Exploring Students' STEM Literacy on Global Warming Issues Using the Rasch Model

Beta Kurnia Illahi(1), Irma Rahma Suwarma(2), Endi Suhendi(3), Heni Rusnayati(4),

DOI: https://doi.org/10.46843/jpm.v4i1.352


(1) Program Studi Pendidikan Fisika, Universitas Pendidikan Indonesia, Indonesia
(2) Program Studi Pendidikan Fisika, Universitas Pendidikan Indonesia, Indonesia STEM Education Creativity UPI, Indonesia
(3) Program Studi Pendidikan Fisika, Universitas Pendidikan Indonesia, Indonesia
(4) Program Studi Pendidikan Fisika, Universitas Pendidikan Indonesia, Indonesia

Abstract

This study aims to explore students’ STEM literacy related to global warming, examine gender-based differences, analyze response patterns using the Rasch Model, and identify underlying misconceptions through interviews—addressing a critical issue in 21st-century science education. The study used surveys, Rasch Model analysis, and interviews to involve 30 twelfth-grade students in Bandung, who were chosen randomly from groups. The STEM literacy test consisted of 20 multiple-choice items covering science, technology-engineering, and mathematics. The Rasch Model was used to assess item reliability, person ability distribution, and fit statistics, while interviews were used to triangulate the quantitative findings. Results indicated that students’ science literacy was the lowest (43%), followed by mathematics (57%) and technology-engineering (63%). Female students outperformed male students across all aspects. Rasch analysis revealed varying ability levels, with several students exhibiting inconsistent response patterns, indicating misconceptions or guessing behavior. Interview findings supported the test results, revealing students' difficulties in interpreting data, applying STEM knowledge, and building confidence in analytical reasoning. This study helps create better project-based STEM learning methods and offers proof to improve STEM assessment tools in science education, particularly regarding environmental problems like global warming.

Keywords

global warming; physics education; Rasch analysis; STEM literacy

Full Text:

PDF

References

Agnafia, D. N. (2019). Analisis Kemampuan Berpikir Kritis Siswa dalam Pembelajaran Biologi. Jurnal Biologi Dan Pembelajaran, 2020(1), 473–484.

Andarini, S. Y., & Sudarti, S. (2023). Analisis Efek Global Warming terhadap Perubahan Iklim. Jurnal Phi Jurnal Pendidikan Fisika Dan Fisika Terapan, 9(2), 31.

Anwari, I., Yamada, S., Unno, M., Saito, T., Suwarma, I. R., Mutakinati, L., & Kumano, Y. (2015). Implementation of Authentic Learning and Assessment through STEM Education Approach to Improve Students’ Metacognitive Skills. STEM Education, 1(3), 123–136.

Aspyan, T. F., Suwarma, I. R., & Hasanah, L. (2023). The Effect of Implementing STEM-integrated Module: to Train STEM Literacy on Knowledge Aspect. Seminar Nasional Pendidikan Fisika IX 2023, 1–11.

Asrizal, A. (2023). STEM-integrated Physics Digital Teaching Material to Develop Conceptual Understanding and New Literacy of Students. Eurasia Journal of Mathematics, Science and Technology Education, 19(7).

Bao, L., & Koenig, K. (2019). Physics Education Research for 21st Century Learning. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–12.

Berliana, D. R., Suwarma, I. R., & Novia, H. (2024). The effect of Project Based Learning (PjBL) - STEM in Improving Students’ Science Literacy Skills on Topic of Alternative Energy. Jurnal Pendidikan Fisika Dan Teknologi, 10(1), 141–148.

Bidarra, J., & Rusman, E. (2017). Towards a Pedagogical Model for Science Education: Bridging Educational Contexts Through a Blended Learning Approach. Open Learning, 32(1), 6–20.

Budianti, N. M., Suwindia, I. G., & Winangun, I. M. A. (2024). Literasi Sains pada Generasi Z: Sebuah Tinjauan Literatur. Education and Social Sciences Review, 5(2), 137-144.

Bybee, R. W. (2018). STEM Education Now More Than Ever. nsta.org.

Cheng, Y. (2022). Nonlinear Seismic Inversion by Physics-informed Caianiello Convolutional Neural Networks for Overpressure Prediction of Source Rocks in the Offshore Xihu Depression, East China. Journal of Petroleum Science and Engineering, 215.

