International Conference on Mathematics and Science Education

of Universitas Pendidikan Indonesia

Volume 3, 2018 | P-ISSN 2655-2361, E-ISSN 2655-3252

The improvement of students’ scientific literacy through

problem-based STEM learning on static fluid

Parno*, Lia Yuliati, Lestari Widodo, Nuril Munfaridah

Physics Education, Universitas Negeri Malang, Jl.Semarang No.5, Malang 65145,
Indonesia
*
parno.fmipa@um.ac.id

Abstract.The purpose of this study was to know students’ scientific literacy after they studied
problem-based STEM learning. The study used mixed method with embedded experimental
design. The instrument test of this studyconsisted of 5 essay questions to measure students’
scientific literacy with reliability Cronbach’s alpha 0.72.Other instruments used in this study
were the interview guide and questionnaire. The subjects of this study were 27 students in SMAN
8 Muaro Jambi who studiedstatic fluid. The result of this study shows that there is an
increasedstudents’ scientific literacy after studyingproblem-based STEM learning as shown by
the higher post-test scoresin comparison with the pre-test scores. The significance of the
improvement of students’ scientific literacy is shown by8.35 in t value with significant 0.0000.
The interview result shows that through problem-based STEM learningthe students are easy to
understand the phenomena in the daily lives. Besides, the students can interpret the data evidence
and design an experiment.The improvement of students’ scientific literacy is shown by N-gain
in medium category. The influence of problem based STEM learning toward students’ scientific
literacy is shown by the Cohens d-effect size. It is 1.72 with high category. The students
positively responded towardproblem-based STEM learningas shown by 58.2 % of the students
indicated in “agree”scale and 38.3% in “strongly agree” scale.

1. Introduction
Static fluid is one of material on physics explaining the phenomena of daily lives scientifically. There
are the students’ mastery of basic concepts on the static fluid such as force, pressure and density.
Students often have difficulties to solve problems in physics. The most important reasonof the students’
difficulties to solve science problems (Chemistry and Physics) is lack of main information and the basic
of operational process[1]. Students can have a difficulty to apply their knowledge in the daily lives.
To solve problem in the daily lives, the students need to have the scientific literacy. Scientific literacy
becomes one of the very important skills to solve several problems because there is a rapid change in
science and technology about ethnic, moral and global issue[2]. Mastering this literacy is important to
all of people in order to be ableto compete in global era as part of society, both national society and in
the world[3]. Using the scientific literacy, students can apply the static fluid concept properly.
The students’ scientific literacy defined by three competences in PISA 2015 [4]. Thestudents’
scientific literacy can help students explain phenomena scientifically about static fluid. Besides, students
can create and evaluate the static fluid experiment.Furthermore, students can interpret the data collection
in the static fluid experiment.
The result of the previous studyinvestigated that the improvement in scientific literacy can be done
through the implementation ofthe process skills approach which shows the effectiveness of such
approach in learning. The information shared by teacher to students about water cycle and saving water

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International Conference on Mathematics and Science Education
of Universitas Pendidikan Indonesia
Volume 3, 2018 | P-ISSN 2655-2361, E-ISSN 2655-3252

can be applied on daily lives.Moreover, students can draw a conclusion from problems that have been
prepared by the teacher [3].
The learning process involving problem examples is very needed because scientific literacy is a skill
to use scientific knowledge in orderto draw a result based on evidence in science[5]. The learning
focused on problem is called Problem Based Learning (PBL). Problem based learning is a learning
model which focuses on the student as a center; develops active learning, problem solving skills and
field knowledge[6]. The problems in Problem based learning are related to Science, Technology,
Engineering, and Mathematics (STEM) area.
The purpose of STEM education is to develop the society’s STEM literacy. In the 21st Century, it is
expected that the students as the future human can apply knowledge of thedisciplineof STEM in daily
lives[7].The scientific literacy can be defined as reading and writing ability about science and
technology[8]. The integration of STEM in learning could be implemented through design engineering
activities [7].
The integrated problem based learning with STEM approach can improve students’ scientific
literacy. This study is going to investigatethe change in students’ scientific literacy by comparing the
scoresin both before and after problem-based STEM learning and analyze how it affects the learning
process towards students’ scientific literacy.

