivation in each aspect before and after learning, can be seen in Figure 5 and 6.Meanwhile, Figure 6 shows that student learning motivation after learning using STEM-PjBl integrated teaching materials increased by an average percentage of 87% with a high category.It can also be seen that all indicators of learning motivation obtained a value above 80% with a high category.Overall, every aspect of student learning motivation used in this study has increased after using the STEM-PjBl-based e-module on organic compound This is in line with Ndoa et al. (2022) research that there is an increase in student learning motivation in all indicators of learning motivation measured.Based on the above data, it can be summarized that STEM-PjBl integrated teaching materials can increase student learning motivation in organic compound materials.This is in accordance with the research proposed by Tseng et al. (2013) that the integration of STEM aspects can have a positive impact, especially in terms of problem solving and increasing learning motivation and supporting future careers.PjBL-STEM has a positive effect on increasing learning motivation and facilitating problem-solving skills of vocational students in Taiwan (Chiang et al., 2016).Furthermore, Istyadji et al. (2022) stated that the application of learning that involves students more actively can increase student learning motivation.

Conclusion
Based on the results achieved, it can be summarized that the STEM-PjBl integrated chemistry module on organic compound material can improve science literacy and student learning motivation.Recommendations for further research can be applied in learning by analyzing critical thinking skills, creative thinking skills, cooperation skills or other variables.

Figure 4 .
Figure 4. N-gain of science literacy

Figure 5 .
Figure 5. Percentage of student motivation before learning Based on Figure5, it is obtained that student learning motivation before learning using STEM-PjBl integrated teaching materials is still in the moderate category on average, which is 76%.Based on the analysis of 6 indicators of learning motivation, high learning motivation is obtained in the aspects of readiness and enthusiasm in learning, while the other 4 indicators are still in the medium category.

Figure 6 .
Figure 6.Percentage of student motivation after learning

Table 2 .
Average Percentage Achievement of Science Literacy Competency Aspects