Cheng, Y., Wu, G., Zou, H., Luo, P., & Cai, Z. (2022). A Knowledge Query Network Model based on Rasch Model Embedding for Personalized Online Learning. Frontiers in Psychology, 13(August), 1–11.

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. In Writing Center Talk over Time (pp. 37–60). Routledge.

Davidi, E. I. N., Sennen, E., & Supardi, K. (2021). Integrasi Pendekatan STEM (Science, Technology, Enggeenering and Mathematic) untuk Peningkatan Keterampilan Berpikir Kritis Siswa Sekolah Dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 11(1), 11–22.

Dawson, B., & Spannagle, M. (2020). Intergovernmental Panel on Climate Change (Ipcc). In The Complete Guide to Climate Change.

Ertl, B., Luttenberger, S., & Paechter, M. (2017). The Impact of Gender Stereotypes on the Self-concept of Female Students in STEM Subjects with an Under-representation of Females. Frontiers in Psychology, 8(MAY), 1–11.

Falloon, G. (2020). Understanding K-12 STEM Education: a Framework for Developing STEM Literacy. In Journal of Science Education and Technology (Vol. 29, Issue 3, pp. 369–385).

Fan, X. (2015). Effectiveness of an Inquiry-based Learning using Interactive Simulations for Enhancing Students’ Conceptual Understanding in Physics. The University of Queensland, 217.

Gilbert, A., Suh, J., & Choudhry, F. (2024). Exploring the Development of Preservice Teachers’ Visions of Equity Through Science and Mathematics Integration. International Journal of Science and Mathematics Education, 23(2), 489–514.

Hakim, A., Efwinda, S., Damayanti, P., Syam, M., Mutmainah, O., & Norsaputra, A. (2023). Improving Climate Literacy of High School Students through Physics Teaching Materials based on STEM. Jurnal Pendidikan IPA Indonesia, 12(4), 526–536.

Harpian., Suwarma, I. R., & Setiawan, A. (2023). The Application of STEM Learning to Improve Students’ STEM Literacy in the Knowledge Aspect. Journal of Innovation in Educational and Cultural Research, 4(3), 450–457.

Hyde, J. S., & Mertz, J. E. (2009). Gender, Culture, and Mathematics Performance. Proceedings of the National Academy of Sciences of the United States of America, 106(22), 8801–8807.

Kang, J. (2019). Gender Study on the Relationships Between Science Interest and Future Career Perspectives. International Journal of Science Education, 41(1), 80–101.

Kemendikbudristek. (2023). Laporan Pisa Kemendikbudristek. Pemulihan Pembelajaran Indonesia, 1–25. https://www.kemdikbud.go.id/main/blog/2023/12/peringkat-indonesia-pada-pisa-2022-naik-56-posisi-dibanding-2018

Lestari, W., Kusmayadi, T. A., & Nurhasanah, F. (2021). Kemampuan Pemecahan Masalah Matematika ditinjau dari Perbedaan Gender. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(2), 1141.

Linacre, J. M. (2002). Optimizing Rating Scale Category Effectiveness. Journal of Applied Measurement, 3(1), 85–106.

Marasabessy, R. (2020). Kajian Kemampuan Self-efficacy Matematis Siswa dalam Pemecahan Masalah Matematika. JARTIKA Jurnal Riset Teknologi Dan Inovasi Pendidikan, 3(2), 168–183.

Marni, S., Aliman, M., Suyono, S., Roekhan, R., & Harsiati, T. (2020). Students’ Critical Thinking Skills based on Gender and Knowledge Group. Journal of Turkish Science Education, 17(4), 544–560.

Maslahul, N. R., Adi, Amaruddin, H., Maulana, H., Adi, M., & Laili Qurroti A’yun, I. (2022). Validity and Reliability Analysis using The Rasch Model to Measure The Quality of Mathematics Test Items of Vocational High Schools. Journal of Research and Educational Research Evaluation, 11(1), 103–113.

Musa’ad, F., Ahmad, R. E., Sundari, S., & Hidayani, H. (2024). Pembelajaran Berbasis Proyek untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. Jurnal Cendekia : Jurnal Pendidikan Matematika, 8(2), 1481–1487.

Mustikasari, V. R. (2020). The Implementation of PjBL-STEM Model to Improve Eight Graders’ Scientific Literacy. In AIP Conference Proceedings (Vol. 2215).

