The effectiveness of STEM-Based Science Teaching Materials in Improving elementary School Students’ Science Literacy

Science capability in Indonesia remains below expectations. Science mastery is limited to knowing the facts without being able to connect them to other, more complicated scientific concepts. Science exists to shape mindsets, behavior, and human character so that they can care for themselves, society, and the universe. In order to understand and solve problems, teaching materials that focus on life situations and global issues are required for implementation. The goal of this study was to assess the impact of STEM-based science teaching materials on students’ scientific literacy. This study employed a quantitative research design with a quasi-experimental research design. The Pretest-Posttest Control Group design was used. In this study, a test was used to measure students’ scientific literacy skills by having them answer pretest and posttest questions given to students in the control and experimental classes. Using STEM-based science teaching materials could increase scientific literacy of students with an N-gain score of 70.55 (high), but students who did not use STEM science teaching materials only had an N-gain score of 52.20 (medium). Based on data analysis, it was discovered that using STEM-based science teaching materials was very helpful in enhancing students’ scientific literacy.


Introduction
Muhadjir Effendy in his speech stated that the literacy of a nation is a matter of citizens/nations having life skills so that humans can compete and co-exist with other countries.A country's capacity for cooperation and victory in international competitiveness will be influenced by its level of literacy [1].In line with Narut & Supradi Indonesia has to be able to create a culture of scientific literacy through integrated education, beginning with family, school, and the community, as a requirement for 21stcentury life skills.[2].Literacy is one of the indicators used to assess a country's educational and human resource quality [1].According to the World Economic Forum (2015), One of the most crucial fundamental skills for children, parents, and the entire community is scientific literacy.To succeed in the age of Revolution 4.0, students must be literate in science.Students that possess scientific literacy abilities are more likely to develop the skills necessary for the industrial revolution 4.0 [3].
With a score of 382, Indonesia placed 64th out of 65 participating nations in the 2012 PISA assessment of scientific literacy.Indonesia received a score of 403 and was placed 62 out of 70 countries in 2015.Science competency scores rose from 382 in 2012 to 403 in 2015.The 2015 PISA results showing that the OECD's member countries averaged 493 for science, while Indonesia only received a score of 403 [4].According to Husnul, students' scientific literacy scores ranged from 396 in 2000 to 396 in 2018, remaining significantly lower than the OECD average of 489 [5] [6].Based on these data, it appears that Indonesia's scientific capability remains below expectations.Science mastery is limited to knowing the material but being unable to apply it to more complicated science issues.Students can only answer basic concepts through memorization and are unable to answer questions that determine reasoning and analysis in the field of science [7].According to the results of the Indonesian PISA, there are several factors that contribute to Indonesian students' low scientific literacy skills.Among them are a) textbook choices, b) misconceptions, c) lack of contextualization of learning, d) low reading proficiency, and e) An adverse learning environment and atmosphere [6].A variety of factors contribute to inadequate scientific literacy abilities, one of which is the text books used [7].
The government is working to raise learning standards in an effort to raise educational standards.If there are adequate learning resources, a successful teaching and learning process can take place.As a result, educators need to use creativity when developing lessons and creating instructional materials [8][9] [10].The quality of the teaching materials determines how well students learn.When educators are only focused on existing teaching materials and lack the creativity to develop innovative teaching materials, the quality of learning suffers.Teaching materials must be created because they can help teachers deliver material and achieve learning objectives where teaching materials that place life situations and global problems as the main part with four STEM aspects to understand and solve problems are required.The effect produced by the effectiveness of educators in teaching is greater than the effect produced by the selection of teaching materials [11].The interaction between educators and students is governed by teaching materials provided by schools and the government, so developing teaching materials in the science curriculum in schools is essential [12].STEM-integrated learning can only work properly if STEM-integrated science teaching materials are developed.In fact, the importance of teaching materials as a step toward STEM implementation is not directly proportional to their availability.According to several studies, incorporating STEM into teaching materials can improve the student's literacy and learning goals.
The results of the study Komarudin developed a STEM-based science e-book on simple plane materials.Data analysis results show that using STEM-based e-books can enhance students' conceptual mastery and literacy when compared to classes using non-STEM e-books.Obtaining a medium N-Gain score for the independent variable and a low N-Gain score for the dependent variable [13].Lutfi's research on Biology learning on environmental pollution material using a Project Based Learning approach integrated with STEM subjects.His research found significant differences in understanding the material presented between the two classes studied.In terms of scientific literacy, the tested group outperforms the untreated group in all categories.Furthermore, higher grades are attained through the use of creativity in the teaching and learning process.[14].The next research is "Learning Science through STEM-based Science Teaching Materials: Improved Concept Comprehension and Its Impact on Engineering Design Behavior and Ability to Work Together in Students [15].
This study used simple electrical circuit material for implementing STEM-based teaching materials in order to enhance students' literacy abilities.Results from the pretest and posttest show that pupils' literacy abilities have improved

