JURNAL PENDIDIKAN MATEMATIKA DAN IPA
Vol.
No.
http://jurnal.
id/index.
php/PMP IMPLEMENTATION OF STEM-BASED DIGITAL
TRANSFORMATION TO IMPROVE SCIENCE LITERACY
OF JUNIOR HIGH SCHOOL STUDENTS IN
PADANGSIDIMPUAN CITY
Nurhidaya Fithriyah Nasution1.
Febriani Hastini Nasution2.
Muhammad Syahril Harahap3* 1Department of Chemistry Education.
Faculty of Mathematics and Science Education.
Institut Pendidikan Tapanuli Selatan.
Jalan Sutan Muhammad Arif.
Padangsidimpuan, 22716.
Indonesia Department of Physics Education.
Faculty of Mathematics and Science Education.
Institut Pendidikan Tapanuli Selatan.
Jalan Sutan Muhammad Arif.
Padangsidimpuan, 22716.
Indonesia Department of Mathematics Education.
Faculty of Mathematics and Science Education.
Institut Pendidikan Tapanuli Selatan.
Jalan Sutan Muhammad Arif.
Padangsidimpuan, 22716.
Indonesia Email Corresponding: muhammadsyahrilharahap@gmail.
DOI: http://dx.
org/10.
26418/jpmipa.
Abstract The low level of science literacy among junior high school students, especially in regions such as Padangsidimpuan City, remains a major obstacle to delivering education that meets the demands of the 21st century.
Digital transformation, combined with the STEM (Science.
Technology.
Engineering, and Mathematic.
approach, is considered a promising solution by integrating technology into instruction and enhancing studentsAo critical thinking abilities.
This study aims to: .
assess the science literacy levels of junior high school students in Padangsidimpuan City before and after the implementation of the instructional intervention.
describe the implementation of science learning designed around digital transformation and the STEM approach.
evaluate its effectiveness in improving science literacy.
A mixed-methods approach was adopted, utilizing a quasi-experimental design with a nonequivalent control group.
Data were collected through science questionnaires, and interviews with both students and teachers.
Quantitative data were analyzed using t-tests and normalized gain (N-Gai.
, while qualitative data were interpreted through thematic The findings demonstrate a significant increase in science literacy among students in the experimental group compared to those in the control group, with an average N-Gain of 0.
categorized as moderate to high.
The results suggest that science instruction incorporating digital transformation and the STEM
Received Revised Accepted : 2025-09-19
: 2026-02-10
: 2026-02-12
This work is licensed under a Creative Commons Attribution 4.
0 International License Jurnal Pendidikan Matematika dan IPA Vol.
No.
approach is effective in improving studentsAo science literacy and promoting active participation in the learning process.
Moreover, this study produced a contextual digital learning module and offered policy recommendations to support science and technology-oriented Keywords: digital transformation.
STEM, science literacy, science education.
Padangsidimpuan INTRODUCTION The rapid advancement of technology (ICT) has brought significant changes across various aspects of life, including the field of The digital era demands a transformation in the education system that goes beyond content mastery, emphasizing 21st-century skills such as critical thinking, problem-solving, collaboration, and digital literacy.
Digital transformation in education has become a key strategy to improve both the quality of the learning process and outcomes, particularly in science education, which emphasizes scientific process skills and deep conceptual understanding .
Digital education entails a paradigm shift from technology-based and digital contentdriven learning.
Interactive learning technology-based learning resources serve as effective alternatives to foster studentsAo However, the implementation of digital transformation in regions such as Padangsidimpuan City still faces several challenges, including limited inadequate availability of devices, and insufficient teacher competencies in integrating ICT into teaching practices .
contextual teaching approaches are also essential.
One relevant and proven effective approach to enhancing studentsAo science literacy is the STEM (Science.
Technology.
Engineering, and Mathematic.
STEM
not only emphasizes the mastery of conceptual knowledge but also fosters higher-order thinking skills and realworld application of scientific Brown .
emphasized that STEM is not merely an acronym but a framework for building Previous studies have shown that the STEM approach can significantly improve student motivation, problemsolving skills, and science literacy .
Ae .
Science literacy itself refers to the ability to use scientific knowledge to identify issues, explain phenomena scientifically, and draw evidencebased conclusions .
In the context of science learning at the junior high school level, strengthening science literacy is crucial in preparing students to face both global and local challenges that are rooted in science and Although digital transformation and the STEM approach have been prioritized in national education policies, their implementation in junior high school science learning still faces Nurhidaya Fithriyah Nasution.
Febriani Hastini Nasution.
Muhammad Syahril Harahap Implementation of Stem-Based Digital Transformation to Improve Science Literacy of Junior High School Students in Padangsidimpuan City Jurnal Pendidikan Matematika dan IPA Vol.
