PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN LITERASI SAINS SISWA KELAS V SEKOLAH DASAR
Abstract
This study was motivated by the insufficient science literacy skills of fifth-grade students at SDN Talaga Wetan III and SDN Banjaran. The purpose of this study was to determine the effect of the Problem-Based Learning (PBL) model on students' science literacy skills. The research method used was a quasi-experimental design with a non-equivalent pre-test and post-test control group design. This study was conducted in fifth grade elementary school during the 2025/2026 academic year with 25 students in the experimental class and 25 students in the control class as research subjects. The experimental class was given the Problem-Based Learning (PBL) model, while the control class was given the Direct Instruction model. Both groups were given pre-tests and post-tests using the same test instruments. The pre-test and post-test data were analyzed using SPSS Version 27. The results of the data analysis showed that the science literacy skills of the experimental class improved more significantly than those of the control class, which remained low. Thus, it can be concluded that there is a difference and influence of the Problem-Based Learning (PBL) model in the fifth grade of SDN Talaga Wetan III and SDN Banjaran. The implication for students is that the PBL learning model effectively enhances their science literacy skills during the learning process.
References
Dinda, D. A. S., Liliana, L., Susilawati, & Yovita. (2022). Profil Kemampuan Literasi Sains Siswa SMP Negeri 4 Tambang. Bedelau: Journal of Education and Learning, 3 (2), 62–72. https://doi.org/10.55748/BJEL.V3I2.131
Efendi, N. (2021). Studiliteraturliterasi sains di sekolah dasar. Jurnal DharmaPGSD,1(2),5764.
Fadlika, R., Hernawati, D., & Meylani, V. (2022). Kemampuan Argumentasi Dan Kemampuan Literasi Sains Peserta Didik Kelas Xi Mipa Pada Materi Sel. LENSA (Lentera Sains): Jurnal Pendidikan IPA, 12(1), 9–18. https://doi.org/10.24929/lensa.v12i1.156
Hotimah, H. (2020). Penerapan Metode Pembelajaran Problem Based Learning Dalam Meningkatkan Kemampuan Bercerita Pada Siswa Sekolah Dasar. JurnalEdukasi,7(3),5. https://doi.org/10.19184/jukasi.v7i3.21599
Irsan, I (2021). Implemensi literasi sains dalam pembelajaran IPA di sekolah dasar. Jurnalbasicedu,neliti.com,https://www.neliti.com/publications/452264/implemensi-literasi-sains-dalam-pembelajaran-ipa-di-sekolah-dasar
Lubis, N., Mutiara, M., Asriani, D., & Saftina, S. (2023). Pentingnya peranan IPA dalam Kehidupan Sehari-hari. Jurnal Adam: Jurnal Pengabdian Masyarakat, 2(1), 119-123.
Muyassaroh, I., Sunanto, L., & Kurnia, I. R. (2022). Upaya Peningkatan Literasi Sains Mahasiswa Melalui Blended-Collaborative Problem Based Learning Berbasis Multiple Representatives Abstrak Pendahuluan Pesatnya perkembangan ilmu pengetahuan dan teknologi ibarat dua sisi mata uang. membutuhkan latar bela. Jurnal Cakrawala Pendas, 8(3), 915–931.
Nasri, N. M., & Talib, M. A. (2023). The Impact of Integrating an Intelligent Personal Assistant (IPA) on Secondary School Physics Students; Scientific Inquiry Skills. IEEE Transactions on Learning Technologies, 16(2), 232–242.
OECD. (2022). PISA 2022Results The State of Learning and Equity in Education. In PISA 2022 Results (Volume I): The Stateof Learningand Equity in education (Vol. 1).
OECD. (2023). PISA 2022 assessment and analytical framework: Mathematics, reading, science and creative thinking. OECD Publishing.
Rahmatullah, R., Inanna, I., & Ampa, A. T. (2020). Media pembelajaran audio visual berbasis aplikasi canva. Jurnal Pendidikan Ekonomi Undiksha, 12(2), 317-327.
Sutrisna, N. (2021). Analisis kemampuan literasi sains peserta didik SMA di Kota Sungai Penuh. Jurnal inovasi penelitian, 1(12), 2683-2694.
