Jurnal Akademika Kimia, 14.
: 13-16.
February 2025 ISSN .
2477-5185 | ISSN .
2302-6030 http://jurnal.
id/index.
php/jak/ OPEN ACCESS The Influence of The STEM Learning Model on Improving Students' Scientific Literacy and Numeracy Skills on Reaction Rate Material *Santa M.
Manalu & Gulmah Sugiharti Program Studi Pendidikan Kimia Ae Universitas Negeri Medan.
Sumatera Utara Ae Indonesia 20221 Received 31 December 2024.
Revised 15 January 2025.
Accepted 06 February 2025 doi: 10.
22487/j24775185.
Abstract This study was conducted to determine whether the STEM learning model has a significant effect on students' scientific literacy and numeracy skills at the rate of material speed.
The target population was grade XI students of SMA Negeri 3 Medan .
onsisting of 9 classe.
, and two classes were selected as samples through purposive sampling techniques.
The type of research used was quasiexperimental .
seudo-researc.
, with a Control Group Pretest-Posttest Design.
The data collection instrument was a multiple-choice test .
designed to measure scientific literacy and numeracy, and has been tested for validity and reliability.
Data analysis employed a one-tailed t-test .
ight-taile.
with a significance level of 0.
The results of the statistical analysis showed that the t-count value .
was greater than the t-table value .
, leading to the rejection of the null hypothesis (H.
and the acceptance of the alternative hypothesis (H.
In conclusion, the STEM learning model has a significant impact on enhancing students' scientific literacy and numeracy skills in the context of reaction rates.
Keywords: Numerasi, reaction rate, science literacy.
STEM model (Nurhayati et al.
, 2.
Referring to the two definitions, scientific literacy and numeracy are essential aspects of learning because both have a strong relationship with everyday life through problem-solving skills.
Problems related to the level of science literacy and numeracy in Indonesia are still a Data from the 2022 PISA assessment illustrate this situation, where, although Indonesia has improved its ranking, students' science literacy and numeracy ability scores still show a gap compared to the average of other PISA participating countries, as officially released on December 5.
As a result.
Indonesia is ranked 68th (OECD.
The low level of science literacy and numeracy is also supported by interviews conducted with chemistry teachers at SMA 3 Medan, which revealed that students have difficulty solving problems related to natural phenomena in the surrounding environment, completing calculation problems, and struggle to understand science material involving data, graphs, and experiments.
Implementing less innovative and teachercentered learning models is one factor contributing to low scientific literacy and student numeracy among low-ability students (Aristawati, 2.
This is supported by Sugiharti & Zen .
, who emphasized the importance of learning models as an effective means of conveying knowledge and improving student learning success in teaching and Introduction Learning is a two-way interaction between teacher and student, in which various components play a role (Sugiharti & Anugrah, 2.
Learning is often an integral component of education, which has great significance in human life.
Upbringing forms individuals not only intellectually competent but also with good character and skills relevant to the needs of the times.
Education in Indonesia is currently in the 21st century, an era marked by advances in science and technology.
Education aims to develop students' skills to face the changing times (Zulanwari et al.
, 2.
Furthermore, in the 21st century, more than just competence in reading and writing, disciples were expected to master various other abilities.
However, there are six basic literacies that students need to master: science literacy and numeracy (Sustina, 2.
Understanding and applying scientific concepts in everyday life is the essence of scientific Mastery of this literacy is an important aspect, especially for students, as it plays a role in increasing their understanding of the environment and the ability to solve problems rationally, particularly in life phenomena (Nurfadillah et al.
Numeracy refers to the ability to solve problems involving symbols, as well as mathematical applications relevant to life situations a *Correspondence :
Santa Maria Manalu e-mail: santamanalu01@gmail.
A 2025 the Author.
retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.
0 International, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Santa M.
Manalu & Gulmah Sugiharti learning activities.
This is supported by interviews conducted with chemistry teachers, who still primarily use lecture, discussion, and assignment methods when implementing learning.
Teacher dominance in learning models can render students passive and less facilitated in developing scientific literacy, including the application of everyday scientific concepts and numeracy skills in calculation problems (Hijjayati et al.
, 2.
The science material, including reaction rates, is highly relevant to chemistry learning.
Reaction rates have numerous applications in various aspects of life.
The reaction rate also involves mathematical calculations (Sakti et al.
, 2.
Reaction rate is a chemistry lesson material that is often considered difficult by students because it requires two key skills: conceptual understanding and calculation (Yerimadesi & Afendi, 2.
The average daily test score of 70 obtained by class XI MIPA 1 students of SMA Negeri 3 Medan in the 2023/2024 academic year for the Reaction Rate material is an indication of their less-than-optimal understanding of the Understanding reaction rates highlights the need for innovative learning models to enhance students' scientific literacy and numeracy, particularly in the context of reaction rates.
Students can integrate conceptual understanding with numerical analysis skills.
For example, textually understanding the factors that influence reaction rates .
cientific literac.
and then analyzing experimental data to determine reaction orders and rate constants .
One of the learning models that can be used is STEM.
As shown by Sugiharti et al.
, the Problem-Based Learning model is an alternative learning model that can also enhance scientific literacy, in addition to the STEM STEM is an integrated learning framework that provides a forum for developing student investigation activities, communication skills, critical thinking, and building students' understanding of phenomena in everyday situations (Starzinski, 2.
