Development of digital game-based learning based PBL-STEM to stimulate scientific literacy of junior high school students in climate change analyzing activities

• Main Authors: Nafidiah, Fitri Zuhriatun, Parno, Parno, Fitriyah, Isnanik Juni, Fardhani, Indra, Nida, Safwatun, Suprihatin, Ribut
• Format: Conference Proceeding
• Language: English
• Subjects: Climate change; Computer & video games; Feasibility; Learning; Literacy; Middle schools; Problem based learning; Questionnaires; Secondary school students; Secondary schools; Students; Technical education
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0112551

PISA 2018 data shows that the scientific literacy of Indonesian students is still below average. Scientific literacy needs to be trained because it is a prerequisite for survival. Climate change is one of the contexts of global threats that require scientific literacy. Digital Game-Based Learning (DGBL) is interactive entertainment that includes serious learning by utilizing pedagogical digital educational games. But the development of learning media based on contextual problems integrated by Science, Technology, Engineering, and Mathematics (STEM) is still minimal. This study aims to develop and test the feasibility of DGBL based on Problem Based Learning (PBL)-STEM to stimulate students’ scientific literacy in climate change analyzing activities for junior high school students. The ADDIE model was applied in this study has 5 stages: (1) Analysis; (2) Planning; (3) Development; (4) Implementation; (5) Evaluation. The instruments used in the study are media validation questionnaires, material validation questionnaires, and DGBL readability questionnaires. Validation results by a teacher as a material expert and a lecturer as a media expert show DGBL has a feasibility percentage of 80% so that it belongs to a decent category. Readability testing by 35 students also showed that DGBL has an average readability percentage of 81% so it can be categorized very well. Therefore, DGBL based PBL integrated by STEM belongs to the category of feasible so that it can be applied to stimulate the scientific literacy of junior high school students in activities analyzing climate change in order to be followed up with product implementation practices in the classroom.