Komparasi Model PBL dan PjBL terhadap Peningkatan Literasi Sains Siswa Kelas V Madrasah Ibtidaiyah

Aprelliza Putri Lucki Bintari; Karimatus Saidah; Frans Aditia Wiguna

doi:10.36312/educatoria.v6i3.1627

Authors

Aprelliza Putri Lucki Bintari Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nusantara PGRI Kediri, Jalan Ahmad Dahlan Nomor 76, Kediri, Jawa Timur 64112, Indonesia
Karimatus Saidah Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nusantara PGRI Kediri, Jalan Ahmad Dahlan Nomor 76, Kediri, Jawa Timur 64112, Indonesia
Frans Aditia Wiguna Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nusantara PGRI Kediri, Jalan Ahmad Dahlan Nomor 76, Kediri, Jawa Timur 64112, Indonesia

DOI:

https://doi.org/10.36312/educatoria.v6i3.1627

Keywords:

Scientific Literacy, Problem-Based Learning, Project-Based Learning, Elementary School

Abstract

This study aims to analyze the impact of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) models on improving students' scientific literacy skills and to compare the effectiveness of both models. A quantitative approach was employed using a quasi-experimental, pretest-posttest design with two treatment groups. The sample consisted of 29 fifth-grade students (Class V-C) in the PBL group and 30 fifth-grade students (Class V-D) in the PjBL group at MIS Al Irsyad Al Islamiyyah, Kediri City. Data collection involved a 30-item scientific literacy test validated by experts, achieving a feasibility score of 79.13% and a Cronbach’s Alpha reliability coefficient of 0.871. Data were analyzed using paired-sample t-tests and independent-sample t-tests with the aid of IBM SPSS 25 software. The results indicate that the PBL model had a significant effect on improving students' scientific literacy (p < 0.001). Furthermore, a significant difference in effectiveness was observed between the two models (p = 0.016), with the PjBL group achieving a higher post-test mean score (90.43) compared to the PBL group (86.69). Thus, the Project-Based Learning model is more effective than the Problem-Based Learning model in enhancing the scientific literacy of fifth-grade students regarding the topic of alternative energy.

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