The Effect of Project Based Learning (PjBL) - STEM in Improving Students' Science Literacy Skills on Topic of Alternative Energy


Dinda Rizky Berliana , Irma Rahma Suwarma , Hera Novia






Vol. 10 No. 1 (2024): January-June


Science Literacy, PjBL, STEM, Physics, Alternative Energy



How to Cite

Berliana, D. R., Suwarma, I. R., & Novia , H. (2024). The Effect of Project Based Learning (PjBL) - STEM in Improving Students’ Science Literacy Skills on Topic of Alternative Energy. Jurnal Pendidikan Fisika Dan Teknologi, 10(1), 141–148.


Download data is not yet available.


Metrics Loading ...


Science literacy skills are one of the abilities in understanding scientific knowledge to solve problems in everyday life. However, science literacy in Indonesia is still classified as low. So that in the independent curriculum currently used in education, science literacy is one of the competencies that is very important and also needed by Pancasila students. The purpose of this study is to analyze the improvement of science literacy skills as a result of PjBL - STEM learning in class X in one of Bandung State High School on alternative energy material. The sampling consisted of 32 students and the sampling technique was taken using convenience sampling technique. Data collection used is by formative test description of science literacy skills. The test instruments used were 2 questions identifying scientific issues, 2 questions explaining scientific evidence, and 3 questions explaining scientific evidence.  The method used in this research is pre-experiment method using one group pre-test - post-test research design. The data that has been obtained is analyzed using the N-Gain value and effect size. The results showed that the value of students' science literacy skills increased with an average post-test score of 83.16 and the overall N-Gain value obtained was 0.57 and included in the moderate category, then the increase in students' science literacy in each indicator, namely in identifying problem issues, explaining scientific phenomena, and explaining scientific evidence has a moderate category. However, of the three indicators, the indicator of identifying scientific issues has the smallest N-Gain of 0.51. The calculation of the effect size value is carried out to determine how much influence learning using the PjBL-STEM model has in improving science literacy skills, so that in the research that has been done it is found that the effect size is 3.23 and is included in the "high" category. Thus, learning with the PjBL-STEM model has an effect in improving students' science literacy skills.


Afriana, J., Permanasari, A., & Fitriani, A. (2016). Penerapan project based learning terintegrasi STEM untuk meningkatkan literasi sains siswa ditinjau dari gender. Jurnal Inovasi Pendidikan IPA, 2(2), 202. DOI:

Bakri, F. P., Budi, E., & Rahmawati, Y. (2023). The integration of mobile learning in STEM-PjBL for Physics learning: a systematic literature review. In Journal of Physics: Conference Series (Vol. 2596, No. 1, p. 012065). IOP Publishing. DOI:

Bybee, R., & M. (2011). Scientific literacy and student attitudes: perspectives from PISA 2006 science. International Journal of Science Education, 33(1), 7-26. DOI:

Diana, N., & Sukma, Y. (2021). The effectiveness of implementing project-based learning (PjBL) model in STEM education: A literature review. In Journal of Physics: Conference Series (Vol. 1882, No. 1, p. 012146). IOP Publishing. DOI:

Hong, Lin, Chen B, C. N. (2019). Integrated STEM Learning in an Idea-centered Knowledge-building Environment. SPRINGER NATURE, 28, 63–76. DOI:

Jufrida, J., Basuki, F. R., Kurniawan, W., Pangestu, M. D., & Fitaloka, O. (2019). Scientific literacy and science learning achievement at junior high school. International Journal of Evaluation and Research in Education, 8(4), 630–636. DOI:

Fiteriani, I., Diani, R., & Anwar, C. (2021, February). Project-based learning through STEM approach: Is it effective to improve students’ creative problem-solving ability and metacognitive skills in physics learning?. In Journal of Physics: Conference Series (Vol. 1796, No. 1, p. 012058). IOP Publishing. DOI:

Kemdikbudristek. (2023). PISA 2022 dan Pemulihan Pembelajaran di Indonesia. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. 5 Desember 2023.

Lutfi, Ismail, & Andi. A. (2018). Pengaruh Project Based Learning Terintegrasi STEM Terhadap Literasi Sains, Kreative dan Hasil Belajar Peserta Didik. Hal. 189-194.

Mayasari, T., Kadarohman, A., & Rusdiana, D. (2014). Pengaruh Pembelajaran Terintegrasi Science , Technology , Engineering , and Mathematics ( Stem ) Pada Hasil Belajar Peserta Didik : Studi Meta Analisis. Prosiding Semnas Pensa VI ”Peran Literasi Sains” Surabaya, 20 Desember 2014, 371–377.

Rahayu, H., Purwanto, J., & Hasanah, D. (2017). Pengaruh model pembelajaran project based learning (pjbl) terhadap kemampuan berpikir tingkat tinggi siswa. COMPTON: Jurnal Ilmiah Pendidikan Fisika, 4(1).

Rahmadyah. (2020). Pengembangan Instrumen Tes Literasi Sains Siswa Pada Topik Keanekaragaman Makhluk Hidup. Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi 4 (1) : 71-78. Mei 2020. DOI:

Suci D., Yuni G. (2019). Pengaruh Pendekatan Inquiry Berbasis Praktikum Menggunakan Model Siklus Belajar 5E Terhadap Kemampuan Literasi Sains dan Ketuntasan Hasil Belajar Siswa Pada Materi Sistem Pernapasan. Jurnal Pedago Biologi Vol. 7 No. 2 Oktober 2019. Hal.43-54.

Author Biographies

Dinda Rizky Berliana, Universitas Pendidikan Indonesia

Irma Rahma Suwarma, Universitas Pendidikan Indonesia

Hera Novia , Universitas Pendidikan Indonesia


Copyright (c) 2024 Dinda Rizky Berliana, Irma Rahma Suwarma, Hera Novia

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.