The Effect of the Project-Based Learning (PjBL) Model on the Scientific Literacy Skills of Elementary School Students in Science Learning

Shilmi Kaaffah; Hafiziani Eka  Putri; Fitri Nuraeni

doi:10.63922/ijevss.v5i03.4179

Shilmi Kaaffah Universitas Pendidikan Indonesia, Indonesia
Hafiziani Eka Putri Universitas Pendidikan Indonesia, Indonesia
Fitri Nuraeni Universitas Pendidikan Indonesia, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4179

Keywords: Elementary School, PjBL, Science Learning, Scientific Literacy

Abstract

This study is motivated by the low scientific literacy level of elementary school students in Indonesia and the tendency of science learning to be highly teacher-centered. This study aims to comprehensively examine the effect of implementing the Project Based Learning (PjBL) model on improving the scientific literacy skills of fifth-grade students in science learning. The method used was a quasi-experiment with a Nonequivalent Control Group Design. The sample was selected using purposive sampling, consisting of an experimental class (N=30) and a control class (N=30). Data were collected using a science literacy test consisting of 20 items that had been tested for validity and reliability. The results showed that the post-test average of the experimental class reached 83.20, higher than the control class which obtained 65.60. The improvement (N-Gain) in the experimental class was moderate approaching high (0.67), which significantly outperformed the control class (0.35). Hypothesis testing (t-Test) resulted in a significance value of 0.000 < 0.05, concluding that the application of the PjBL model has a positive and significant effect on improving students' science literacy

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