2. Method

2.1. Research Design and Participant

The method of this study used mixed method with embedded experimental design. This research design
was defined as qualitative data which embedded in experiment design (e.g true experiment and quasi
experiment method).Qualitative and quantitative data were collected all at once. The participants of this
study were 27 students who studied static fluid in one of class in SMAN 8 Muaro Jambi. They consisted
of 19 females and 8 males. The learning in class was implemented by STEM education and Problem
Based Learning (PBL). The integrated of STEM education is to delete border among disiplines to solve
problems in real life. Moreover, PBL,focus on students, is a learning model using authentic problem in
real life as hint of learning in order to improve the students’ problem solving ability [9,10]. The
combination of STEM education and PBL becomes the problem-based STEM learning. There are five
steps in this learning. The first step is the orientated on problem. In this step, the aspect of STEM such
as engineering and mathematics was applied. The second step,teacher organizes students to study. The
next step, the students are investigate an experiment. For this step, all of STEM aspects applied. The
fourth step, students develop and present a creation. In this step, there are two aspects such as science
and engineering. The last step is the analyze and evaluate problem solving process.

2.2. Data Sources and Analysis

The quantitative data were collected through pre-test, post-test and questionnaire. Moreover, the
qualitative data were collected by interviews and observations. To measure students’ science literacy,5
essay questions instrument were used with reliability Cronbach’s alpha 0.72. This instrument was
developed based on scientific literacy indicatorespecially for static fluid. The collected data were
analyzed by Sphiro-Walk test in order to know the normal data of pre-test and post-test. If the distributed
data of pre-test and post-test were normal, then it can use a paired sample t-test to know the difference
of pre-test and post-test. The analysis used N-gain in order to know the improvement of students’ score.
Cohen’s d-effect size is used in order to know the impact of intervention towards students’ scientific
literacy.Effect size is defined as the strength of the relationship between the dependent variable and the
independent variable[11].

3. Result and Discussion

The data ofscientific literacy measurement in the pre-test and post-test is shown in Figure 1.

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International Conference on Mathematics and Science Education
of Universitas Pendidikan Indonesia
Volume 3, 2018 | P-ISSN 2655-2361, E-ISSN 2655-3252

Post-test;
36.04
40
35
30
25
Pre-test;
20
11.57
15
10
5
0
Pre-test Post-test

Figure 1. Result of average score inpre-test and post-test

This result shows that post-test score is higher than pre-test score. This means that the given intervention
provides the impact toward students’ scientific literacy. The result of the data analysis in pre-test and
post-test is shown in Table 1.

Table 1. The result of the Difference of the Test, N-Gain and Effect Size
Statistic Value Category
Paired Sample t-test t score 8.35
Asymp. Sig (2-tailed) 0.0000 The different significant
Post-test>pre-test
N-Gain 0.34 Medium
Cohen’s d-effect size 1.72 High

The result of the data analysis shows that the pre-test and post-test data are normally distributed with
sig. pretest 0.073 and post-test 0.226. Thus, it can be analyzed by paired sample t-test. The average of
pre-test and post-test has the difference shown through paired sample t-test with t 8.35. As shown by
the significance on Table 1, the average pre-test and post-test is significantly different.
The improvement of pre-test and post-test is shown by N-gain score. The category of the
improvement is medium. The N-Gain score for each indicator show in Table 2.

