Hypermodule Deep Learning iSTEM untuk Meningkatkan Literasi Sains Siswa di Sekolah Menengah Pertama
DOI:
https://doi.org/10.67686/didaktika.v10i2.2165Abstract
Scientific literacy remains a critical 21st-century competency, yet Indonesian students continue to demonstrate low performance in applying scientific concepts to real-life contexts. This study aims to analyze the effectiveness of a deep learning-based iSTEM hypermodule in improving junior high school students’ scientific literacy. A quasi-experimental design with a pretest–posttest control group was employed, involving 168 eighth-grade students from two junior high schools, consisting of four experimental classes and two control classes. Data were collected using a scientific literacy test based on three PISA competencies: explaining phenomena scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence. The results showed that the experimental group achieved a higher N-gain score (0.45) compared to the control group (0.34), indicating a greater improvement in scientific literacy. Furthermore, the use of the hypermodule facilitated students’ engagement in inquiry-based and contextual learning processes. These findings suggest that the integration of deep learning and iSTEM within a hypermodule effectively enhances students’ ability to apply scientific knowledge in meaningful contexts. Therefore, the deep learning-based iSTEM hypermodule is effective in improving students’ scientific literacy.
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