No.
various constraints, particularly in areas with limited technological infrastructure .
, .
The gap between policy directions and on-the-ground realities poses a serious challenge to achieving equitable improvements in science education quality.
Therefore, this study aims to address the following research questions: .
What is the level of science literacy among junior high school students in Padangsidimpuan City implementation of digital STEMbased learning? .
How is the implementation process of digital transformation-based science learning using the STEM approach carried out Padangsidimpuan? and .
To what extent is the effectiveness of this learning model in improving studentsAo science literacy? The main objectives of this study are to: .
analyze the level of studentsAo science literacy before and after the implementation of digital STEMbased instruction.
describe the contextual implementation of science and .
measure the effectiveness of the learning approach in enhancing studentsAo science literacy.
The findings of this study are expected to contribute theoretically to the development of innovative STEMbased science learning models and recommendations that support the acceleration of digital transformation in education, particularly in resourceconstrained areas.
METHOD
Research Design and Approach This study employed a mixed methods approach, integrating both quantitative and qualitative data to obtain a comprehensive understanding of the investigated phenomenon.
The quantitative component utilized a quasi-experimental specifically the Nonequivalent Control Group Design, where the experimental and control groups were not randomly assigned but shared comparable initial This design was combined with a qualitative approach involving classroom observations and participants' perceptions in depth.
Research Site and Participants The study was conducted at three public junior high schools (Sekolah Menengah Pertama or SMP) in Padangsidimpuan City, purposively based on the following criteria: .
availability of basic ICT infrastructure, .
willingness of science teachers to collaborate, and .
representing the local context.
The sample consisted of six classesAithree experimental and three controlAiwith a total of 180 students.
The experimental classes received STEM-based science instruction supported by digital transformation, while the control classes followed conventional teaching Research Instruments To comprehensively capture the data needed to address the research objectives, this study employed four primary research instruments, each designed to measure different aspects of the learning process and outcomes.
These instruments are as follows:
Nurhidaya Fithriyah Nasution.
Febriani Hastini Nasution.
Muhammad Syahril Harahap Implementation of Stem-Based Digital Transformation to Improve Science Literacy of Junior High School Students in Padangsidimpuan City Jurnal Pendidikan Matematika dan IPA Vol.
No.
Science Literacy Test.
The test was developed based on the PISA (Programme for International Student Assessmen.
science includes indicators such as:
explaining scientific phenomena, scientific investigations, and interpreting scientific data and The consisted of 20 items, including multiple-choice shortresponse questions.
Validity was judgment, and reliability was confirmed through a pilot study using CronbachAos Alpha.
Student Response Questionnaire.
A structured questionnaire was designed to measure students' perceptions of STEM-based and digitally integrated learning.
The questionnaire included indicators such as student engagement, ease of technology use, and perceived Classroom Observation Sheet.
Used to assess the implementation fidelity of STEM learning, students' participation, and the integration of digital tools Interview Guidelines.
Semistructured conducted with science teachers and selected students to explore experiences, perceptions, and implementation of digital STEMbased learning.
To ensure the clarity of the digital intervention, the STEM-based instruction in the experimental classes integrated several digital tools in a structured manner.
Canva was used to deliver animated concept videos and introduced scientific phenomena in Interactive simulations supported students in exploring scientific processes and testing variables virtually, enabling inquiry-based learning.
Wordwall functioned as a game-based formative understanding and maintain student The instructional sequence introduction through multimedia, mathematical analysis, and formative evaluation via digital quizzes.
Teachers acted as facilitators to guide students in using digital tools meaningfully within STEM learning Data Collection Techniques Quantitative data were collected through pre-tests and post-tests administered to both experimental and control groups, as well as from the student questionnaires distributed after the intervention.
Qualitative data were gathered from field notes during classroom observations and interview The study was carried out over one academic semester, with the intervention conducted over eight experimental classes.
Data Analysis Techniques Quantitative Data Analysis Descriptive statistics were used to examine mean scores, standard deviations, and score distributions.
Nurhidaya Fithriyah Nasution.
Febriani Hastini Nasution.
Muhammad Syahril Harahap Implementation of Stem-Based Digital Transformation to Improve Science Literacy of Junior High School Students in Padangsidimpuan City Jurnal Pendidikan Matematika dan IPA Vol.
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paired sample t-test was used to assess differences between pre-test and posttest scores within each group.
independent sample t-test was employed to compare post-test scores between the experimental and control The normalized gain (N-Gai.
was calculated to determine the relative improvement in student Qualitative Data Analysis A thematic analysis approach was adopted, involving the stages of This enabled the identification of contextual factors, instructional processes, and variables influencing the success of the digital STEM learning model.
