Improving Science Literacy Skills of Phase B Elementary School Learners through Problem Based Learning and Differentiated Strategies
DOI:
https://doi.org/10.30997/jtdik.v12i2.19571Keywords:
Problem Based Learning, differentiated learning, science literacy, primary school, phase BAbstract
Students' science literacy is often low due to teacher-centered learning activities. This study aims to analyze the impact of Problem Based Learning (PBL) model with differentiation strategy on improving students' science literacy. Through a quasi-experimental design (one-group pre-test post-test) involving third grade students in one of Cimahi City elementary schools, it was found that the implementation of PBL model with differentiation strategy significantly improved science literacy skills. This is indicated by the increase in the average score from 57.00 (pre-test) to 71.20 (post-test), as well as the results of a paired sample t-test with a value of p < 0.001 which shows significance. These findings indicate that the combination of PBL model with differentiation strategy provides benefits in improving concept understanding, learning motivation, and active involvement of students in science learning. Therefore, this approach is recommended to be implemented in elementary schools to increase the effectiveness of science learning more optimally and in accordance with the needs of students.
References
Afni, N., & Rokhimawan, M. A. (2018). Literasi Sains Peserta Didik Kelas V di MIN Tanuraksan Kebumen. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 10(1), 47–68. https://doi.org/10.14421/al-bidayah.v10i1.129
Amalia, K., Rasyad, I., & Gunawan, A. (2023). Pembelajaran Berdiferensiasi sebagai Inovasi pembelajaran. Journal Of Education And Teaching Learning (JETL), 5(2), 185–193. https://doi.org/10.51178/jetl.v5i2.1351
Aprilianingrum, D., & Wardani, K. W. (2020). Meta Analisis: Komparasi Pengaruh Model Pembelajaran Problem Based Learning dan Discovery Learning dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SD. Jurnal Basicedu, 5(2), 1006–1017. https://doi.org/https://doi.org/10.31004/basicedu.v5i2.871 ISSN
Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & Ibrohim, I. (2016). Improving critical thinking skills through the integration of problem based learning and group investigation. International Journal for Lesson and Learning Studies, 5(1), 36–44. https://doi.org/10.1108/IJLLS-10-2014-0042
Aufa, M. N., Rusmansyah, R., Hasbie, M., Jaidie, A., & Yunita, A. (2021). The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes. Jurnal Penelitian Pendidikan IPA, 7(3), 401–407. https://doi.org/10.29303/jppipa.v7i3.732
Berliana, G. Y., Sugiyanto, S., & Fardhani, I. (2023). Student’s Learning Outcomes and Scientific Literacy Improvement Through the Implementation of Reading to Learn and Discovery Learning Models. Jurnal Penelitian Pendidikan IPA, 9(5), 2563–2572. https://doi.org/10.29303/jppipa.v9i5.2573
Creswell, J. W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed methodes Approaches. In Writing Center Talk over Time. https://doi.org/10.4324/9780429469237-3
Dista, D. X., Hermita, N., & Triani, R. A. (2024). Pengaruh Pembelajaran Berdiferensiasi di Sekolah Dasar. Journal of Education Research, 5(2), 994–999. https://doi.org/10.37985/jer.v5i2.964
Fadilah, S. N. U., Munthe, T. Y., & Kartikarini, A. (2024). Mendorong kemampuan berpikir kritis siswa melalui pembelajaran berbasis pbl berbantuan laboratorium virtual. Seminar Nasional IPA XIV, 207–213.
Fauzia, H. A. (2018). Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Berlajar Matematika Topik Bilangan Cacah. Pedagogia: Jurnal Ilmiah Pendidikan, 7(1), 40–47. https://doi.org/10.55215/pedagogia.v14i2.6611
Fitra, D. K. (2022). Analisis Penerapan Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka. Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan, 5(2), 279.
