Articles

The Impact of Using Problem-Based Learning (PBL) with Augmented Reality Flashcard on Elementary School Student’s Scientific Literacy and Problem Solving Skill in Solar System

/in /by

This study aims to examine the effect of the Problem Based Learning (PBL) model integrated with Augmented Reality (AR)-based flashcard media on the scientific literacy and problem-solving skills of elementary school students regarding the solar system. This quantitative research involved sixth-grade students at SDN Dabasah 3 Bondowoso, divided into an experimental class using PBL and AR flashcards and a control class using conventional methods. Data were collected through observations and essay tests. The results indicate a significant influence of the PBL model with AR flashcard media on both scientific literacy and problem-solving skills. This is evidenced by the thitung> ttabel values for both variables (3.764 > 2.026 for scientific literacy and 3.064 > 2.026 for problem-solving). Furthermore, the average problem-solving score for the experimental group is 82 was higher than that of the control group is 71.6. In conclusion, the integration of AR technology within the PBL model is effective in increasing student engagement, visualizing abstract concepts, and optimizing cognitive skills in elementary education.

The Influence of the Problem-Based Learning Model Assisted by ‘Energy Exploration Board’ Media on Scientific Literacy and Learning Outcomes in Elementary School Science and Social Studies (IPAS)

/in /by

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.