Conceptual understanding is one of the most difficult issues in teaching physics. This study investigated the effect of adopting cooperative learning and Internet reciprocal teaching (IRT) on science, technology, engineering and mathematics (STEM) literacy (physics) in secondary school by comparing the cooperative method with the IRT strategy and traditional method. A quasi-experimental research method was adopted. The data were analyzed using SPSS software. Participants were 60 physics students from 12th-grade secondary schools. In this study, two intact classes were involved: the experimental group consisting of 30 students taught with the cooperative technique and the IRT strategy and the control group comprising 30 students taught with the traditional method. After adjusting for word problem-solving pre-test scores for STEM literacy (physics), the two-way MANCOVA results indicate that the cooperative method with the IRT strategy has a significant effect at p < 0.05 level. Results show that employing the cooperative method, specifically the IRT strategy, significantly impacts students' attitudes toward learning STEM literacy, particularly in comprehending physics concepts and vocabulary for solving STEM-related word problems. This study holds relevance for policymakers, urging them to endorse the integration of the cooperative method with the IRT strategy within educational institutions. Furthermore, it underscores implications for teachers' instructional approaches within the classroom setting. Overall, this study suggests that using cooperative learning alongside IRT can effectively enhance students' STEM literacy (physics). By promoting collaboration, critical thinking and active engagement, this approach aids in preparing students for prospective careers in STEM fields and fosters a positive attitude toward learning STEM.