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.

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