Implementating STEM Coding in Science Learning to Support Students’ Digital Literacy Skills
Abstract
Science teaching at the school was identified as traditional, with little or no use of digital tools and low levels of digital literacy. The purpose of this program was to support students' digital literacy skills at one of the junior high schools in Indralaya, Ogan Ilir, by using a STEM-coding approach that connected science concepts with coding as a medium for learning. The intervention followed a Participatory Action Research (PAR) approach, emphasizing collaborative planning, action, observation, and reflection. Sixteen students (10 females and 6 males) in grades VII–IX participated in the program. The intervention's effectiveness was measured through a digital literacy assessment featuring ten indicators. Results show all participants scored in the high category on the post-intervention instrument. Students were more confident using digital tools to present and explore scientific concepts. Thus, it demonstrates that the STEM-coding approach is an effective model for strengthening digital literacy and can be replicated and adapted into the curriculum.
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DOI: https://doi.org/10.20527/btjpm.v8i2.18265
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