An Extraordinary Duet: Integration of PjBL and STEM to Promote Student’s Motivation, Scientific Literacy Skills, and Students Learning Outcomes

Abstract

This study aimed to investigate the effect of the STEM-integrated PjBL learning model on students’ motivation, scientific literacy skills, and learning achievement. The study used a non-equivalent control group design with a population of eleventh-grade high school Islam Athirah II Makassar students. Science Class 1 and Science Class 2 were included in the sample. The research instruments consisted of a learning motivation questionnaire, a Test of Scientific Literacy Skill (TOSLS), and an achievement test consisting of 20 multiple-choice questions. The Independent Sample t-test was used to assess the research data. The results indicated that the STEM-integrated PjBL learning model had a significant effect on students’ learning motivation, scientific literacy skills, and learning outcomes, with a significance value of 0.00 (<0.05). According to these findings, the STEM-integrated PjBL learning model can be utilized to increase students’ motivation, scientific literacy skills, and learning outcomes.