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All Journal Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu
I Gede Astawan
Pendidikan Dasar, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Education

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Enhancing Students’ Literacy and Numeracy through Learning Model Based on the Panca Pramana Cycle I Gede Astawan; Ni Made Dyan Anggreni; Rohmatullah
Jurnal Ilmiah Sekolah Dasar Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v9i4.89314

Abstract

Elementary school students still struggle to achieve literacy and numeracy competencies, requiring effective learning innovations. One approach that can be used is the Panca Pramana learning cycle-based learning model, which is applied to local philosophy and emphasizes an active and meaningful learning process. This study aims to analyze the differences in literacy and numeracy skills between students who participate in learning with the Panca Pramana learning cycle-based learning model and students who participate in learning with conventional learning models. This study uses a quasi-experimental approach with a control group design and an experimental group that are given a pretest and posttest. The research subjects are elementary school students selected through group random sampling techniques, resulting in one class as the experimental group and one class as the control group. The research data consist of literacy and numeracy skills collected through validated literacy and numeracy tests. Data analysis was carried out through descriptive analysis and inferential analysis using multivariate tests. The results of the study indicate that there are significant differences in literacy and numeracy skills, both partially and simultaneously, between students who participate in learning with the Panca Pramana learning cycle-based learning model and students who participate in conventional learning. These findings indicate that the Panca Pramana learning cycle-based learning model is effective in improving students' literacy and numeracy skills. The implications of this research emphasize the importance of integrating local philosophical values into learning innovations as a strategy to improve learning quality and support the more meaningful development of students' basic competencies.
Character Education in Project-Based Learning to Foster Student’s Scientific Literacy and Independent Character Ni Made Dyan Anggraeni; I Gede Astawan; Arina Zaida Ilma
Mimbar Ilmu Vol. 30 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i3.89096

Abstract

This study addresses the problem of low scientific literacy and learning independence among students. One of the main contributing factors is the lack of a holistic approach in science education. The study aims to examine the effectiveness of the Project-Based Learning (PjBL) model integrated with character education in fostering scientific literacy and student independence in the Primary School Teacher Education (Pendidikan Guru Sekolah Dasar/PGSD) program. The study employed a quasi-experimental method with a non-equivalent posttest-only control group design. The independent variable was the instructional model (PjBL integrated with character education versus conventional learning), while the dependent variables were scientific literacy and student independence. The population of this study consisted of second-semester students from seven classes, with two classes selected through group random sampling, one as the experimental group and one as the control group. Data on scientific literacy were collected through a test, while student independence was measured using a questionnaire. Data were analyzed using descriptive and inferential statistics with MANOVA. The results revealed significant differences, both simultaneously and partially, between students taught using the PjBL model integrated with character education and those taught through conventional methods. The integrated PjBL model proved to be more effective in improving students’ scientific literacy and independence. The practical implication of this study is that educators may integrate character education into project-based learning to strengthen scientific literacy while fostering student independence.
Co-Authors Arina Zaida Ilma Ni Made Dyan Anggraeni Ni Made Dyan Anggreni Rohmatullah