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All Journal Papanda Journal of Mathematics and Sciences Research
Siti Shofa Assyifaul Qulbi Barid
Universitas Jember
Education Mathematics

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Efektivitas model project-based learning pada pembelajaran IPA terhadap literasi sains: Systematic literature review Velita Nuraini; Sri Wahyuni; Sri Rejeki Dwi Astuti; Siti Shofa Assyifaul Qulbi Barid
Papanda Journal of Mathematics and Science Research Vol. 5 No. 1 (2026): Volume 5 Nomor 1 Maret 2026
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjmsr.v5i1.3024

Abstract

The 21st century demands individuals to possess adequate scientific literacy to navigate technological advancements and global challenges. Scientific literacy entails understanding scientific concepts and strengthening abilities critical thinking. However, the 2022 PISA results revealed that Indonesian learners’ scientific literacy remains low, with a mean score of 383, below the OECD average. This condition calls for the implementation of effective learning models, among them is Project Based Learning (PjBL). This research seeks to examine the application of PjBL in science learning and how it affects students’ scientific literacy through a Systematic Literature Review (SLR). Fifteen articles obtained from Google Scholar were analyzed using the keywords “Model Project Based Learning” “Literasi Sains” “Siswa Sekolah” and “Pembalajaran IPA” with the selection process following PRISMA guidelines. The analysis shows that PjBL positively influences the improvement of scientific literacy across educational levels. At the elementary level, PjBL helps students grasp scientific concepts through contextual project activities. In lower secondary school, the integration of digital media such as E-LKPD and liveworksheets enhances students’ scientific reasoning. In upper secondary school, the combination of PjBL with STEM approaches and cultural contexts effectively strengthens higher-order thinking skills. Overall, PjBL is proven to be a relevant model for improving students’ scientific literacy by promoting active, collaborative, and project-oriented learning which fosters the growth of 21st-century skills.
Studi literatur: Pengaruh model discovery learning terhadap perkembangan keterampilan proses sains pada berbagai jenjang pendidikan di Indonesia Jeanis Janah Sofiastri; Siti Shofa Assyifaul Qulbi Barid; Sri Wahyuni; Sri Rejeki Dwi Astuti
Papanda Journal of Mathematics and Science Research Vol. 5 No. 1 (2026): Volume 5 Nomor 1 Maret 2026
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjmsr.v5i1.3025

Abstract

Science process skills represent fundamental abilities that must be strengthened in 21st-century education, as they support students in developing scientific ways of thinking, solving problems, and constructing conceptual understanding. Data from the 2022 Programme for International Student Assessment (PISA) show that Indonesian students achieved a science score of 383, a decline from 396 in 2018, which reflects the limited development of essential scientific skills. This study analyzes the role of the Discovery Learning model in enhancing students’ science process skills at elementary, junior high, and senior high school levels in Indonesia. The research employed a Systematic Literature Review method following PRISMA guidelines. An initial search of Google Scholar using the keywords Discovery Learning, Science Process Skills, and Science identified 4,820 articles. After applying inclusion and exclusion criteria, 28 relevant studies published between 2021 and 2025 were analyzed, consisting of 4 elementary, 12 junior high, and 12 senior high school studies. The findings consistently show that Discovery Learning positively influences science process skills through observing, experimenting, and drawing conclusions based on empirical evidence. Across educational levels, this model supports scientific reasoning, critical thinking, and scientific attitudes. This review contributes to science education by synthesizing evidence on the implementation of Discovery Learning across educational levels, providing a structured reference for educators and researchers to strengthen science process skills instruction. In addition, the findings highlight opportunities for future studies to integrate Discovery Learning with digital technologies and interdisciplinary approaches to further enhance students’ scientific competencies
Co-Authors Jeanis Janah Sofiastri Sri Rejeki Dwi Astuti Sri Wahyuni Velita Nuraini