The Influence of the Learning Cycle 5E Model Integrated with an Ethno- STEM Approach on Students^ Scientific Literacy Deswita Maharani (a), Febriani Sarwendah Asri Nugraheni (b), Riezky Maya Probosari (c), Sri Widoretno (d)
a) Faculty of Teacher Training and Education, Universitas Sebelas Maret
Jalan Ir. Sutami No. 36 Kentingan, Surakarta, Indonesia
dedescoks[at]gmail.com
b) Faculty of Teacher Training and Education, Universitas Sebelas Maret
Jalan Ir. Sutami No. 36 Kentingan, Surakarta, Indonesia
febrianisarwendahasri[at]staff.uns.ac.id
c) Faculty of Teacher Training and Education, Universitas Sebelas Maret
Jalan Ir. Sutami No. 36 Kentingan, Surakarta, Indonesia
riezkymprobosari[at]staff.uns.ac.id
d) Faculty of Teacher Training and Education, Universitas Sebelas Maret
Jalan Ir. Sutami No. 36 Kentingan, Surakarta, Indonesia
sriwidoretno[at]staff.uns.ac.id
Abstract
Based on the results of the 2022 Program for International Student Assessment (PISA) research conducted by the OECD, Indonesian students^ scientific literacy scores are below average. This study aims to determine the effect of the 5E Learning Cycle model with an Ethno-STEM Approach on Students^ Scientific Literacy. This study employed a mixed-method approach with an explanatory sequential design, utilizing a quasi-experimental pretest-posttest control group design combined with interviews. The research subjects were eighth-grade students from a junior high school in Surakarta. Quantitative sampling was conducted using cluster random sampling, while qualitative sampling employed stratified random sampling, with strata determined based on the students^ posttest scores in scientific literacy. Data were collected through tests, interviews, and questionnaires. Data analysis was carried out using Normality and Homogeneity tests, followed by the Quade test with the assistance of SPSS version 26. Hypothesis testing with the Quade Test obtained a value of 0.000, which means the 5E Learning Cycle model with an Ethno-STEM Approach has a significant effect on Students^ Scientific Literacy. Qualitative findings through interviews indicate that aspects of science identity emerged in students. Interview responses indicate that students in the experimental class had higher scientific literacy skills because they were able to explain their scientific understanding by relating it to everyday life, compared to students in the control class, who tended to simply repeat information from textbooks or teacher explanations. Therefore, it can be concluded that the 5E Learning Cycle model with an Ethno-STEM Approach has a positive effect on Students^ Scientific Literacy.
