Exploring STEM-Project-Based Learning Through a Bungee Jumping Prototype Project: Implications for Students^ Scientific Literacy
Wulan Permatasari, Rasna Solehayati, Sri Nur Koimah, Sumiyati Saadah, Yulia Sukmwardani, Ea Cahya Septia Mahen

Master of Science Education Study Program, Postgraduate UIN Sunan Gunung Djati Bandung

Abstract

This study aims to describe the implementation of STEM-Project-Based Learning (STEM-PjBL) through a bungee jumping prototype project and to analyze its impact on students scientific literacy. A descriptive qualitative approach with a single case study design was employed involving eleventh-grade science students who participated in a series of STEM-PjBL learning stages: reflection, research, discovery, application, and communication. Data were collected through document analysis, classroom observations, and a scientific literacy questionnaire aligned with the PISA 2025 framework. The results show that the learning implementation achieved good to excellent levels across most stages, with the highest student engagement observed in the discovery and application phases. The bungee jumping project effectively supported students in understanding elasticity concepts through hands-on design, testing, and presentation activities. Scientific literacy outcomes indicated strong positive responses, particularly in applying scientific knowledge to practical and social contexts, although data interpretation and scientific investigation skills require further reinforcement. Overall, STEM-PjBL effectively enhanced students scientific literacy by providing meaningful,
authentic, and collaborative learning experiences.

Keywords: STEM-PjBL, scientific literacy, elasticity, bungee jumping, project-based learning

Topic: Chemistry Education