Development of an ethno-stem teaching modules based on project based learning to improve elementary school students' science literacy

Srie Mulyati, Rifqy Muhammad Hamzah, Mira Putri Shelfi, Dinda Lestari, Usep Wardiman

Abstract


Science literacy among elementary school students remains insufficient, partly because existing instructional materials lack contextual relevance and fail to connect scientific concepts with students’ cultural experiences. This study developed an Ethno-STEM teaching module grounded in Project-Based Learning (PjBL) to enhance science literacy through meaningful and culturally responsive learning. Using the ADDIE development model, the research involved needs analysis, module design, prototype development, implementation, and evaluation. Data were obtained through teacher and student needs surveys, expert validation, classroom observations, response questionnaires, and science literacy tests analyzed using the Rasch Model. Findings show that the module achieved a feasibility level of 85% (very feasible) from material experts and 78.1% (feasible) from media experts. Implementation in three partner schools demonstrated improved student engagement and effective integration of cultural elements within STEM learning. Rasch analysis reported item reliability of 0.92 and person reliability of 0.85, indicating strong instrument consistency. Overall, the Ethno-STEM PjBL module shows high potential to strengthen science learning, support Merdeka Curriculum principles, and improve students’ science literacy.


Keywords


Ethno-STEM; Project-Based Learning; Science Literacy; Elementary School; Teaching Module.

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References


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DOI: https://doi.org/10.17509/ijpe.v9i2.92842

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