The purpose of this study is to describe students' scientific literacy through inquiry-based learning for STEM education in dynamic fluid material. The study used a descriptive study. The study was conducted on 32 high school students’ using five items essays. Data analysis was carried out by categorizing it into scientific literacy categories. The paired sample t-test results showed p = 0,000 which means that there were differences in the average pretest and posttest where the posttest average (59.0) was higher than the average pretest (31.5) and the N-gain test results were 0.397 (medium category). Furthermore, it was analyzed by crosstabulation and the results showed that a shift in categories from the scientific illeteracy (SI) category to functional scientific literacy (FSL). These results indicated that inquiry-based learning for STEM education effectively for increasing scientific literacy.