PENERAPAN MODEL PEMBELAJARAN PROJECT BASED LEARNING (PjBL) – SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) UNTUK MENINGKATKAN LITERASI SAINS DI SMK PPN TANJUNGSARI

Penelitian ini bertujuan untuk mengetahui keterlaksanaan model pembelajaran PjBL-STEM dan mengetahui peningkatan literasi sains peserta didik di SMK PPN Tanjungsari pada materi pengawetan bahan pangan. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) di kelas X APHP 2. Teknik pengumpulan data menggunakan observasi yang bertujuan menilai keterlaksanaan pembelajaran, unjuk kerja, dan presentasi serta soal tes untuk mengukur literasi sains peserta didik. Hasil penelitian menunjukan bahwa keterlaksanaan model pembelajaran PjBL-STEM terlaksana dengan baik pada siklus I 100%, siklus II yaitu 85%, dan siklus III yaitu 94%. Literasi sains peserta didik disetiap indikatornya meningkat yang dilihat berdasarkan nilai N-Gain Secara berturut-turut pada siklus I dan II yaitu Indikator identifikasi isu masalah memperoleh 0.49 (sedang) dan 0.56 (sedang), indikator menjelaskan fenomena ilmiah memperoleh 0.39 (sedang) dan 0.65 (sedang), dan indikator menggunakan bukti ilmiah memperoleh 0.29 (rendah) dan 0.40 (sedang). Literasi sains pada indikator menggunakan bukti ilmiah dilihat melalui unjuk kerja peserta didik mengolah pengawetan bahan pangan. Hasil menunjukan bahwa 76% peserta didik “sangat kompeten” dan 24% peserta didik “kompeten”. Literasi sains melalui presentasi memperoleh skor 90.52 dari 100. Kata Kunci: PjBL, STEM, literasi sains, pengawetan bahan pangan This aims of this study to determine the feasibility of the PjBL-STEM learning model and to know the increase in scientific literacy of students at the Tanjungsari Vocational School on food preservation materials. This study uses the Classroom Action Research (CAR) method in APHP class X 2. The data collection technique uses observations that aim to assess the implementation of learning, performance, and presentations and test questions to measure students' scientific literacy. The results showed that the implementation of the PjBL-STEM learning model was implemented well in the first cycle of 100%, the second cycle was 85%, and the third cycle was 94%. Science literacy of students in each indicator increases which is seen based on N-Gain values. In the first and second cycles respectively, the indicators of problem issues are identified as 0.49 (moderate) and 0.56 (moderate), indicators explain scientific phenomena obtaining 0.39 (moderate) and 0.65 (medium), and the indicator uses scientific evidence to get 0.29 (low) and 0.40 (moderate). Science literacy on indicators uses scientific evidence seen through the performance of students processing food preservation. The results show that 76% of students are "very competent" and 24% of students are "competent". Science literacy through presentation scores 90.52 out of 100. Keywords: PjBL, STEM, scientific literacy, preservation of food materia