STEM-based Static Fluid Learning: A quasi-experimental comparison of students’ 4C skills and learning outcomes

Mardia Hi Rahman; Sukarsi Talib; Fatma Hamid; Hutri Handayani Isra; Asmita Basir

doi:10.33387/j.edu.v24i2.12989

Authors

Mardia Hi Rahman Universitas Khairun
Sukarsi Talib SMA Negeri 7 Halmahera Selatan
Fatma Hamid Universitas Khairun
Hutri Handayani Isra Universitas Khairun
Asmita Basir Universitas Khairun

DOI:

https://doi.org/10.33387/j.edu.v24i2.12989

Keywords:

4C skills, Learning outcomes, Physics instruction, STEM, 21st-century skills

Abstract

This study aimed to analyse differences in 21st-century skills (4C) and physics learning outcomes between students receiving Science, Technology, Engineering, and Mathematics (STEM)-based instruction and those receiving conventional instruction. A quantitative approach with a quasi-experimental, nonequivalent control group design involved 60 Grade XI students at SMA Negeri 7 Halmahera Selatan in the 2026/2027 academic year, comprising two intact classes of 30 students each selected through purposive sampling. Critical thinking, creativity, communication, and collaboration were observed by two observers over three instructional sessions using a structured observation instrument, and learning outcomes on static fluids were measured with a pretest and a posttest. Data were analysed using descriptive statistics, independent-samples t-tests, normalised gain (N-gain), and analysis of covariance (ANCOVA). The experimental group achieved a higher mean overall 4C score (M = 89.15, SD = 2.52) than the control group (M = 73.82, SD = 2.48), t(58) = 23.760, p < .001, and a higher posttest mean (M = 84.73, SD = 3.99) than the control group (M = 70.07, SD = 3.10). The difference in posttest scores remained significant after controlling for pretest scores, F(1, 57) = 249.77, p < .001. N-gain values of 0.70 and 0.401, respectively, indicated greater improvement in the experimental group. These findings suggest that STEM-based physics instruction was associated with higher 4C scores and better learning outcomes, although the quasi-experimental design limits causal inference.

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Author Biographies

Mardia Hi Rahman, Universitas Khairun

Physics Education Study Program

Sukarsi Talib, SMA Negeri 7 Halmahera Selatan

Guru SMAN 7 Halsel

Fatma Hamid, Universitas Khairun

Physics Education Study Program

Hutri Handayani Isra, Universitas Khairun

Physics Education Study Program

Asmita Basir, Universitas Khairun

Physics Education Study Program

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