JPPIPA 9(12) (2023)

Jurnal Penelitian Pendidikan IPA

Journal of Research in Science Education

http://jppipa.unram.ac.id/index.php/jppipa/index

The Effect of Problem Based Learning Model toward the

Ability of Science Literacy in 3rd Grade Students
Uswatun Hasanah1*, Prima Mutia Sari1
1 Departement of Elementary Education, Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia.

Received: October 28, 2023 Abstract: The purpose of this study was to analyze how much influence the use of a
Revised: November 16, 2023 problem-based learning model on the ability of science literacy learners in Learning
Accepted: December 20, 2023 Natural Sciences class III Makassar State Elementary School. This study uses the
Published: December 31, 2023 experimental method, and the form of research is a quasi-experiment. With the design of
posttest only control design, and sampling techniques using purposive sampling. Based
Corresponding Author: on the results of data analysis, the average post-test in the experimental class was 33.82
Uswatun Hasanah while in the control class was 23.18. Hypothesis test results using T-test with Mann
uunuswatun03@gmail.com Withney formula, obtained by Asymp. Sig (2-tailed) 0.014. The value of asymptotic
significance in the calculation of the t-test is smaller than the significance level of 0.05,
DOI: 10.29303/jppipa.v9i12.5866 thus the HA is accepted, so that from the test results there is a significant influence
between the results of scientific literacy students who use problem-based learning model.
© 2023 The Authors. This open
access article is distributed under a
(CC-BY License)
Keywords: Learning model; Problem based learning; Scientific literacy

Introduction better sensitivity in making scientific decisions about

themselves and their environment (Ulfa, 2017).
Everyone should have scientific knowledge that One way to improve science literacy that teachers
includes scientific knowledge, scientific process skills can do is to apply a learning model that is able to
and scientific literacy. The development of scientific encourage students to build their concepts, through a
culture is important. Everyone should have scientific contextual scientific approach. But the fact is that in
knowledge that includes scientific knowledge, scientific schools, learning is carried out without the participation
process skills and scientific literacy. With scientific of students to play an active role in learning, especially
literacy, individuals or communities can use their in developing the process of scientific literacy (Aiman &
knowledge to identify questions and draw evidence- Ahmad, 2020). Science Learning places more emphasis
based conclusions to make decisions about nature and on cognitive learning outcomes, and yet many teachers
changes through people (Apriana, 2023). Scientific aim at habituation and improvement of science literacy
literacy according to the PISA explanation is defined as ability. Teachers are more just transferring their
the ability of individuals to devote attention to topics knowledge to students, without allowing students to
related to science and scientific ideas as a form of build and develop their knowledge. Learning conditions
individual reflection (Khery, 2022). Science literacy is the like this, make learners not have the opportunity to
quality of learners in understanding everyday problems develop a scientific attitude to improve the ability of
associated with the material that has been studied, so as scientific literacy.
to be able to be positive and sensitive about themselves Problem based learning is an educational process
and the environment, and involve them in problem that challenges students to learn and solve real-world
solving so that they have a broader perspective and problems as a team (Hotimah, 2020). This problem-
based learning Model is widely used in subjects by

___________
How to Cite:
Hasanah, U., & Sari, P. M. (2023). The Effect of Problem Based Learning Model toward the Ability of Science Literacy in 3rd Grade Students. Jurnal
Penelitian Pendidikan IPA, 9(12), 11373–11378. https://doi.org/10.29303/jppipa.v9i12.5866
Jurnal Peneliatian Pendidikan IPA (JPPIPA) Desember 2023, Volume 9 Issue 12, 11373-11378