Research methods
This research employed a quasi-experimental methodology.This design of research allows for organized sampling into specific groups.The "Pretest-Posttest Control Group Design" will be used in this study, with the "experimental class" and the "control class" serving as the research subjects using the same instructional materials.Following treatment, a posttest was provided to both classes to gauge the students' overall proficiency in scientific literacy.The following table shows the research design with an illustration of it: Hypothesis testing was used to evaluate whether STEM-based science teaching resources are successful in increasing the scientific literacy of learners after treatment.The pretest and posttest can be determined using the N-Gain analysis technique to show how the two groups interact.The following shows the criteria for the effectiveness of the teaching materials used [16].After knowing the effectiveness of STEM-based science teaching materials (experimental class) and conventional teaching materials (control class) on student learning outcomes using the N-gain score, the following step is to perform a t-test to see if there are any differences between the learning outcomes of classes that employ STEM-based teaching materials and classes that do not.
The mean scores (scores) of two groups of unpaired data were analyzed using the independent sample t-test to find out if there was a difference.The following conditions were applied when conducting this test with SPSS 25.0 for Windows: If the value of Sig.(2-tailed) is < 0.05, it indicates that there is a difference in the average student learning outcomes between the experimental and control classes; in this case, Ho is rejected and Ha is accepted.If the value of Sig.(2-tailed) is > 0.05, it indicates that there is no difference in the average student learning outcomes between the experimental and control classes.

Results and Discussion
The STEM-based science teaching materials field test was conducted at SDK 2 PENABUR Jakarta to determine whether the book improved students' scientific literacy through pretest and posttest evaluations.Individual learning completeness, classical learning outcomes, and increasing pretest and posttest scores are three variables that demonstrate the effectiveness of STEM-based science teaching resources in improving students' scientific literacy.The findings of a descriptive analysis of the test score information for both groups of participants are shown in the table below.According to the data in the table, the median pretest score was 69.83, with 54 being the lowest and 84 being the highest.The percentage of classical learning completeness at the time of the pretest was 36%, meaning 64% of students did not complete.Individual learning completeness according to predetermined criteria, namely achieving a minimum score of 75.The average posttest score is 90.94, with a low of 83 and a high of 100.The percentage of classical learning completeness at the time of posttest is 100% with a high interpretation.

