<![CDATA[Purpose - This study examines a STEM instructional intervention that fosters students' scientific literacy and numeracy within the context of SDG 13: Climate Action.Methodology - A quasi-experimental design with a time-series approach was employed to observe the progression of a single fourth-grade student group closely. Four pre-tests and four post-tests, using equivalent multiple-choice test instruments, were subjected to validity and reliability testing. Time-series analysis was used to examine the learning progression of scientific literacy and numeracy achievement, suggesting an upward trend.Findings - The results revealed a significance value of 0.024 < 0.05, indicating that students' scientific literacy and numeracy performed significantly better following STEM instruction compared to before the intervention. Furthermore, students' starting point was 7.35, which then declined during the pre-test phase. Following STEM instruction, the mean score for students' scientific literacy and numeracy increased to 7.7, ultimately reaching 9.08. The trajectory formed across each data point indicates an upward trend in scores. Additionally, based on Segmented Regression analysis, scores declined by 0.366 points per period before the intervention. At the point of intervention, the score immediately increased by 1.164 points. Following the intervention, the trend increased by 0.787 points per period. These findings indicate an immediate improvement in scores upon the delivery of the intervention.Contribution - Accordingly, STEM instruction has been proven effective as an alternative instructional model for teaching scientific literacy and numeracy, enhancing the quality of learning while simultaneously preparing students to meet global challenges. Future research is encouraged to further develop Education for Sustainable Development (ESD) within other contexts or variables.]]>
Copyrights © 2026
