The Effectiveness of the Integrated Ethno-STEM Problem-Based Learning (PBL) Model to Improve Students' Chemistry Literacy

This study aims to analyze the effectiveness of integrated ethno-STEM PBL worksheets in improving students' chemistry literacy skills. The study used a one-group pretest-posttest design. The population consisted of all students in the 2025/2026 academic year. The sample consisted of 80 students. The instrument used in the study was an essay test that had validity, discriminating power, difficulty level, and reliability with good question criteria. The effectiveness of the integrated ethno-STEM PBL worksheets was determined through a classical mastery test and a chemistry literacy N-gain test. Based on the results of the classical mastery test and N-gain test for each indicator of chemical literacy, the PBL ethno-STEM worksheets were declared effective in improving chemical literacy if the classical mastery test was > 80% and the N-gain value for each indicator of chemical literacy was at least 0.70, which is in the high category. The results showed that classical mastery reached 92.50%, the overall N-gain test for the knowledge aspect was 82.43%, the context aspect was 83.53%, and the competency aspect was 73.78%. Referring to the established achievement indicators, the PBL etno-STEM LKPD on chemical reaction equations is effective in improving students' chemistry literacy in the high category.