Abstract :

The learning of Science and Social Sciences (IPAS) in elementary schools currently faces challenges, particularly in the low achievement of students’ scientific literacy and learning outcomes. The learning process is often dominated by teacher-centered methods, lacking the integration of innovative media that fosters active student engagement. This research aims to examine the influence of the Problem-Based Learning (PBL) model supported by “Papan Jelajah Energi” (Energy Exploration Board) media on students’ scientific literacy and learning outcomes. The study employed a quasi-experimental design with a Pretest-Posttest Control Group Design involving 5th-grade students at SDN Kandangtepus 02. The research instruments included scientific literacy tests and cognitive learning outcome tests. Data analysis was conducted using the independent samples t-test. The results showed that the experimental group, which implemented the PBL model with the Papan Jelajah Energi media, achieved significantly higher scores compared to the control group. This indicates that the integration of PBL and interactive game-based media is effective in improving students’ understanding of renewable energy concepts and their scientific literacy skills.

---

Keywords :

IPAS., Learning Outcomes, Papan Jelajah Energi, Problem based learning., Scientific literacy.

---

References :

1. Afandi, D. D., Subekti, E. E., & Saputro, S. A. (2024). Pengaruh model pembelajaran problem based learning terhadap hasil belajar IPAS. Jurnal Inovasi, Evaluasi Dan Pengembangan Pembelajaran (JIEPP).
2. Arends, R. I. (2012). Learning to Teach (Ninth Edition). New York: McGraw-Hill Choli, (2019). Pembentukan Karakter Melalui Pendidikan Islam. Tahdzib Al-Akhlaq: Jurnal Pendidikan Islam, 2(2), 35-52.
3. Astiti, K. A., Yanti, B. A. S., Suryaningsih, N. M. A., Poerwati, C. E., Zahara, L., & Wijaya, I. K. W. B. (2024). Teori Psikologi Konstruktivisme. Nilacakra.
4. (2003). Undang-undang RI No.20 tahun 2003 tentang Sistem Pendidikan Nasional.
5. Dakhi, A. S. (2020). Peningkatan hasil belajar siswa. Jurnal Education and development, 8(2), 468-468.
6. Ekayanti, I. (2021). The Influence of Problem Based Learning (PBL) Learning Model on Science Learning Motivation in Elementary Schools. In Social, Humanities, and Educational Studies (SHES): Conference Series (Vol. 4, No. 6, pp. 1314-1321).
7. (2023). Penerapan PBL pada siswa kelas V SDIT Lentera Hati Ponorogo.
8. Lestari, M. A., et al. (2023). Workshop media pembelajaran berbasis board games edukasi. Abdimas Siliwangi, 6(3), 576-586.
9. (2022). Implementasi PBL dalam pembelajaran.
10. Nugraha, D. M. D. P. (2022). Hubungan kemampuan Literasi sains dengan hasil belajar ipa siswa sekolah dasar. Jurnal Elementary, 5(2), 153-158.
11. (2023). PISA 2022 Results.
12. Sujana, N. (2021). Dasar-dasar Proses Belajar Mengajar. Sinar Baru Algensindo.
13. Walker, A., & Leary, H. (2009). A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary journal of problem-based learning, 3(1), 6.
14. Yunita, S. M., Bektiarso, S., & Wicaksono, I. (2025). Analisis Ekoliterasi Siswa.