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)

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.