The effect of integrating STEAM and virtual reality using PjBL on scientific literacy in elementary schools

Scientific literacy must be developed to prepare the students for handling current challenges. This study purpose is to determine whether the use of Science, Technology, Engineering, Art, and Mathematics (STEAM) and Virtual Reality (VR) with the Project-based Learning (PjBL) model has an influence on scientific literacy in elementary students. The components of scientific literacy include content, context, competencies, and attitudes. This study was carried out through a research and development model. The research subjects were in the space exploration theme for the fourth grade, with a control (n = 30) and an experimental class (n = 30) from public elementary schools in Indonesia. The collected data was analyzed using descriptive analysis. The learning stages started with a trigger through VR media, scientific literacy through STEAM activity, and producing a diorama product as the final project in PjBL. This research was developed using a conceptual model that combines the stages and competencies of scientific literacy by integrating STEAM and VR using PjBL. This research shows that VR integrated with STEAM using PjBL impacts all components of scientific literacy, with the effect value from statistical analysis being above 70%. Furthermore, student responses to learning with VR show that this learning activity is acceptable.