The Autonomy-based STEM Learning Model in Improving Students^ Digital Literacy Mustika Wati(1), Artoni Yahya(2*), Margaritta(3), Yasmine Khairunnisa(4)
1 Departement of Physics Education, Faculty of Teacher Training and Education, Lambung Mangkurat University, Indonesia
2Teacher Professional Education Study Program, Faculty of Teacher Training and Education, Lambung Mangkurat University, Indonesia
3Physics teacher of SMAN 11 Banjarmasin, Indonesia
4 Departement of Science Education, Faculty of Teacher Training and Education, Lambung Mangkurat University, Indonesia
*Correspondence: artoni.yh017[at]gmail.com
Abstract
In today^s era of technology and information, digital literacy is a key factor for success in life and work, albeit it has received less attention in schools. School is a forum for students to learn and add information about the outside world through digital media, so the role of teachers is needed to solve this problem. Teachers are expected to be able to plan learning activities for students to be active in digital literacy which then increases students^ digital literacy. Therefore, research was conducted by applying the Autonomy-based STEM Learning model to physics learning to improve students^ digital literacy. This study used a mixed method aiming to describe: (1) the lesson plan implementation, and (2) students^ digital literacy. The subjects of this study were students of grade XI senior high school in Banjarmasin. Data collection techniques were tests, observations, and documentation. The results showed that: (1) the average lesson plan implementation score is respectively 3,38 (good), 3,54 (excellent), and 3,84 (excellent), and (2) students^ digital literacy has improved as seen through the change of pretest score 49,45 (moderate) to 85,81 (excellent), with the N-gain score of 0,72 (high). So, it can be concluded that students^ digital literacy can be increased by the Autonomy-based STEM Learning model.
Keywords: Digital literacy, physics learning, Autonomy-based STEM Learning
