Validity of Empati STEM Learning Model to Increase Scientific Literacy and Technology Literacy
Abstract
Objective: Based on previous research, there is evidence that science literacy and technological literacy in various regions of Indonesia still need improvement, especially vocational high schools. Science literacy and technological literacy in science learning are combined with socioemotional abilities, one of which is the ability to empathize students. Learning interventions are needed to produce competitive graduates who are able to compete in facing challenges in the world of work. This study aims to validate the STEM Empathy learning model. Method: The educational development research design used is a validation study design that tests two criteria, namely testing content validity (also called relevance) and construct validity (also called consistency). This validation involved three experts in the field of Science Education, and the validation instrument used a validation sheet. Result: The research results and data analysis showed that the Empathy STEM learning model consistently provided highly relevant results and met strict validity and reliability standards (with a percentage of agreement ≥ 75%). Novelty: Validation of learning support devices includes lesson plans, student textbooks, learner worksheets, science literacy and technological literacy tests. Empathy STEM learning can be applied to improve students' science literacy and technological literacy. The empathy stem learning model can train scientific literacy and technological literacy while fostering students' socio-emotional abilities. STEM learners are well-suited to teaching empathy, social emotional learning into science education creating a holistic STEM that s the potential to increase students’ interest and appreciation of science and its applications.
Abstract View: 29 
PDF Download: 27
Similarity Check Download: 6
References
Adnan, A., Mulbar, U., Sugiarti, & Bahri, A. (2021). Scientific literacy skills of students: Problem of biology teaching in junior high school in South Sulawesi, Indonesia. International Journal of Instruction, 14(3), 847–860. https://doi.org/10.29333/iji.2021.14349a
Afkar, R., Afrida, J., & Nasir, M. (2024). Profil literasi sains peserta didik pada materi hukum Newton tentang gravitasi di tingkat SMA/MA. Jurnal Ilmiah, 13(1). https://doi.org/10.22373/ji.v13i1.24740
Akhmad, N., Achmad, L., & Binar, K. P. (2023). Science literacy profile of junior high school students on context, competencies, and knowledge. International Journal of Recent Educational Research, 4(6), 847–861. https://doi.org/10.46245/ijorer.v4i6.436
Ardianto, A., Permanasari, A., Firman, H., & Ramalis, T. (2019). What is science, technology, engineering, mathematics (STEM) literacy? Proceedings of the 3rd Asian Education Symposium (AES 2018), 1-9. https://doi.org/10.2991/aes18.2019.86
Arends, R. (2012). Learning to teach (10th ed.). McGraw Hill Education.
Asih, N. P. R. T., Asni, M. A., & Widana, I. W. (2022). Profil guru di era society 5.0. Jurnal Pendidikan, 23(1), 85-93. https://doi.org/10.5281/zenodo.6390955
Aoun, J. E. (2017). Robot-proof: Higher education in the age of artificial intelligence. MIT Press.
Avsec, S., & Jamsek, J. (2018). A path model of factors affecting secondary school students’ technological literacy. International Journal of Technology and Design Education, 28(1), 145–168. https://doi.org/10.1007/s10798-016-9382-z
Borich, G. D. (1994). Observation skill for effective teaching. Macmillan Publishing Company.
Bybee, R. W. (2022). The BSCS 5E instructional model: Origins, effectiveness, and future directions. Journal of Science Teacher Education, 33(1), 1–20.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association.
Erman, E. (2021). STEM-based learning of science: Challenges in Indonesia educational system. Education of Science, Technology, Engineering, and Mathematics International Conference (ESTEMIC), 1-9.
Fatonah, K., Lestari, S. R., & Saputra, D. S. (2022). PKM pendampingan literasi kritis melalui pemanfaatan teknologi dan informasi digital bagi siswa di SMK Farmasi Mandala Tiara Bangsa Jakarta. Prima Abdika, 2(4), 366–376. https://doi.org/10.37478/abdika.v2i4.2174
Fitriyana, N., Wiyarsi, A., Ikhsan, J., & Sugiyarto, K. H. (2020). Android-based-game and blended learning in chemistry: Effect on students’ self-efficacy and achievement. Cakrawala Pendidikan, 39(3), 507–521. https://doi.org/10.21831/cp.v39i3.28335
Gurukkal, R. (2020). Will COVID-19 turn higher education into another mode? Higher Education for the Future, 7(2), 89–96. https://doi.org/10.1177/2347631120931606
Hake, R. (2002). Relationship of individual student normalized learning gains in mechanics with gender, high-school physics, and pretest scores on mathematics and spatial visualization. Physics Education Research Conference, 1-8.
Hasibuan, M. S., Lubis, M. J., & Hutagalung, S. M. (2024). Utilization of technological literacy to improve students’ critical thinking skills in writing text. International Journal of Multidisciplinary Approach Research and Science, 3(1), 50–58. https://doi.org/10.59653/ijmars.v3i01.1179
Hidayat, A. N., Roshayanti, F., & Khoiri, N. (2024). Profile of students’ scientific literacy skills on the ESD theme in renewable energy materials: A case study at SMA Negeri 15 Semarang, Indonesia. Jurnal Penelitian Pembelajaran Fisika, 15(3), 1-11. https://doi.org/10.26877/jp2f.v15i3.18464
Husain, H., & Ramdani, R. (2024). Analisis kemampuan literasi sains siswa SMA Negeri Makassar. Chemistry Education Review, 7(2), 175-186. https://doi.org/10.26858/cer.v7i2.63052
Johnson, R., & Martinez, L. (2024). Science literacy as a predictor of job readiness among vocational high school students. Vocational Education Journal. Jones, J. P., McConnell, D. A., Wiggen, J. L., & Bedward, J. (2019). Effects of classroom “flipping” on content mastery and student confidence in an introductory physical geology course. Journal of Geoscience Education, 67(4), 1–16. https://doi.org/10.1080/10899995.2019.1568854
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (Model-model pengajaran edisi kedelapan). Pustaka Belajar.
