The Effect of STEAM-Integrated PBL-C Model with Formative Assessment on Increasing N-Gain of Students^ Scientific Literacy Skills on Statics Fluid Topic
Ni Kadek Savita Radharani (a), Parno (a*), Purbo Suwasono (a), Nina Diana Nawi (b)

a) Departement of Physics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Jl. Semarang 5, Malang, 65145, Indonesia
(b)University Teknologi Malaysia, Malaysia
*parno.fmipa[at]um.ac.id
b) ninadiana[at]utm.my

Abstract

The application of the STEAM-integrated PBL-C model with Formative Assessment to increase students^ scientific literacy skills is still rare. This research investigates the effect of the PBL-C STEAM FA model on scientific literacy skills in static fluids topic. This quasi-experimental study uses a Non-equivalent Pretest-Posttest Control Group design. The subjects of this study are 11th-grade students at State Senior High School 1 Singosari, Indonesia, consisting of an experimental class and a control class. A scientific literacy test instrument with a Cronbach^s Alpha reliability of 0.741 was used in this study. Data were analyzed using the Mann-Whitney test, N-gain, and Cohen^s d-effect size. The results showed that the PBL-C STEAM FA model significantly increase students^ scientific literacy N-Gain compared to the conventional model. This result is supported by the increase in scientific literacy of the experimental class in the High category, which is two levels higher than the control class in the Low category, both in the overall topic, subtopics, and indicators of scientific literacy. The highest increase in scientific literacy in the experimental class occurred in the subtopic of Archimedes^ law and the indicators of evaluating and designing scientific investigations, as students designed and created miniature ship products and conducted experiments. This research has operational effects in the field with a d-effect size in the Large category. It is recommended for future research that the application of the PBL-C STEAM FA model is complemented with a scientific literacy test instrument that can represent each indicator in each subtopic.

Keywords: scientific literacy, static fluid, PBL-C, STEAM, formative assessment

Topic: Physics Education