teachers to train the ability and analyze and sensitivity collaboration, communication, collaboration, the eighth
of students to their environment. Science subjects analysis, problem-solving skills, and improving
become one of the subjects that are suitable to be studied developmental progress is important (Defiyanti &
using a problem based learning model. In this regard, in Sumarni, 2020; Amalia et al., 2020; Amini et al., 2021;
carrying out this learning model, teachers and students Hidayanti & Wulandari, 2023). To find solutions to
must have an interest in high literacy. This is because, to problems based on knowledge, and lastly to open up the
find a solution to a problem in the material studied must PBL system, including curriculum integration and
be through the assessment and references that support it completeness (Shadiq, 2010; Kemdikbud, 2013; Bandi et
(Aiman & Ahmad, 2020). al., 2015).
Based on the results of observations obtained at The use of the PBL model can allow students to be
SDN 08 Makassar, there are several problems found in active and independent in the collection of knowledge.
science learning, especially related to scientific literacy In addition, PBL can improve problem-solving skills
which is still very low. This is because when the learning because it provides problems that require students to
process is carried out there is no participation of analyze the problems they face and find solutions
students to play an active role in learning, especially (Saputri & Febriani, 2017; Oktaviani & Tari, 2018;
developing the process of science literacy. Then the Herdiawan et al., 2019; Budiarti & Airlanda, 2019;
learning is still focused on the teacher is still less actively Ramadhani, 2021; Hagi & Mawardi, 2021; Permata et al.,
involved learners, causing most learners not able to 2022). The appropriate learning Model for overcoming
connect the material with the knowledge they have in the problems that occur is problem-based. The reason for
everyday life. Seeing such conditions, there must be using this teaching model is that students learn to
special innovations for science learning to make it easier remember, apply and carry out the learning process.
for learners to improve literacy skills in applying science Students are given free therapy to practice problem-
concepts so that maximum results are achieved. solving skills.
Problem Based Learning (PBL) is learning that The previous research by Aiman et al. (2020) is
emphasizes inquiry. For the first time, PBL was related to this research, which stated that the main aim
implemented in 1950 at the Medical School of McMaster of this research was to determine the increase in
University in Canada. Baden (2004) states that PBL is a scientific literacy skills of students who studied the PBL
situation where learners are faced with problem model and were taught the expository method. Quasi
situations, incomplete information, and questions that experimental research and post-test only control group
have no answers. Problem-based learning is a learning design. Scientific literacy data is obtained through tests.
style designed to stimulate students’ higher-level The conclusion is that the PBL model increases scientific
thinking in real-world problem-oriented situations, literacy in 5th grade students of Muhammadiyah
including learning (Eviani, 2014). Based on the Elementary School, Kupang.
understanding of the problem-based learning model Based on the description of the background above,
that has been presented, it can be understood that the it can be revealed that the problem-based learning model
problem-based learning model is a learning model that is thought to influence science learning, especially
emphasizes stimulating questions or problems that scientific literacy. However, the magnitude of this
stimulate learners to think. influence is not yet known. Therefore, it is necessary to
Problem-based learning is a model that allows research “The Effect of Problem Based Learning Model
students to develop and refine their thinking through toward the Ability of Science Literacy in 3rd Grade
group planning or group work, enabling students to Students.”
improve, test, and grow (Susilo et al., 2012; Sunaryo,
2014; Susanto, 2014; Utomo et al., 2014; Salma & Amin, Method
2014; Supiandi & Julung, 2016; Mufangati & Juarsa,
2018). Characteristics of problem-based learning include This study uses quantitative research. Quantitative
the first problem becomes the starting point for learning, research is research whose activities are the collection,
the second problem arising in the unstructured real processing, analysis and presentation of data based on
world, the third problem requiring multiple objective quantitative or quantitative analysis to solve a
perspectives, the fourth problem posing a challenge to problem or test a hypothesis to develop general
the knowledge, attitudes, and abilities of students, who principles (Duli, 2019). This research is a quasi-
then need to identify learning needs and other learning experimental research which only uses a posttest design.
areas, the fifth learning becomes self-directed they show, There are two types of groups in quasi-experimental
the sixth use of different media, data sources, and research, namely the control group and the experimental
analysis is a key part of PBL, the seventh teaching group (Sugiyono, 2013). Quasi-experimental research

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design posttest only control design emphasizes the Normality Test

comparison of treatment between the two groups, A normality test was conducted on each group to
namely the control group with the experimental group, determine whether the population of normally
which experimental group is a group that is given distributed data or not. All calculations were performed
special treatment, in this study video tutorial (as an using computer assistance with the Statistical Package
independent variable), while the control group did not for Social Science (SPSS) version 26 with one Sample test
get special treatment, does not use video tutorials. Sapiro-Wilk Test. The criteria of the data are said to be
The use of quasi-experiment is because in the field normally distributed by looking at the significance of p
of education is often difficult to conduct experiments > 0.05, but if the significance value of p < 0.05 then the
purely because in this case the subject (students) is not data is not normally distributed. More details can be
something that can be moved, treated, and arranged seen in Table 2.
exactly how in experimental research.
Table 2. Normality Test
Table 1. Post-Test Design Only Kolmogorov-
Shapiro-Wilk
Group Treatment Post-Test Smirnov
R1 X O2 Group Statistic df Sig. Statistic df Sig.
R2 O4 Experimental class 0.13 28 0.20 0.97 28 0.75
Control class 0.13 28 0.20 0.97 28 0.66
Description:
R1 = experimental group Normality test results obtained value p = 0.750 for
R2 = control group the experimental class and p = 0.667 for the control class.
X = treatment using a problem-based learning model This shows that p > α = 0.05. Thus, the score data of
O2 = test for the experimental group students from both groups (experimental class and
O4 = test for the control group control class) there is an influence of the problem-based
learning model on the ability of science literacy students
In this research, researchers used non-probability in Grade III SDN Makassar 08 Pagi.
sampling techniques. Non-probability sampling is a
sampling method that is not random. Then the Homogeneity Test
researchers also chose a sampling technique with the The homogeneity test criteria are if the value of
type of saturation sampling or saturated samples. significance p > 0.05 then the data is declared
Saturation sampling is used when all members of the homogeneous and if the value of significance p < 0.05
population are used as a sample. Because the total then the data is declared inhomogeneous. Homogeneity
number of students amounted to 56 students, the test of population variance data learning outcomes to
researchers will take samples and conduct research write expository text for the population of this study,
Class III SDN Makassar 08 Pagi with a total of 56 using the Test of Homogeneity of Variances. More
students. details can be seen in Table 3.
Test product integrity in the form of certificates and
related issues. In this research, the validity test uses Table 3. Homogeneity Test
construct validity. Validity is an examination of a Levene statistic df1 df2 Sig.
Based on mean 4.34 1 54 0.04
particular method and the uniqueness of research. Data
Based on median 4.23 1 54 0.04
analysis was conducted using test requirements analysis
Based on median and 4.23 1 46.96 0.04
consisting of two types of tests, namely normality test with adjusted df
and homogeneity test. As for hypothesis testing using T- Based on trimmed mean 4.35 1 54 0.04
tests.
Calculation of homogeneity of population variance
Result and Discussion obtained by the value of p = 0.042 where p > α = 0.05.
Based on the results of these calculations, it is concluded
The research that has been carried out by the that the population variance is an abnormally
researchers obtained some data that can then be distributed data (inhomogeneous). Due to the test
analyzed to determine the results of research and prerequisites on the test homogenates distributed data is
hypotheses obtained. Testing the requirements of this not normal, then testing this hypothesis using the Mann
analysis is done by testing the normality and Whitney Test, to determine the difference in the
homogeneity of the data that has been obtained. achievement of student competence in the effect of
problem based learning model on the ability of scientific

