Articles

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)

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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.

The Impact of Industrial Agriculture Based Problem Based Learning Model on the Scientific Literacy and Learning Outcomes of Fourth Grade Elementary Students

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Low student performance in learning outcome and scientific literacy remains a pressing issue in Indonesian elementary education. One contributing factor is the lack of connection between curriculum content and students’ everyday experiences. This study addresses this problem by implementing a Problem-Based Learning (PBL) model contextualized within local industrial agriculture, specifically banana farming, to enhance both learning outcomes and scientific literacy among fourth-grade students. A quantitative approach with a posttest-only control group design was used. The participants were 41 fourth-grade students, divided into an experimental group (n = 20) and a control group (n = 21). The experimental group received instruction using the industrial agriculture-based PBL model, while the control group was taught using conventional Direct Instruction. Data were collected through standardized tests measuring learning outcomes and scientific literacy, and analyzed using normality tests and the Mann-Whitney U test. The findings indicated a significant difference between the two groups. The experimental group achieved a higher average learning outcome score (98.55) compared to the control group (89.00), with a significance level of p = 0.020. For scientific literacy, the experimental group’s mean score was 93.30, significantly higher than the control group’s 75.43 (p = 0.000). Additionally, 13 students in the experimental group reached Level 6 scientific literacy, demonstrating advanced skills in critical thinking, scientific reasoning, and problem-solving. The industrial agriculture-based PBL model has a significant and positive impact on both learning outcomes and scientific literacy. By embedding real-world, locally relevant problems into science instruction, this model not only boosts academic achievement but also cultivates key 21st-century skills such as reflection, collaboration, and contextual problem-solving. These findings support the broader application of contextual PBL in elementary science education, particularly in rural and agriculturally rich areas.

Measurement of Science Literacy Skills of Elementary School Teacher Education Students: Development and Validity Testing of Assessment Instruments

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This study aims to develop and test the validity and reliability of a scientific literacy instrument for students of the Elementary School Teacher Education (PGSD) Program. The instrument was designed to measure three dimensions of scientific literacy: content knowledge, procedural knowledge, and epistemic knowledge, focusing on Earth and Space Science topics. A total of 18 questions were constructed based on indicators that assess the ability to explain scientific phenomena, evaluate scientific investigations, and interpret scientific data. The instrument was tested on 33 PGSD students at Universitas Sebelas Maret (UNS) and analyzed using the Content Validity Index (CVI) and reliability tests via SPSS software.

The results indicated that most items were valid, with an S-CVI/Ave value of 0.981 and an S-CVI/UA value of 0.8333. However, one item was found invalid with an I-CVI score of 0.67. The reliability test showed that some questions had a good level of reliability, while others required revision due to low reliability. Additionally, analysis using the Item Response Theory (IRT) revealed that the questions varied in difficulty and discrimination, with most questions having positive discrimination values and a range of difficulty levels. Overall, the instrument was found to be valid and reliable for assessing the scientific literacy of PGSD students, although some questions need revision to improve consistency and accuracy.