Maiorca, C., Roberts, T., Jackson, C., Bush, S. B., Delaney, A., Mohr-Schroeder, M. J., & Yao, S. (2020). Informal learning environments and impact on interest in STEM careers. International Journal of Science and Mathematics Education, 19, 45–64. https://doi.org/10.1007/s10763-019-10038-9
Maulana, A., Puspita, A., Pangastuti, K. K., Daryati, D., & Arthur, R. (2022). The concept of literacy vocational-based e-module of technical mechanical subject. Journal of Physics: Conference Series, 2377(1), 1-12. https://doi.org/10.1088/1742-6596/2377/1/012068
Maulida, D., Yanti, W., Fitria, M., Hidayat, F., Muslim, A., Ferita, R. A., Khalizah, I. A. N., & Dani, A. (2024). Strengthening numeracy literacy and critical thinking mathematics students at SMK Ma’arif NU Martapura. Jurnal Pengabdian Masyarakat, 1(1), 4-10. https://doi.org/10.69959/kbjpm.v1i1.4
Nurfadillah, T., & Elvia, R. (2023). Pengembangan instrumen tes kimia berbasis literasi sains untuk mengukur literasi sains siswa. ALOTROP, 7(1), 44–56. https://doi.org/10.33369/alo.v7i1.28253
Nieveen, N., & Plomp, T. (1999). Prototype to reach product quality. In J. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in educational and training (pp. 125–135). Kluwer Academic Publishers.
Pariona, D., & Lopez, R. (2023). Formative research and the achievement of skills based on undergraduate theses in university higher education. Journal of Technology and Science Education, 13(2), 498–513. https://doi.org/10.3926/jotse.1744
Permanasari, A., & Fitriani, A. (2016). Penerapan project based learning terintegrasi STEM untuk meningkatkan literasi sains siswa ditinjau dari gender. Jurnal Inovasi Pendidikan IPA, 2(2), 202–212. https://doi.org/10.21831/jipi.v2i2.8561
Prasetyo, K. Z. (2013). Pembelajaran sains berbasis kearifan lokal. Makalah disajikan dalam Seminar Nasional Fisika dan Pendidikan Fisika 2013, 1-8.
Pratiwi, S. N. C., Cari, & Aminah, N. S. (2019). Pembelajaran IPA abad 21 dengan literasi sains siswa. Jurnal Materi dan Pembelajaran Fisika (JMPF), 9(1), 1-11. https://doi.org/10.20961/jmpf.v9i1.31612
Purwanti, P., Hernani, H., & Khoerunnisa, F. (2023). Profil literasi sains peserta didik SMK pada penerapan pembelajaran projek electroplating berbasis green chemistry. Jurnal Online Pendidikan Kimia, 7(1), 1-11. https://doi.org/10.19109/ojpk.v7i1.16839
Rahman, N., Suyatno, S., & Achmad, L. (2024). Validity of PBEST learning model: An innovative learning to improve creative thinking skill and entrepreneurial science thinking. Journal of Curriculum and Teaching, 13(1), 195–204. https://doi.org/10.5430/jct.v13n1p195
Ratumanan, T. G., & Laurens, T. (2006). Evaluasi hasil belajar yang relevan dengan kurikulum berbasis kompetensi. Unesa University Press.
Riyanda, A. R., Dewi, I. P., Jalinus, N., Ahyanuardi, A., Sagala, M. K., Rinaldi, D., Prasetya, R. A., & Yanti, F. (2024). Digital skills and technology integration challenges in vocational high school teacher learning. Data & Metadata, 4, 553-565. https://doi.org/10.56294/dm2025553
Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in integrated STEM curriculum. International Journal of STEM Education, 8(2), 1-11. https://doi.org/10.1186/s40594-020-00259-8
Rohmawati, N., Anwar, M., & Utami, S. R. (2024). Enhancing digital literacy through editorial text reading materials for vocational high school students. Al-Ishlah: Jurnal Pendidikan, 16(4), 1-15. https://doi.org/10.35445/alishlah.v16i4.6014
Sarican, G. (2018). The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. Cypriot Journal of Educational Sciences, 13(1), 94–107. https://doi.org/10.18844/cjes.v13i1.3372
Shelley, M., & Kiray, S. A. (2018). Education research highlights in mathematics, science, and technology 2018. ISRES Publishing.
Sholahuddin, A., Susilowati, E., Prahani, B. K., & Erman, E. (2021). Using a cognitive style-based learning strategy to improve students’ environmental knowledge and scientific literacy. International Journal of Instruction, 14(4), 791–808. https://doi.org/10.29333/iji.2021.14445a
Teig, N. (2024). Uncovering student strategies for solving scientific inquiry tasks: Insights from student process data in PISA. Research in Science Education, 54(2), 205–224. https://doi.org/10.1007/s11165-023-10134-5
Wulandari, N. D., Rosyidah, N. A., Asshaumi, R. U., Arifuttajalli, Umam, M. K., Sudarti, & Subiki. (2023). Analisis korelasi kemampuan literasi sains dengan pemahaman konsep energi listrik pada mahasiswa pendidikan fisika. International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities, 1(1), 85–93. https://doi.org/10.59024/ijellacush.v1i1.16
Copyright (c) 2025 International Journal of Current Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 29 times
PDF downloaded = 27 times
Similarity Check downloaded = 6 times
