Understanding STEM Literacy Through the Lens of STEM-Based Science Learning:

A Multi-Perspective Approach

Abstract

The purpose of this study is to investigate STEM literacy from the standpoint of STEM-based science education by using a multi-perspective approach to pinpoint important obstacles and possibilities in various learning environments.  Using a mixed-methods methodology, the study includes a case study of 142 junior high school students in Garut, Indonesia, along with quantitative surveys of 5 educators and students and qualitative interviews with 5 policymakers and STEM professionals.  The findings indicate notable deficiencies in STEM literacy, with Indonesian students exhibiting poor content knowledge (39.19%), competences (37.14%), and attitudes (45.7%). These deficiencies are made worse by a lack of resources and inadequate teacher preparation.  However, the study shows that 78% of students were prepared for digital tools, and transdisciplinary project-based approaches demonstrated a 25% boost in engagement, highlighting the potential of game-based learning. The results imply that including collaborative learning and real-world problem-solving can improve STEM literacy, especially in settings with limited resources.  A framework for assessing STEM literacy in six areas: problem identification, knowledge discovery, concept application, solution design, information communication, and evidence-based decision-making—is provided by this study.  This study suggest that future research look more closely at regional approaches to enhancing STEM education in Indonesia, especially through teacher training programs and digital innovation, in order to meet the demands of the global STEM workforce and national educational objectives.