RESULT AND DISCUSSION
This section presents the research findings based on the previously formulated objectives, including: .
analysis of students' .
implementation of science learning based on digital transformation and the STEM approach.
evaluation of the effectiveness of the learning model in enhancing science literacy.
StudentsAo Science Literacy Levels Before and After the Intervention Based on the pre-test results, the science literacy level of junior high school students in Padangsidimpuan City was relatively low.
The average pre-test score in the experimental class 2 (SD = 8.
, while in the control class it was 45.
7 (SD = 9.
Prior to hypothesis testing, the data were confirmed to be normally distributed (ShapiroAeWilk, p > 0.
and homogeneous (LeveneAos test, p > .
, indicating that parametric analysis assumptions were met.
independent sample t-test showed no significant difference between the two groups .
> 0.
, indicating that the initial capabilities of students were Post-test The average post-test score in the experimental class increased to 79.
6 (SD = 7.
, while the control class achieved only 62.
1 (SD =
The independent t-test indicated a statistically significant difference between the two groups .
< 0.
The magnitude of this difference was substantial, with a large effect size (CohenAos d = 1.
, indicating a strong practical impact of the digital-STEM intervention on studentsAo science Analysis using the Normalized Gain (N-Gai.
revealed that the experimental class achieved an average gain of 0.
ategorized as moderateAehig.
, while the control class obtained only 0.
ategorized as lowAemoderat.
, as summarized in the table 1.
Table 1.
Improvement in Science Literacy Using N-Gain Analysis Group Mean Pre-test Mean Post-test Experimental 46.
Control Source: Pre-test and post-test results, 2025 N-Gain Category ModerateAeHigh LowAeModerate Nurhidaya Fithriyah Nasution.
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Muhammad Syahril Harahap Implementation of Stem-Based Digital Transformation to Improve Science Literacy of Junior High School Students in Padangsidimpuan City Jurnal Pendidikan Matematika dan IPA Vol.
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In terms of literacy level distribution, 68% of students in the experimental class reached the AuproficientAy category after intervention, compared to only 29% in the control group.
The proportion of students in the Aulow literacyAy category decreased from 54% to 11% in the experimental class, demonstrating a achievement levels.
These findings are consistent with previous research conducted by Sole .
and Sulistiyowati .
, which confirmed that the STEM-based enhances studentsAo science literacy, particularly in the areas of scientific concept application and problemsolving skills.
The STEM approach integration, enabling students to understand science within real-world contexts rather than merely as conceptual memorization.
Khairani .
also emphasized that STEM is not solely an instructional method, but a conceptual framework that fosters interdisciplinary thinking and project-based problem solving.
the present study, the integration of STEM phenomena contributed to more meaningful learning and increased studentsAo conceptual understanding.
According to the OECD .
PISA framework, science literacy includes not only content understanding, but also the ability to reason scientifically, evaluate evidence, and make informed Therefore, the improvement in students' scores in the experimental class reflects not only mastery of the subject matter but also development of essential scientific competencies for the 21st century.
The supported by Shaik et al.
, who stated that the use of digital media in science instruction enhances studentsAo comprehension of complex topics.
Digital tools such as simulations and interactive modules serve as cognitive scaffolds, helping students to visualize abstract concepts that are often difficult to grasp through conventional methods .
Pedagogically, these results align with VygotskyAos constructivist theory, which posits that learning occurs more effectively when students construct knowledge through social interaction and the use of mediating tools, including digital technologies.
The teacher's role as a facilitator, rather than the primary source of knowledge, also supports the optimal development of studentsAo development (ZPD).
Implementation of STEM Learning Based on Digital Transformation The STEM-based learning model was implemented across eight instructional sessions using Canva-based Wordwall interactive quizzes, and virtual simulations.
Learning activities integrated real-life local contexts, such as analyzing traditional tools from Tapanuli in the topic of pressure, to connect scientific concepts with studentsAo environments.
Observation data indicated a high level of implementation fidelity, with an overall mean score of 3.
ery good categor.
Student engagement .
and collaborative interaction .
were the most prominent aspects, while teacher facilitation .
and Nurhidaya Fithriyah Nasution.
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Muhammad Syahril Harahap Implementation of Stem-Based Digital Transformation to Improve Science Literacy of Junior High School Students in Padangsidimpuan City Jurnal Pendidikan Matematika dan IPA Vol.
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digital tool integration .
also demonstrated strong instructional These results confirm that digital-STEM implemented effectively even schools with limited resources.
Table 2.
Observation Results of Digital-Based STEM Learning Implementation Observed Aspect Student Enthusiasm and Engagement Group Participation and Interaction Description of Findings Students showed high enthusiasm and active participation during lessons using digital tools.
Group discussions improved significantly, with students actively sharing ideas and collaborating on STEM projects.