Fuadi, H., Robbia, A. Z., Jamaluddin, J., & Jufri, A. W. (2020). Analisis Faktor Penyebab Rendahnya Kemampuan Literasi Sains Peserta Didik. Jurnal Ilmiah Profesi Pendidikan, 5(2), 108–116. https://doi.org/10.29303/jipp.v5i2.122
Gürses, Sahin, & Gunes. (2022). Investigation of the Effectiveness of the Problem-Based Learning (PBL) Model in Teaching the Concepts of “Heat, Temperature and Pressure” and the Effects of the Activities on the Development of Scientific Process Skills. Education Quarterly Reviews, 5(2). https://doi.org/10.31014/aior.1993.05.02.469
Hamna, H., & BK, M. K. U. (2022). Science Literacy in Elementary Schools: A Comparative Study of Flipped Learning and Hybrid Learning Models. Profesi Pendidikan Dasar, 9(2), 132–147. https://doi.org/10.23917/ppd.v9i2.19667
Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The role of problem-based learning to improve students’ mathematical problem-solving ability and self confidence. Journal on Mathematics Education, 9(2), 291–299. https://doi.org/10.22342/jme.9.2.5394.291-300
Hussin, W. N. T. W., Harun, J., & Shukor, N. A. (2018). Editorial board• EDITORIAL BOARD. FEMS Microbiology Letters, 15(1), 1–6. https://doi.org/10.5539/ass.v15n1p14
Istni, T., Utomo, D. H., & Utaya, S. (2022). Pengaruh model Problem Based Learning (PBL) berbantuan LKPD terhadap kemampuan berpikir kritis mata pelajaran Geografi siswa kelas XI IPS MA Bilingual Batu. Jurnal Integrasi Dan Harmoni Inovatif Ilmu-Ilmu Sosial (JIHI3S), 2(2), 194–203. https://doi.org/10.17977/um063v2i2p194-203
Kamila, H. R., Cahyaningrum, S. E., & Sanjaya, I. G. M. (2023). Effectiveness of Differentiated Learning Materials Oriented toward Nature of Science to Improve Scientific Literacy Skills. Jurnal Penelitian Pendidikan IPA, 9(4), 1968–1973. https://doi.org/10.29303/jppipa.v9i4.2995
Kupchyk, L., & Litvinchuk, A. (2020). Differentiated Instruction in English Learning, Teaching and Assessment in Non-Language Universities. Advanced Education, 7(15), 89–96. https://doi.org/10.20535/2410-8286.168585
Kurniawati, K., & Hidayah, N. (2021). Pengaruh Pembelajaran Problem Based Learning Berbasis Blended Learning terhadap Kemampuan Literasi Sains. Bioedusiana: Jurnal Pendidikan Biologi, 6(2), 184–191. https://doi.org/10.37058/bioed.v6i2.3090
Lestari, N. N. S. (2018). Pengaruh Model Pembelajaran Berbasis Masalah (Problem- Based Learning) dan Motivasi Belajar terhadap Prestasi Belajar Fisika bagi Siswa Kelas VII SMP. Jurnal Teknologi Pembelajaran Indonesia, 1(2), 1–21.
Mansur, A. B. firdausiah, Yusof, N., & Basori, A. H. (2019). Personalized Learning Model based on Deep Learning Algorithm for Student Behaviour Analytic. Procedia Computer Science, 163, 125–133. https://doi.org/10.1016/j.procs.2019.12.094
Marantika, J. E. R., Tomasouw, J., & Wenno, E. C. (2023). Implementasi Pembelajaran Berdiferensiasi Di Kelas. German Für Gesellschaft (J-Gefüge), 2(1), 1–8. https://doi.org/10.30598/jgefuege.2.1.1-8
Muzijah, R., Wati, M., & Mahtari, S. (2020). Pengembangan E-modul Menggunakan Aplikasi Exe-Learning untuk Melatih Literasi Sains. Jurnal Ilmiah Pendidikan Fisika, 4(2), 89. https://doi.org/10.20527/jipf.v4i2.2056
Pratiwi, V. D., & Wuryandani, W. (2020). Effect of Problem Based Learning (PBL) Models on Motivation and Learning Outcomes in Learning Civic Education. JPI (Jurnal Pendidikan Indonesia), 9(3), 401. https://doi.org/10.23887/jpi-undiksha.v9i3.21565
Putri, D. A. H., Fauziah, N., & Wati, W. W. (2022). Analisis Effect Size Pengaruh Model Problem Based Learning Terhadap Keterampilan Berpikir Kritis Dan Pemecahan Masalah Dalam Pembelajaran Sains. ORBITA: Jurnal Pendidikan Dan Ilmu Fisika, 8(2), 205. https://doi.org/10.31764/orbita.v8i2.10295
Putri, N. W. S., & Suryati, N. K. (2020). Analysis of The Style of Learning Based on Visual, Auditorial, Kinesthetic on Students of Computer System. IJECA (International Journal of Education and Curriculum Application), 3(1), 43. https://doi.org/10.31764/ijeca.v3i1.2056
Roslina, Sakung, J. M., Wahyono, U., Afadil, & Abram, P. H. (2025). Pengaruh Strategi Pembelajaran Berdiferensiasi terhadap Literasi Sains Siswa Kelas V Sekolah Dasar Parigi Utara. 10(1), 231–240.