Table 2. The result of the N-Gain score each question

Indicator No Item N-Gain Category
Create and evaluate an 1&2 0.34 Medium
experiment
Explain phenomena 3&5 0.20 Low
Interpret data collection 4 0.62 Medium

There is defferent category each indicator. In the learning, students explained the phenomena of the
static fluid both in discussion and present of their creation. The phenomena were related to be some of
contexts and real life i.e STEM education. This is in the third step. STEM education was needed to
improve the students’ understanding both the STEM professional activities and delete the border among
disiplines[12,13]. Moreover, students create and evaluate some of experiments to get the concepts. A
competence influences toward the students’ scientific literacy achievement to help students answering
questions. The competence is needed in scientific literacy such as design and evaluate scientific
inquiry[14]. Scientific literacy needs knowledge of concepts and theories of science.In addition,
scientific literacy also needs knowledge of common procedures dan practices associated with scientific
inquiry and it makes science possible to advance [4]. After the students collected the data, students

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International Conference on Mathematics and Science Education
of Universitas Pendidikan Indonesia
Volume 3, 2018 | P-ISSN 2655-2361, E-ISSN 2655-3252

interpreted data collection. In outside, students created a creation to be implemented concept which they
get in class.They can be presented a creation for 4 disiplines such Science, Technology, Engineering
and Mathematics.
The difference and improvement of pre-test and post-test show that problem based STEM learning
affects the students’ scientific literacy. It’s supported by Cohen’s d-effect size with 1.72. It means that
problem based STEM learning has a strong impact toward students’ scientific literacy.The STEM
learning can improve students’ motivation in the learning [15].
Problem-based STEM learning is conducted in 4 meetingsas suited by the number of sub materials
in static fluid, such ashydrostatic pressure, Pascal law, Archimedes law and surface strains. In Problem-
based STEM learning, students did an experiment to acquirethe concepts and applied them to solve
problems. The students conducted the experiment with U-tube to acquire hydrostatic pressure concept.
To acquirePascal law concept, students conducted an experiment with 2 syringes with different
diameters connected by water-filled pipette. To acquireArchimedes law concept, students conducted a
measurementof weight of burden in air, in water and the weight of water that moves to another place.
Then, students conducted an experiment with paper clip and razor blade in water surface to acquirethe
concept of surfacestrains. The basis of problem-based learning is rooted in Dewey’sprinciple of
“learning by doing and experiencing”[6].

Figure 2. Students present the Pascal concept

The acquired concepts are then used by the students to design a simple device. In Figure 2, students
are seen presenting the device of their design. The teacher provided several materials for every group,
such as 2 syringes with different diameters, sticks, wire, water and hose. The device in Figure 2 is meant
to demonstrate the concept of Pascal’s law. Students had successfully presented the work by explaining
the phenomenon, concepts, and STEM integration which are involved in the making of the device. Some
of the other groups are able to create similar devices. However,there are some that are unable to because
they could not solve the problems while theywere creating their project. The positive response in Figure
3shows the students’ reception toward the learning.

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International Conference on Mathematics and Science Education
of Universitas Pendidikan Indonesia
Volume 3, 2018 | P-ISSN 2655-2361, E-ISSN 2655-3252

SA 38.30

A 58.25

D 3.09

SD 0.36

0 20 40 60 80

Figure 3. The percentage of students’ response towards the learning

The figure shows that 38.30% of the students are in “strongly agree” scale, 58.25% of students are in
“agree” scale, 3.09% are in “disagree” scale and 0.36% are in “strongly disagree” scale. The symbols of
these scales are SA for “strongly agree”, A for “agree”, D for “disagree”, SD for “strongly disagree”.
The students also stated that they can easily understand and remember static fluid concept by doing
experiments. Through Problem-based STEM learning, students are able to acquirethe concept and solve
problems with various kinds of solutions. The improvement of STEM education can improve peoples’
literacy on technology and science[16], [17].

4. Conclusion
Based on the result and discussion, the conclusion shows that there is a significant difference between
pre-test and post-test score. Moreover, the students’ scientific literacy improves with medium category.
The problem-based STEM learning affects students’ scientific literacy and it has a strong impact toward
students’ scientific literacy. Students gave positive response toward the learning.

5. Acknowledgments
I would like to express my gratitude to SMAN 8 Muaro Jambi that has supported this study.

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[14] Nurlaely N, Permanasari A and Riandi R 2017 Student ’s STEM Literacy in Biotechnology
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