Effectiveness of Problem and Design Process-Based Learning Model with STEAM Approach to Improve Students' Scientific Literacy in Science Learning in Rural and Urban Areas
Keywords:
Problem and Design Based Learning Models, STEAM Approach, Scientific Literacy, Science Learning, Rural and Urban AreaAbstract
Background: Despite global educational advancements, scientific literacy remains a significant challenge for Indonesian students. The persistence of this issue is often linked to conventional classroom practices that prioritise passive learning with limited or no connection to real-world natural phenomena.
Objective: This study aims to 1) examine the effect of applying the Problem and Design-Process Based Learning (PDP-BL) model with the STEAM approach on students’ scientific literacy, and 2) evaluate its effectiveness in rural and urban areas.
Methodology: The research design employed was a quasi-experimental pre-test/post-test with two groups. Two matched groups, namely a rural experimental group (n = 35) and an urban experimental group (n = 33), received four weeks of PDP-BL instruction. In contrast, the equivalent control groups did not receive PDP-BL instruction. Pre-tests and post-tests employed a validated 14-item instrument measuring curiosity, problem-solving, scientific inquiry, and involvement in decision-making. Item reliability and validity were confirmed using SMART-PLS. Data analysis comprised tests of normality, homogeneity, MANOVA, N-Gain, and effect size.
Results: The findings showed significant improvements in students’ scientific literacy following the implementation of the PDP-BL model with a STEAM approach. In the rural school (School X), the experimental group achieved a post-test mean score of 87.06 (very high), compared with 60.88 (medium) in the control group, while in the urban school (School Y), the experimental group scored 79.53 (high) compared with 60.45 (medium) in the control group. N-Gain analysis indicated that the intervention was “quite effective” in both contexts (0.60 in School X and 0.57 in School Y), whereas the control groups were “ineffective” (0.26 and 0.31). MANOVA confirmed a statistically significant effect of the PDP-BL model with STEAM on scientific literacy (p < 0.001), and the effect size analysis demonstrated a substantial impact in both schools (r = 0.93). These results provided strong evidence that the PDP-BL model, combined with a STEAM approach, was highly effective in enhancing students’ scientific literacy across both rural and urban areas.
Conclusion: It was concluded that the implementation of the PDP-BL model, combined with the STEAM approach, had a significant influence and was effective in improving students’ scientific literacy in both rural and urban areas.
Unique contribution: This research presents a novel pedagogical framework by empirically validating the effectiveness of integrating the predict–discuss–prove (PDP) approach with the blended learning (BL) model, alongside the STEAM approach, to enhance scientific literacy in the Indonesian context. By demonstrating significant improvement through a focus on real environmental phenomena, this study addresses a critical gap in previous passive classroom practices and existing STEAM implementations, providing a new, empirically-tested model for science education reform in developing nations.
Key Recommendation: The PDP-BL model, combined with a STEAM approach, should be adopted to enhance students’ scientific literacy through active, interdisciplinary, and practice-based learning.
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