Teacher's Role in the Teachers functioned as facilitators, guiding Classroom students' exploration instead of delivering Source: Classroom observation sheet, field notes, and researcher documentation.
Figure 1.
Growth profiles of bacterial isolates IS-1.
IS-2, and IS-3 in media supplemented with Pb metal at concentrations ranging from 150 to 350 ppm (Only use capital letters at the beginning of the sentenc.
Overall, the implementation was (Ou85%), demonstrating the feasibility and effectiveness of integrating digitalbased STEM learning in junior high school science classes, even in resource-limited These findings align with Lestari et al.
who found that the use of Wordwall motivation and engagement in basic science learning, confirming its potential as an effective educational medium in middle school contexts.
Recent evidence corroborates these findings.
For instance.
Lin et al.
found that well-integrated digital STEM interventions significantly improve student engagement and conceptual understanding in science classrooms across diverse contexts.
Similarly.
Khaeroningtyas et al.
reported that technology-enhanced STEM activities increase student motivation and collaborative problem- solving skills, especially in resourcelimited settings.
StudentsAo and TeachersAo Perceptions and Experiences Student responses from the postintervention illustrated in the diagram 1.
The results indicate a very positive perception.
Approximately 88% of students agreed that the learning process was more engaging and easier to understand, reflecting improvements in affective aspects and overall engagement.
This aligns with the principle of active learning within emphasizes activity, interaction, and reflection as keys to meaningful learning .
Furthermore, 84% of students reported increased confidence in expressing ideas and participating in discussions, indicating enhanced Nurhidaya Fithriyah Nasution.
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Muhammad Syahril Harahap Implementation of Stem-Based Digital Transformation to Improve Science Literacy of Junior High School Students in Padangsidimpuan City Jurnal Pendidikan Matematika dan IPA Vol.
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Additionally, 90% of students acknowledged that digital media significantly helped them understand science concepts, particularly abstract topics that are typically difficult to One student explained.
AuSimulations made it easier to understand how pressure works, because we could directly observe the Ay A teacher also stated.
AuUsing Canva and Wordwall helped structure lessons more clearly, and compared to conventional classes.
Ay Figure 1.
Student Questionnaire Results The use of simulations and technology as mindtools, as proposed by Jonassen .
, allowing students to learn with media, rather than merely from media, thereby improving both engagement and cognitive outcomes.
Interviews revealed that the digital-STEM approach enabled more structured and 21st-century skills-oriented lesson Teachers stated that encouraged them to design learning processes, critical thinking, and problem solving.
These findings support the arguments of Scagliola et .
and Wu .
, who highlighted 21st-century classrooms must shift from being information providers to facilitators of higher-order thinking and digital literacy development.
Teachers also noted that this approach motivated students to self-directed especially when given autonomy to explore interactive media and digital learning resources.
This observation is consistent with findings by Kamila & Maryani .
, who demonstrated that STEM-based digital learning enhances self-regulated learning and students' problem-solving abilities in science Project-based and problembased learning inherent in STEM also provides students with authentic learning experiences, which improve engagement and learning initiative .
Ae.
Despite challenges remainAiparticularly in terms of internet access and availability of ICT devices, especially Nurhidaya Fithriyah Nasution.
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for students from lower-income This discussion aligns with the constructivist perspective that emphasizes the importance of student engagement in real-world contexts and technology as a cognitive support tool.
Therefore, digital transformation in education should not be viewed solely as a technical shift, but as a pedagogical strategy to improve the quality of science learning interactions and conceptual understanding .
, .
, .
CONCLUSION
This study provides empirical evidence that the implementation of digital transformation based on the STEM approach in science learning significantly enhances junior high school studentsAo science literacy in Padangsidimpuan City.
Learning activities designed through the integration of interactive digital media interdisciplinary approaches .
cience, technology, engineering, and mathematic.
were effective in improving conceptual understanding, and fostering studentsAo critical thinking Specifically, the conclusions of this study are as follows:
The studentsAo science literacy level before the intervention was categorized as low, with no statistically significant difference between the experimental and control groups.
The implementation of STEMbased learning supported by digital media successfully created a more interactive, contextual, and meaningful learning environment.
improvement in students' science literacy was observed in the experimental group compared to the control group, as evidenced by the post-test results and N-Gain scores categorized as moderate to ACKNOWLEDGEMENTS The authors would like to express their sincere gratitude to Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM).
Ministry of Education.
Culture.
Research, and Technology of the Republic of Indonesia for providing research funding under the 2025 fiscal year.
Special thanks are also extended to the Padangsidimpuan City Education Office and all participating schools for their valuable support and cooperation throughout the research process.
This section concludes and provides policy implications, if any, of the study.
The conclusion.
should be at the same order with ones discussed.
REFERENCES