Fina Melani Putri, Ahmad Swandi, Khaeruddin, Eko Hadi Sujiono, Ifa Safira, Andi Citra Pratiwi, Rafiah Mahmuda, Sri Rahmadhanningsih
This study explores the use of a STEM-based project learning approach to enhance science literacy among secondary school students through the implementation of solar-powered aquaponics. Conducted at SMA Negeri 1 Pinrang over a two-month period with 20 participants, the research employed a one-group pretest-posttest design. The initial test results indicated low baseline understanding, which improved significantly following the intervention, with a post-test average score of 76.24. N-Gain analysis showed a medium improvement category, with an average score of 0.59. Qualitative feedback from interviews revealed that students felt more engaged and motivated, attributing their enthusiasm to the hands-on and environmentally relevant nature of the project. The study demonstrates that project-based STEM learning can effectively promote science literacy while raising awareness of renewable energy and sustainable food systems. These findings support the integration of applied environmental projects into science curricula at both primary and secondary education levels. © 2026 Author(s)
Postgraduate Program, Bosowa University, Jl. Urip Sumoharjo No.4, Makassar, 90231, Indonesia; Postgraduate Program, State University of Makassar, Jl. Bonto Langkasa, Makassar, 90222, Indonesia; Faculty of Mathematics and Natural Sciences, State University of Makassar, Jl. Mallengkeri Raya, Makassar, 90224, Indonesia; Faculty of Education and Literature, Bosowa University, Jl. Urip Sumoharjo No.4, Makassar, 90231, Indonesia; Faculty of Teacher Training and Education, Muhammadiyah University of Makassar, Jl. Sultan Alauddin No.259, Indonesia
