Building Scientific Literacy and Physics Problem Solving Skills through Inquiry-Based Learning for STEM Education

Abstract

This study aims to determine the influence of Inquiry-Based Learning for STEM Education towards scientific literacy and physics problem-solving skills. This study used a quasi-experimental with pretest-posttest control group design. The population in this study is X grader students in SMA Negeri 1 Gondanglegi and the samples were chosen by cluster random sampling technique, resulted X MIA 1 as an experimental group and X MIA 2 as the control group. Each group consists of 26 students. Data collection was done by pretest and posttest for physics problem-solving skills. The result of t-test showed that p =0,013<0,05 and the average of the experiment group is 64,99 while the control group is 54,67. The experimental group was also measured in term of scientific literacy by using descriptive statistics and analyzed by using coding based on scientific literacy’s rubric. The descriptive statistic showed that the average result of scientific literacy was 50,92. The result in this study by using inquiry-based learning for STEM Education showed that the physics problem-solving skills on the experimental group is different by the control group, and there was an effect on student’s scientific literacy on experimental group.