<![CDATA[The PISA study reveals that science literacy in Indonesia continues to decline every year. This study aims to examine the effects of the Problem-Based Learning (PBL) model on fifth-grade students’ mastery of science literacy in IPAS instruction. The method used in this study is a quantitative approach through a quasi-experimental design, employing a pretest-posttest control group design. The research was conducted in February 2025. The study population comprised all students from three fifth-grade classes at SDN 56 Pontianak, while the sample was selected using purposive sampling. To collect research data, multiple-choice tests and documentation guidelines were used. Data analysis was then conducted using descriptive statistical tests, followed by tests of assumptions, and concluded with hypothesis testing. The research findings indicate that the average science literacy proficiency of students in the experimental group increased from 47.12 to 68.79, surpassing that of the control group, which rose only from 47.19 to 61.13. This increase confirms that the PBL model successfully facilitated students’ mastery of science through problem-solving. Empirical support is evident from the significance value of 0.020 (< 0.05) and an effect size of 0.673 (moderate category). The conclusion of this study is that the Problem-Based Learning (PBL) model has a significant impact on students’ science literacy skills in fifth-grade IPAS instruction at SDN 56 Pontianak.]]>
