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This study aims to develop STEM-integrated Project-based Learning (PjBL) model that meets the criteria of validity, practicality, effectiveness, and consistency in enhancing the scientific literacy competencies of junior high school students. The present research follows the principles of development research, specifically the Research and Development (R&D) 4-D model, which encompasses four stages of activity: define, design, develop, and disseminate. A combination of limited and extensive experiments was conducted to assess the impact of the STEM-integrated PjBL model. The study employed the static one-group pretest-posttest design as the framework for implementing these experiments. Subsequently, the research data underwent descriptive qualitative and inferential analyses, utilizing the two-mean difference test via t-test. The data analysis concludes that the developed STEM-integrated PjBL model learning tools satisfy various criteria. Firstly, the STEM-Integrated PkBL Model is considered valid if the average score exceeds 2.50 and a reliability coefficient value greater than 75%. Secondly, the learning device components demonstrate practicality, indicating their successful application in an educational setting. Lastly, the effectiveness of the tools is demonstrated by a moderate average value of n-gain (0.70), indicating a positive improvement in scientific literacy, further supported by the t-test results (sig. 0.00 < 0.005) that indicate significant progress. Thus, it can be concluded that the STEM-integrated PjBL model learning is suitable for teaching scientific literacy and enhancing the scientific literacy competencies of junior high school students

STEM-integrated PjBL model, learning tools, science literacy, junior high school student.