AN INQUIRY–STEM MODEL FOR STRENGTHENING 21ST-CENTURY SKILLS IN JUNIOR SECONDARY SCIENCE EDUCATION

This study aims to develop an inquiry-based STEM-integrated learning model to enhance students' 21st-century skills in junior secondary science education. The research employed an educational design research approach consisting of three phases: preliminary research, prototyping, and assessment. Data were collected through expert validation sheets, practicality questionnaires administered to teachers and students, and performance-based assessments using observation rubrics. Data analysis was conducted using descriptive statistics for validity and practicality. At the same time, effectiveness was evaluated using a quasi-experimental design with pretest–posttest comparisons, N-gain analysis, and independent-samples t-tests. The findings indicate that the developed model meets high-quality criteria for validity, practicality, and effectiveness. All components were categorized as very valid, demonstrating strong theoretical alignment and internal consistency. The model was also highly practical and easily implemented in classroom settings. Moreover, it significantly improved students' 21st-century skills, critical thinking, creativity, communication, and collaboration with moderate but consistent gains and statistically significant differences compared to conventional learning. These results imply that integrating inquiry and STEM provides an effective framework for fostering higher-order thinking and collaborative skills. This study contributes a validated and applicable learning model that supports student-centered, competency-based science education aligned with global trends.