Mweshi, G. K., & Sakyi, K. (2020). Application of Sampling Methods for The Research Design. Archives of Business Research, 8(11), 180–193.

Naingalis, M. L. P. (2023). Item Fit Investigation of Computational Thinking Scales Instrument among Indonesian Physics Undergraduate Students: a Rasch Model Analysis. In AIP Conference Proceedings (Vol. 2540).

Nguyen, T. P. L. (2020). STEM Education in Secondary Schools: Teachers’ Perspective Towards Sustainable Development. Sustainability (Switzerland), 12(21), 1–16.

OECD. (2004). The PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills, PISA,. OECD Publishing, Paris.

Ortiz-Revilla, J., Greca, I. M., & Arriassecq, I. (2022). A Theoretical Framework for Integrated STEM Education. Science & Education, 31(2), 383–404.

PISA. (2023). PISA 2022 Results Factsheets Indonesia. The Language of Science Education, 1, 1–9.

Rahayah, S. A., Omar, B., Isa, A., & Sharif, S. (2010). Validity and Reliability Multiple Intelligent Item using Rasch Measurement Model. Procedia - Social and Behavioral Sciences, 9, 729–733.

Rahmania, I. (2021). Project based learning (PjBL) learning Model with STEM Approach in Natural Science Learning for the 21st Century. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 4(1), 1161-1167.

Reinholz, D. L. (2021). Change Theory in STEM Higher Education: A Systematic Review. In International Journal of STEM Education (Vol. 8, Issue 1).

Ridwan, I. M., Kaniawati, I., Suhandi, A., Ramalis, T. R., Mahmudah, I. R., & Vilmala, B. K. (2023). Rasch Modeling: Developing A Critical Thinking Ability Test for Students on Climate Change Material. Momentum: Physics Education Journal, 7(2), 247–258.

Sihaf, A. N. (2025). Improving Students ’ Critical Thinking Skills through STEMEC-based e-LKPD using Imagy Products. Jurnal IPA Dan Pembelajaran IPA, 9(1), 170–179.

Surani, E., Jalmo, T., & Abdurrahman. (2020). STEM Literacy Load Analysis on The Planning and Implementation of Science Learning on The Topic of Simple Machine. Journal of Physics: Conference Series, 1572(1), 012062.

Susongko, P., Ratu, I. M., & Hayati, M. N. (2021). Tes Kemampuan Berfikir Tingkat Tinggi untuk Mengukur Literasi Lingkungan Hidup bagi Siswa Sekolah Menengah Pertama dengan Aplikasi Model Rasch. PSEJ (Pancasakti Science Education Journal), 6(2), 93–101.

Sutaphan, S., & Yuenyong, C. (2019). STEM Education Teaching Approach: Inquiry from the Context Based. Journal of Physics: Conference Series, 1340(1).

Suwarma, I. R., Riandi, R., Kumano, Y., Permanasari, A., & Widyatmoko, A. (2023). Science Teacher Experiences in Developing STEM Literacy Assessment. In Education Annual Volume 2023. IntechOpen.

Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273–1296.

Tavdgiridze, L., Didmanidze, I., Khasaia, I., Sherozia, N., Dobordginidze, D., Akhvlediani, D., & Akhvlediani, Z. (2024). STEM Teaching in Contemporary Education. Challenges to National Defence in Contemporary Geopolitical Situation, 2023, 296–305.

Wang, L. H. (2022). Effects of Digital Game-Based STEM Education on Students’ Learning Achievement: A Meta-Analysis. In International Journal of STEM Education, 9( 1).

Wang, Y. P. (2020). Dissipative Couplings in Cavity Magnonics. Journal of Applied Physics, 127(13).

Yuda, E. K., & Rosmilawati, I. (2024). Literasi Numerasi di Sekolah Dasar Berdasarkan Indikator PISA 2023; Systematic Literatur Review. Journal of Instructional Development Researches, 4(2), 172–191.

Yusmar, F., & Fadilah, R. E. (2023). Analisis Rendahnya Literasi Sains Peserta Didik Indonesia: Hasil PISA dan Faktor Penyebab. Lensa (Lentera Sains): Jurnal Pendidikan IPA, 13, 11–19.

Yusup, M. (2021). Using Rasch Model for the Development and Validation of Energy Literacy Assessment Instrument for Prospective Physics Teachers. In Journal of Physics: Conference Series. 1876(1).

Refbacks

  • There are currently no refbacks.