Published
2022-04-25
Issue
Section
Articles
How to Cite
Integrated PjBL-STEM in Scientific Literacy and Environment Attitude for Elementary School
Endang Widi WINARNI
Department of Elementary Education, University of Bengkulu, Indonesia.
https://orcid.org/0000-0002-9761-4716
Mageswary KARPUDEWAN
School of Educational Studies, University of Science Malaysia, Penang, Malaysia.
https://orcid.org/0000-0001-8669-504X
Bhakti KARYADI
Department of Science Education, University of Bengkulu, Indonesia.
https://orcid.org/0000-0003-0971-7772
Gumono GUMONO
Department of Language Education, University of Bengkulu, Indonesia.
https://orcid.org/0000-0003-2208-8376
DOI: https://doi.org/10.20448/edu.v8i2.3873
Keywords: Scientific literacy, PjBL, STEM, Environmental attitude, Diorama, Student, Elementary school.
Abstract
Integrating Project-Based Learning (PjBL) and Science, Technology, Engineering, and Mathematics (STEM) in elementary schools can increase the quality of human resources in industrialization and globalization to maintain the environmental system and fulfill 21st century competencies. The research method used Quasi-Experiment from elementary schools in Bengkulu, Indonesia, with 50 respondents for the experiment and control class. For all attitude, context, and knowledge indicators, the data was analyzed using a non-parametric test and an ANOVA. The instrument's validity was tested statistically and by experts. The results show that PjBL and STEM significantly affect scientific literacy and environmental attitudes in three indicators. Furthermore, the diorama project with PjBL and STEM allows students to investigate environmental conservation efforts, accommodate science and technology. Students' success in making slogans to solve science problems. Environmental literacy instruments and STEM are suggested to be integrated with cognitive, motivation, behavior, and values.