Deep Conceptual Learning in Physics Learning: A STEM-Based Waterwheel Project for High School Students’ Scientific Literacy

Authors

  • Rahmati Rahmati Master of Science Education Study Program, Postgraduate School, Syiah Kuala University, Banda Aceh, Indonesia https://orcid.org/0009-0009-4515-7910
  • Muhammad Syukri Department of Physics Education, Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh, Indonesia
  • Mentari Mentari Master of Science Education Study Program, Postgraduate School, Syiah Kuala University, Banda Aceh, Indonesia https://orcid.org/0009-0005-1086-4173
  • Evendi Evendi Department of Physics Education, Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh, Indonesia

DOI:

https://doi.org/10.36312/va1a3q97

Keywords:

Scientific literacy, Physics Learning, Project-Based Learning Models, Merdeka curriculum

Abstract

Scientific literacy is a crucial competency in 21st-century education, encompassing students’ ability to understand scientific concepts, apply them in real-life contexts, and make evidence-based decisions. Despite various curriculum reforms, assessments such as PISA 2022 reveal that Indonesian students’ scientific literacy remains below the international average. Prior studies have applied Project-Based Learning (PjBL) and STEM approaches separately, yet few have explicitly integrated these with the Engineering Design Process (EDP) and local environmental contexts to systematically enhance scientific literacy. Addressing this gap, this quasi-experimental study examines the effectiveness of a PjBL-STEM model, contextualized by a waterwheel project utilizing local river flow, in fostering students’ deep conceptual learning and scientific literacy on the topic of Work and Energy. The study involved two purposively selected 11th-grade classes (N=60) at SMA Negeri 1 Samalanga: an experimental class taught with the PjBL-STEM-EDP approach and a control class taught conventionally. Instruments were validated (Cronbach’s alpha=0.926) and data were analyzed using t-tests, N-Gain, and effect size (Cohen’s d=2.25). Results showed the experimental group achieved significantly higher scientific literacy (mean post-test = 84.83 vs. control = 65.67; N-Gain = 0.83 vs. 0.49; t(58) = -8.71, p < 0.001, 95% CI [-23.6, -14.7]), with the strongest improvement in designing scientific investigations. The novelty of this study lies in aligning PjBL syntax, EDP stages, and OECD scientific literacy indicators within a local-context project. While deep conceptual learning (DCL) is used here as a theoretical framing rather than a measured outcome, the findings highlight the potential of contextual, interdisciplinary learning to foster scientific literacy, creativity, and critical thinking, supporting the goals of the Merdeka Curriculum and Education for Sustainable Development.

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Author Biographies

  • Muhammad Syukri, Department of Physics Education, Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh, Indonesia

    Muhammad Syukri was born in Sungai Iyu, 21 September 1982. Completed the undergraduate physics education program in FKIP Unsyiah 2005. Continued the Master program and doctoral program then completed it in the year of 2008 and 2016 at the National University of Malaysia (UKM) in the field of Science Education. Until now he is listed as one of the active lecturers in the physics undergraduate program and Master of Science education program in Unsyiah. He teaches several subjects like physics, thermodynamics, statistics, science technology & entrepreneurial, STEM education, case study in science education. His expertise in the field of education is more concentrated on physics, science, STEM pedagogy and curriculum.

  • Mentari Mentari, Master of Science Education Study Program, Postgraduate School, Syiah Kuala University, Banda Aceh, Indonesia

    Mentari is a graduate student in the Master of Science Education Study Program at the Postgraduate School of Syiah Kuala University, Banda Aceh, Indonesia. Her research interests include problem-based learning (PBL), STEM education, socio-scientific issues (SSI), and the development of teaching materials to enhance students’ critical thinking skills in science learning. Currently, she is focusing on the integration of STEM and SSI approaches in junior high school science education.

  • Evendi Evendi, Department of Physics Education, Faculty of Teacher Training and Education, Syiah Kuala University, Banda Aceh, Indonesia

    I am a lecturer, I was born in Sigli on 23 October 1964, I take elementary school, junior high school in Pidie, I continue to high school in SMK Banda Aceh, Then I continue Teacher Education Faculty S1 to Unsyiah precisely in Physics Education FKIP Unsyiah, Year 1991, I was raised to become government employees (PNS), Then I continue S2 Science Education at UNESA Surabaya completed in 1999, in 2007 I am trusted to serve as Secretary majors until 2013, now I am Continuing S3 Science Education at UNESA Surabaya in 2013.

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Published

2025-11-29

Issue

Vol. 9 No. 3 (2025): November

Section

Original Research Article

License

Copyright (c) 2025 Rahmati, Muhammad Syukri, Mentari, Evendi

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite

Rahmati, R., Syukri, M., Mentari, M., & Evendi, E. (2025). Deep Conceptual Learning in Physics Learning: A STEM-Based Waterwheel Project for High School Students’ Scientific Literacy. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 9(3), 541-555. https://doi.org/10.36312/va1a3q97