The STEM model encompasses academic understanding and involves science and mathematics processes and concepts that prepare students to address rapidly developing global challenges (Irmawati et al.
, 2.
The implementation of STEM learning has been proven effective in improving students' scientific literacy and numeracy.
This learning supports students to solve real problems by connecting them to scientific concepts and calculations (Amahoroe et al.
, 2.
Research by Astuti et al.
demonstrates that STEM learning can enhance students' scientific literacy to a high level.
Amarlita .
also stated that the application of STEM learning in the reaction rate material in class XI, as taught by MA Matlaul Anwar, has proven effective, with 25% of students achieving an outstanding category.
Research by Diana & Saputri .
shows that STEM can improve students' numeracy skills.
Additionally, according to Yusuf et al.
STEM learning can motivate children to learn mathematics and enhance their numeracy skills.
Starting from the identification of the problems that have been described, this study aims to test "The Effect of the STEM (Science.
Technology.
Engineering, and Mathematic.
Learning Model on Improving Students' Science Literacy and Numeracy Skills on Reaction Rate Material".
Methods This study used a Quasi-Experimental design with a two-group pretest-posttest Control model.
The implementation took place at SMA Negeri 3 Medan, with the research subjects is experimental class (XI 1-.
where there are 16 men and 20 women and a control class (XI 1-.
, each consisting of 36 students, where there are nine men and 26 women Details of this research design can be seen in Table Tabel 1.
Two group pretest-posttest research
Group
Experimental Control
Pretest
OCA
OCA
Treat
Posttest
OCC
OCC
(Sugiyono, 2.
Description:
OCA :
Before being treated, the experimental and control classes underwent an initial O2 :
ability test (Pre-tes.
Final ability test .
in the experimental class and control class after being given treatment X1 :
Treatment using the STEM model on the reaction rate material X2 :
Treatment using conventional learning on the reaction rate material.
To collect data, a 20-question multiple-choice science and numeracy literacy test was used, which met the criteria of validity, difficulty level, discriminatory power, and reliability.
Data analysis was conducted using a one-tailed t-test .
ight-taile.
at a significance level of 0.
Prior to this, data normality was assessed using the chi-square test, and homogeneity of variance was evaluated using the F-test, both with a significance level of 0.
Results and Discussion Table 2 presents data on students' scientific literacy and numeracy abilities, obtained from both the control class and the experimental class, including pretest and posttest data.
Table 2.
Data on students' scientific literacy and numeracy abilities Kelas Pre-Test Posttest Experimental Control The data in the table above shows the average value of students' abilities before and after taking the test.
The experimental class exceeds the average value in the control class.
Volume, 14.
No.
1, 2025, 13-16
Jurnal Akademika Kimia Furthermore.
Dasgupta et al.
argue that STEM equips students with scientific literacy skills, which are reflected in their ability to read, write, observe, and carry out scientific practices.
These skills are important capital for them to interact in society and solve everyday problems.
The study by Yatin et al.
also showed that the average value of numeracy skills for students taught using the STEM learning model was higher than that for students taught using the conventional learning model.
In STEM learning, students not only learn numbers and formulas abstractly, but they also see how mathematics is used as a tool to understand and solve problems in everyday life (Li et al.
, 2.
STEM often involves the use of various measuring instruments, data analysis software, and other technologies.
Practical experience with these tools enhances students' understanding of measurement, data representation, and the interpretation of numerical results, which are key aspects of numeracy skills (Herman et al.
For hypothesis testing, a series of analysis requirement tests, including normality and homogeneity tests, were first conducted at a significance level of 0.
The results of the normality test for students' scientific literacy and numeracy abilities are presented in Table 3.
Table 3.
Normality test of students' science literacy and numeracy ability data Class Experimental Control ycyayeOyeOyei ycyayeiyeCyeEyeIyes Description Normal Normal Interpretation of the data in Table 3 shows that the significance value of the normality test for both classes is greater than ycUEaycnyc < ycUycycaycayceyco .
This means that the distribution of data on students' scientific literacy and numeracy skills, both taught with the STEM and conventional models, is normal.
Information on the results of the homogeneity test of students' scientific literacy and numeracy skills can be found in Table 4.
Table 4.
The homogeneity test of students' scientific literacy and numeracy abilities Class Experimental Control ycyeOyeOyei yctabel Description Homogeneous Conclusions Based on the t-test analysis, the calculated t-value is 7.
367, which is greater than the t-table value of 1.
Therefore.
Ha is accepted and Ho is This study concludes that the STEM model has a significant influence on students' scientific literacy and numeracy abilities regarding the reaction rate material.
The interpretation of the data in Table 4 shows that ycyeOyeOyei < yctable, indicating that the data on students' science literacy and numeracy abilities using the STEM model and the conventional model are homogeneous.
After the data is typically distributed and homogeneous, a hypothesis test is conducted using the t-test .
ight sid.
with a significance level of = 0.
05, as shown in Table 5.
Table 5.
Hypothesis test of students' science literacy and numeracy abilities Class tyeOyeOyei Description Experimental Control Acknowledgment The author expresses his deep appreciation to the chemistry teachers and students of classes XI1.
XI-3, and XII MIPA 2 at SMA Negeri 3 Medan, who contributed to the success of this research.
References