THE EFFECT OF THE PROBLEM-BASED LEARNING MODEL BASED ON SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON INFORMATION LITERACY OF JUNIOR HIGH SCHOOL STUDENTS Bilqis Afifah Prabaningrum, Febriani Sarwendah Asri Nugraheni, Riezky Maya Probosari
Universitas Sebelas Maret, Indonesia
febrianisarwendahasri[at]staff.uns.ac.id
riezkymprobosari[at]staff.uns.ac.id
Abstract
Problem-Based Learning (PBL) based on Science, Technology, Engineering, and Mathematics (STEM) is believed to provide contextual learning experiences while fostering students^ information literacy skills. This model not only emphasizes solving real-world problems but also hones the ability to identify information needs, evaluate sources, organize meaning, develop creative products, and utilize information ethically and collaboratively.
This study aims to determine the effect of the STEM-based PBL learning model on the information literacy of eighth-grade junior high school students. The study used a mixed methods approach with a sequential explanatory design in the form of a pretest-posttest control group. The subjects were students of grades VIII C (the experimental class) and VIII H (the control class) at a public junior high school in Surakarta during the 2024/2025 academic year. Quantitative data were obtained through an information literacy test, while qualitative data were collected through interviews and analyzed using the NVivo application. Instrument validity was tested using the Gregory formula, while sampling was conducted using cluster random sampling.
The Quade test results showed a significance value <0.05, indicating a significant difference between the experimental and control classes. Qualitative findings support these results, where experimental class students were better able to evaluate information sources and develop creative products, while control class students tended to only achieve basic understanding.
Keywords: Problem Based Learning, STEM, Information Literacy
