<![CDATA[STEM-PjBL based on the issue of clean water availability through filtration using banana peel activated carbon to improve students' environmental literacy. Environmental issues in science learning are often presented conceptually, limiting students’ opportunities to engage with authentic environmental problems. This study aimed to examine the implementation of STEM-Project Based Learning (STEM-PjBL) through a banana peel activated carbon filtration project to improve students’ environmental literacy. A quasi-experimental method with a non-equivalent control group design was employed involving 67 Grade IX students at SMP BPPI Baleendah, Indonesia, comprising 33 students in the experimental class and 34 students in the control class. Participants were selected purposively based on comparable academic characteristics, and baseline equivalence was examined using environmental literacy pretest scores. The experimental class received STEM-PjBL through the stages of reflection, research, discovery, application, and communication, while the control class received conventional learning. Data were collected using a 20-item environmental literacy test covering environmental knowledge, cognitive skills, environmental affect, and environmentally responsible behavior. Data were analyzed using descriptive statistics, an independent-samples t-test, normalized gain (N-gain), and Cohen’s d. The experimental class obtained a higher N-gain (0.727) than the control class (0.392), with a significant posttest difference (p < 0.001) and a Cohen’s d of 2.09. Improvements were observed across all four dimensions, particularly environmental affect and environmentally responsible behavior. These findings indicate that contextualized STEM-PjBL can support environmental literacy development through authentic environmental problem solving.]]>
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