Mastery of Classical Students 6% 94%
The table's information shows that the median pretest score was 64.49, with a range of 40 to 81.Percentage of classical learning completeness at the time of the pretest was 6%, meaning 94% of students did not complete.Individual learning mastery according to the criteria that have been set, which is to achieve a minimum score of 75.W While the average posttest score is 83.06, with a low of 70 and a high of 93.The percentage of classical learning completeness at the time of posttest is 94% with a high interpretation.
The increase (gain score) in learning outcomes is determined by the contrast between test scores obtained before and after treatment.Calculations utilizing Normalized Gain (N-Gain) were performed to evaluate the efficacy of STEM-based science books as printed instructional resources in the experimental group.The following table shows the results of the experimental class N-Gain calculation.Based on data from the control class's average pretest and posttest scores, a normalized N-Gain value of with a moderate interpretation was found, and a normalized N-Gain value of 70.5528 with a high interpretation was found for the experimental class.The effectiveness of using STEMbased science teaching materials has high standards, so this value is also translated into value criteria.These results allow us to draw the conclusion that STEM-based science teaching tools are very successful at enhancing students' scientific literacy.
Meanwhile, to see the average difference between the experimental group that used STEM-based science teaching resources and the control team that did not use STEM-based science teaching resources, the independent sample t-test was used.Independent sample t-test in the experimental and control groups was used to obtain the following data: From the table of calculation results "Group Statistics" the number of respondents tested came from two different classes with a total of 36 respondents from the experiment group and 35 respondents from the controlled group.The mean score in each class is 90.94, compared to 83.06 in the control class.These results allow us to draw the finding that there is a significant different in the typical student learning results between the control and experimental groups.Whether or not there is a significant difference based on descriptive results, it must be proven by independent sample t-test in the following table 7.  [17].Consequently, the Equal variances assumed table serves as a guide for interpreting the independent sample t-test output table.According to the independent sample t-test output table, Ho is rejected and Ha is approved because the independent sample t-test uses a value of Sig.(2-tailed) of 0.000 0.05 as the foundation for decision-making.To put it another way, classes that use STEM-based science teaching resources see an average student learning outcome that is significantly higher than classes that do not.
Science learning in this study used STEM-based teaching materials, which resulted in a significant increase in scientific literacy skills.Learning is accomplished through a series of processes outlined in the structure of teaching materials.Obtaining the best possible results indicates that students can absorb the material well through discussion, practicum, and other means.Some activities such as discussing and making projects can improve student learning outcomes [18].According to Pujiati's research, scientific literacy is a skill that must be mastered in the twenty-first century capable of thinking critically and creatively, of solving problems and making decisions, of working together through collaboration and communication and must be supplemented with other skills such as information literacy and technology.As a result, learning that can improve scientific literacy while also integrating other skills, such as STEM learning, is required.According to Pujiati's research, scientific literacy is a skill that must be mastered in the twenty-first century and must be supplemented with other skills such as information literacy and technology.As a result, learning that can improve scientific literacy while also integrating other skills, such as STEM learning, is required [19] [20].These results are also supported by research Robert & Cantu who revealed that "STEM-based learning can enhance the learning experience by incorporating practical activities and applying general principles of the material being studied," in order to foster creativity, curiosity, and collaboration among students [21].According to Yusuf's research findings, learning through observation and practice activities can create a pleasant environment and improve learning outcomes [22].This is also consistent with Widayako's research, which found that STEM-integrated teaching materials improved students' scientific literacy competence [23]

Conclusion
According to the findings of the analysis of the mastery data for scientific literacy, using STEM-based natural science teaching resources can improve scientific literacy more effectively than using non-STEM resources, which have an N-gain score of 52.20 with medium interpretation.
The results of the independent sample t-test, on the other hand, indicate that there is a significant difference between the typical student learning outcomes in classes that use STEM-based science teaching materials and classes that do not use STEM-based science teaching materials, with a value of Sig.(2-tailed) of 0.000  0.05.

Table 1 .
Research designThis study's method of gathering data is a test.With the aid of pretest and posttest exams, the improvement in students' scientific literacy abilities can be determined.20 essay questions from 17 test item indicators made up the pretest and posttest instruments.

Table 2 .
Teaching Materials Effectiveness Value Criteria

Table 3 .
Experiment Class Pretest and Posttest Descriptive Statistical Analysis

Table 4 .
Control Class Pretest and Posttest Descriptive Statistical Analysis

Table 5 .
Gain Value Score Test Calculation Results

Table 6 .
Results of the Descriptive Statistical Tests

Table 7 .
Test Results Independent Sample T-Test From the table, A value of 0.589 > 0.05 for Sig.Lavene's Test for the Equality of Variances indicates that the data have homogeneous variance.