<![CDATA[The low level of students’ scientific literacy and Higher Order Thinking Skills (HOTS) in physics learning has become a crucial issue in 21st-century science education, particularly in responding to the rapid advancement of emerging technologies such as nanotechnology; global education reports indicate that science learning is still dominated by conceptual approaches that lack integration with problem-solving and real technological contexts. Within the broader theoretical landscape of science education, problem-based learning (PBL), STEAM (Science, Technology, Engineering, Arts, and Mathematics) integration, and deep learning-oriented pedagogy are recognized as powerful frameworks to enhance scientific literacy and higher-order thinking through constructive, contextual, and interdisciplinary learning environments. Based on this perspective, this study aims to examine the effectiveness of a Hybrid PBL–STEAM Model Oriented toward Deep Learning Based on Nanotechnology in improving students’ scientific literacy and HOTS in an introductory solid-state physics course. The study employed a quasi-experimental design using a mixed-method approach, involving undergraduate physics education students as the unit of analysis. Data were collected through scientific literacy tests, HOTS assessment instruments, classroom observations, and documentation. Data analysis was conducted using descriptive and inferential statistics to measure learning improvement, complemented by qualitative analysis to explore the learning processes. The findings indicate that the implementation of the proposed learning model significantly improves students’ scientific literacy and higher-order thinking skills compared to conventional instruction, as reflected by higher N-Gain scores and increased student engagement in nanotechnology-based problem-solving activities.]]>
Copyrights © 2026
