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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Dewi Permata Ayu
Universitas Negeri Makassar
Education

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MODEL PEMBELAJARAN DPA (LITERACY, ARGUMENTATION, NEW CONCEPT AND PROJECT) UNTUK MENINGKATKAN KETERAMPILAN ABAD 21: MODEL PEMBELAJARAN DPA (LITERACY, ARGUMENTATION, NEW CONCEPT AND PROJECT) UNTUK MENINGKATKAN KETERAMPILAN ABAD 21 Dewi Permata Ayu; Amelia Putri; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9248

Abstract

ABSTRACTThis research aims to develop the DPA learning model to enhance the quality of biology education at the senior secondary school level (SMA/equivalent). This model is an extension of Project-Based Learning (PjBL), designed to overcome challenges such as the low literacy of students. The background of this study is rooted in the identified gaps: low scientific literacy, lack of critical thinking and scientific argumentation skills, and minimal in-depth conceptual understanding, which makes the learning process less meaningful for students. The DPA model was developed as an innovation of Project-Based Learning (PjBL) with specific integrations to address these skill deficiencies while simultaneously internalizing the value of meaningful learning. Furthermore, this model is also expected to foster meaningful learning values within the educational process.The method employed is a qualitative literature review. The researchers conducted an in-depth and systematic analysis of various key literature relevant to PjBL and the 21st-century skills framework. The theoretical synthesis from this analysis was then utilized to formulate and structure the DPA Model framework, which consists of seven structured learning stages. The development of the DPA model was carried out by synthesizing these theories into seven learning stages. The results of the analysis and development indicate that the DPA Model comprises seven systematic main stages. These stages include: Literacy and problem orientation; Initial argumentation and project planning; Exploration of new concepts and argument development; Project implementation; Final argumentation and project presentation; Reflection and concept confirmation; and Implementation of conceptual knowledge in daily life and the surrounding environment. This DPA model offers a solution for improving learning quality, focusing on authentic, collaborative, and reflective experiences. The development of this model is expected to effectively enhance students' literacy, argumentation skills, and concept mastery, making them competent in line with 21st-century competencies and skills.
SLR TENTANG INTEGRASI TEKNOLOGI DALAM PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN LITERASI SAINS PESERTA DIDIK Dian Pratiwi; Rezky Awalia; Dewi Permata Ayu; Arifah Novia Arifin; Adnan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9531

Abstract

Numerous studies have demonstrated that students’ scientific literacy remains low, indicating the need for improvement in the learning process. Interactive learning that utilizes technology as a medium to enhance scientific literacy in the digital era is essential, considering the rapid advancement of technology and its inseparable role in everyday life. For science teachers and pre-service teachers, it is crucial to develop the competencies required to teach students in accordance with the demands of the times. This study employs a Systematic Literature Review (SLR) method aimed at comparing the findings of research articles published in Scopus-indexed journals. The keywords used to identify relevant articles in the Scopus database were “interactive learning” and “scientific literacy”, yielding 1,532 publications. After a process of screening and reduction based on inclusion and exclusion criteria (topic relevance, publication year, and article quality), 30 articles were selected for further analysis. The analysis revealed an increase in publications in 2025, with 18 articles published that year. The authorship analysis showed that research on interactive learning is predominantly conducted in Indonesia (60%), with additional contributions from Malaysia, South Korea, Australia, and the United States. The most prolific author identified was Putra. The findings indicate that technology integration is at the core of interactive learning development in the digital era, strongly supported by educational technology, artificial intelligence, and augmented reality. However, challenges remain in effectively integrating these technologies with pedagogical strategies to sustainably improve scientific literacy.
Co-Authors Adnan Amelia Putri Arifin, Arifah Novia Dian Pratiwi Muhiddin Palennari Rezky Awalia