Developing technology and engineering literacy for Junior High School students through STEM-based science learning

Abstract

Abstract The 21st Century and the Fourth Industrial Revolution (4IR) require human resources to possess current life skills and technological mastery. This demand can be fulfilled through STEM-based learning. However, there are a few studies on STEM-based science learning to improve technological literacy. This study aimed at determining the effect of STEM-based science learning on technology and engineering literacy among Junior High School students. The method in this study employed a quasi-experiment with pretest posttest control group design in 2 classes. The experimental class was taught with STEM-based science learning, while, in the control class, the teacher used regular learning (scientific approach). The observation sheets of science and technology literacy were developed to measure the students’ literacy skills. The analysis results showed that there was a significant difference in the technology and engineering literacy skills between the experimental class and the control class with the significance effect of STEM learning towards literacy ability was 64.10%. It indicated significant improvement from the experimental classes since STEM-based learning provided the opportunity among students to apply knowledge and to solve real-world problems through engineering processes that can enhance their knowledge mastery as well as encourage them to create something new.