Efektivitas Model Project Based Learning Dalam Meningkatkan Literasi Sains Siswa SD
DOI:
https://doi.org/10.61798/wjpe.v5i2.650Keywords:
Project Based Learning, Literasi Sains, Sekolah Dasar, Pembelajaran IPA, Pembelajaran Abad Ke-21Abstract
Literasi sains merupakan salah satu kompetensi penting dalam pendidikan abad ke-21, namun kemampuan literasi sains siswa di Indonesia masih tergolong rendah. Penelitian ini bertujuan untuk menganalisis efektivitas model Project Based Learning dalam meningkatkan literasi sains siswa kelas V di SD Inpres Risa 1. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-eksperimental melalui desain one group pretest-posttest. Sampel penelitian berjumlah 30 siswa kelas V yang dipilih menggunakan teknik sampel jenuh. Pengumpulan data dilakukan menggunakan tes pilihan ganda sebanyak 20 soal yang mencakup indikator konsep sains dan aplikasi sains. Teknik analisis data meliputi statistik deskriptif, uji N-gain, uji normalitas, dan uji paired sample t-test. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest siswa sebesar 64 dan meningkat menjadi 83 pada posttest dengan peningkatan sebesar 19 poin setelah penerapan Project Based Learning. Hasil uji N-gain memperoleh nilai sebesar 0,53 dengan kategori sedang yang menunjukkan bahwa model tersebut cukup efektif dalam meningkatkan literasi sains siswa. Selain itu, hasil uji paired sample t-test menunjukkan nilai signifikansi sebesar 0,000 < 0,05 yang berarti terdapat perbedaan signifikan antara nilai pretest dan posttest. Temuan penelitian menunjukkan bahwa Project Based Learning efektif dalam meningkatkan literasi sains siswa. Penelitian ini memberikan kontribusi terhadap pengembangan pembelajaran IPA di sekolah dasar, khususnya dalam memperkuat bukti empiris mengenai efektivitas Project Based Learning dalam meningkatkan literasi sains siswa pada konteks sekolah dasar di daerah Kabupaten Bima
Downloads
References
Akdoğdu, E., & Id, O. (2022). Investigating Factors Affecting Scientific Literacy with Structural Equation Modeling and Multilevel Structural Equation Modeling : Case of PISA 2015 Fen Okuryazarlığını Etkileyen Faktörlerin Tek ve Çok Düzeyli Yapısal Eşitlik Modeli ile İncelenmesi : PISA 2015 Örneği. 51(2), 795–824. https://doi.org/10.14812/cufej.933101
Ardianto, D., & Pursitasari, I. D. (2017). Do middle school science textbooks enclose an entity of scientific literacy? Jurnal Pendidikan IPA Indonesia, 6(1), 24–29. https://doi.org/10.15294/jpii.v6i1.8600
Astuti, I. A. D., Danial, M., & Anwar, M. (2018). Pengaruh model pembelajaran project based learning terhadap kemampuan literasi sains peserta didik kelas VIII SMP Negeri 2 Sinjai Timur. Jurnal IPA Terpadu, 2(1), 30–36.
Between, R., Students, S.-G., Literacy, S., & Variables, C. C. (2020). Education and Science. 45(203), 63–89. https://doi.org/10.15390/EB.2020.8552
Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A literature review. MDRC.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.
Fujinami, K., Shimomae, K., Shimada, K., & Isozaki, T. (2025). Incorporating Socio-Scientific Issues in Science Classes : Co- Teaching with a Social Studies Teacher. 1005–1028.
Ghozali, I. (2021). Aplikasi analisis multivariate dengan program IBM SPSS 26 (10th ed.). Badan Penerbit Universitas Diponegoro.
Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics project-based learning affects high-, middle-, and low-achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/10.1007/s10763-014-9526-0
Holbrook, J., & Rannikmäe, M. (2009). The meaning of scientific literacy. International Journal of Environmental and Science Education, 4(3), 275–288.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11), 1–11. https://doi.org/10.1186/s40594-016-0046-z
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Nofiana, M., & Julianto, T. (2018). Upaya peningkatan literasi sains siswa melalui pembelajaran berbasis keunggulan lokal. Biosfer: Jurnal Tadris Biologi, 9(1), 24–35. https://doi.org/10.24042/biosfer.v9i1.2876
OECD. (2019). PISA 2018 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en
OECD. (2025). PISA 2025 SCIENCE FRAMEWORK ( DRAFT ) (J. Osborne, D. Jorde, & J. Krajcik (eds.); 2nd ed., Issue May 2023). Oxford University Press.
Rusilowati, A., Kurniawati, L., Nugroho, S. E., & Widiyatmoko, A. (2016). Developing an instrument of scientific literacy assessment on the cycle theme. International Journal of Environmental and Science Education, 11(12), 5718–5727.
Sayadi, D. S., & Pangandaman, H. K. (2025). Jurnal Pendidikan IPA Indonesia TECHNOLOGY-ENHANCED SCIENCE TEACHING FOR 21ST-CENTURY LEARNING : A SYSTEMATIC REVIEW OF EVIDENCE-BASED STRATEGIES AND THEIR ALIGNMENT WITH SDG 4. 14(3), 585–598. https://doi.org/10.15294/jpii.v14i3.29379
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Victor, P., Souza, S., & Silva, L. V. (2026). Scientific literacy through an inquiry-based multimodal teaching : outcomes from a classroom study. February. https://doi.org/10.3389/feduc.2026.1726851
Vo, D. Van, & Csapó, B. (2021). Development of scientific reasoning test measuring control of variables strategy in physics for high school students : evidence of validity and latent predictors of item difficulty. International Journal of Science Education, 0(0), 1–21. https://doi.org/10.1080/09500693.2021.1957515
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Wang, H. H., Hong, Z. R., She, H. C., Smith, T. J., Fielding, J., & Lin, H. (2022). The role of structured inquiry , open inquiry , and epistemological beliefs in developing secondary students ’ scientific and mathematical literacies. International Journal of STEM Education. https://doi.org/10.1186/s40594-022-00329-z
Widodo, A. (2017). Teacher pedagogical content knowledge (PCK) and students’ reasoning and well-being. Journal of Physics: Conference Series, 812(1), 12119. https://doi.org/10.1088/1742-6596/812/1/012119
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rahmat Dani, Syahriani Yulianci, Sri Hardiningsih Hanafi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
