Concept acquisition and scientific literacy of physics within inquiry-based learning for STEM Education

Abstract

Abstract This research to describe the acquisition of concepts and scientific literacy of students, especially in physics material, namely Newton’s Law, in inquiry-based learning for STEM education. This research is non-experimental research with descriptive and correlational approaches. The concept acquisition of students is explored based on Bloom’s Taxonomy indicators and scientific literacy is explored based on 3 dimensions, namely the dimensions of content, context, and competence. The research sample was 34 high school grade X students in East Java Indonesia who were determined by purposive sampling technique. Data obtained from opened ended and observation questions. Data were analyzed with descriptive statistics and product-moment correlation (r = 0.88). The results showed that the acquisition of Physics concepts in C3 level students (medium category) 14.70%; C4 level (high category) 47.06%; and the C5 - C6 level (very high category) 38.23%. Whereas students’ scientific literacy in the context category was 34%, content 52%, and competence 14%. Students who have good concept acquisition, they have good scientific literacy tendencies.