Sakti, N. C., & Luthfiyah, A. (2024). Implementasi Pembelajaran Berdiferensiasi dengan Metode Problem Based Learning (PBL) dalam Meningkatkan Hasil Belajar. Jurnal Ilmiah Profesi Pendidikan, 9(2), 694–698. https://doi.org/10.29303/jipp.v9i2.1935
Santoso, A. B., Alimah, S., & Utami, N. R. (2017). Biological Science Curriculum Study 5e Instructional Model dengan Pendekatan Jelajah Alam Sekitar terhadap Kemampuan Literasi Sains Info Artikel. Dkk / Journal of Biology Education, 6(2), 173–186. http://journal.unnes.ac.id/sju/index.php/ujeb
Sholihah, T. M., & Lastariwati, B. (2020). Problem based learning to increase competence of critical thinking and problem solving. Journal of Education and Learning (EduLearn), 14(1), 148–154. https://doi.org/10.11591/edulearn.v14i1.13772
Sultan, A. Al, Henson, H., & Fadde, P. J. (2018). Pre-service elementary teachers’ scientific literacy and self-efficacy in teaching science. IAFOR Journal of Education, 6(1), 25–42. https://doi.org/10.22492/ije.6.1.02
Tamam, A., Suryanti, & Sudibyo, E. (2023). Improving Science Literacy Skill Using The Development of LKPD Based on the Problem Based Learning (PBL) Model in Elementary School Students. JIV: Jurnal Ilmiah Visi, 18(1), 1–6. http://doi.org/10.21009/JIV.181.1
Uliyandari, M., Candrawati, E., Herawati, A. A., & Latipah, N. (2021). Problem-Based Learning To Improve Concept Understanding and Critical Thinking Ability of Science Education Undergraduate Students. IJORER : International Journal of Recent Educational Research, 2(1), 65–72. https://doi.org/10.46245/ijorer.v2i1.56
Wulandani, N., & Suryawan, A. (2024). Implementasi Problem Based Learning Berbantuan Media Pembelajaran Inovatif untuk Meningkatkan Literasi Sains Siswa Sekolah Dasar. HOLISTIKA JURNAL ILMIAH PGSD, 8(2), 88–98. jurnal.umj.ac.id/i ndex.php/holistika
Yonanda, D. A., Yuliati, Y., & Saputra, D. S. (2019). Development of Problem-Based Comic Book as Learning Media for Improving Primary School Students’ Critical Thinking Ability. Mimbar Sekolah Dasar, 6(3), 341–348. https://doi.org/10.17509/mimbar-sd.v6i3.22892.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Raisa Okta Peni Raisa, Rina Heryani, Anesa Juliati Sarila, Westi Desvia Laura
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. PROPOSED POLICY FOR JOURNALS THAT OFFER OPEN ACCESS
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
2. PROPOSED POLICY FOR JOURNALS THAT OFFER DELAYED OPEN ACCESS
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work [SPECIFY PERIOD OF TIME] after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