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literacy and groups that do not perform problem based mean value of the control class is 23.18. Therefore, the
learning model on the ability of scientific literacy in SDN mean value of the experimental class is higher than that
Makassar 08 Pagi. After tests of hypothesis include tests of the control class.
of normality and homogeneity, the next step is the t-test
to test the hypothesis. Table 5. Table Statistics Mann Whitney
Student scores
T- Test Mann-whitney u 243.000
This test was conducted using an independent Wilcoxon w 649.000
sample t-test to determine the difference in the Z -2.451
Asymp. Sig. (2-tailed) 0.01
achievement of student competence in the effect of
problem based learning model on the ability of scientific
literacy and groups that do not perform problem based Based on the Mann-Whitney test, it can be
learning model on the ability of scientific literacy in SDN concluded that Ho is rejected because the GIS value is
Makassar 08 Pagi. In other words, compare the average obtained. (2-tailed) by 0.0 which means smaller than
of two unrelated groups, namely the results in the 0.05. That is, there are differences in the achievement of
experimental group and the control group. In this study, student competence in the effect of problem-based
the t-test was conducted with the help of SPSS Statistic learning models on the ability of scientific literacy
26. For the significance level of 0.05. When the value is (experimental class) and groups that do not do Problem-
received (s).) 0.05. Hypotheses in this study are as Based Learning models on the ability of scientific
follows: literacy (Control class) at SDN Makassar 08 Pagi. The
Ho: there is no difference in the effect of the problem- conclusion that can be drawn is that the use of a problem
based learning model on the ability of science literacy based learning model is an effective learning method
and groups that do not do the Problem Based Learning used in improving students ' scientific literacy skills.
model on the ability of science literacy in SDN Makassar Analysis of posttest results in the experimental group
08 Pagi. and control group using Mann-Whitney t-test. The
Ha: there are differences in the effect of problem-based improvement of the experimental group results is
learning models on scientific literacy skills and groups influenced by the methods used in the study, namely the
that do not do Problem Based Learning models on use of problem based learning models can improve
scientific literacy skills at SDN Makassar 08 Pagi. students' scientific literacy skills.
In this study, researchers plan to use the
independent sample t-test. Because the prerequisite test Conclusion
on the distributed data homogeneity test is not normal,
testing this hypothesis using the Whitney Test, to There are results obtained from the t-test
determine the difference in the effect of the problem- calculation using Mann Whitney with Asymp. Sig (2-
based learning model on the ability of scientific literacy tailed) 0.014. The significance Asymp value in the t-test
and groups that do not perform problem-based learning calculation is smaller than the significance level of 0.05,
model on the ability of scientific literacy in SDN so from the test results, there is a significant influence on
Makassar 08 Pagi. The purpose of the Mann-Whitney the scientific literacy results of students who use the
test is to determine whether there are differences in two problem-based learning model. The problem-based
unpaired samples. The Mann-Whitney test is a non- learning model can have an influence on student
parametric statistic, so the Mann-Whitney test does not learning outcomes in science literacy for class III
require normally distributed and homogeneous survey students at SDN Makasar 08 Pagi which can be seen
data. As for the decision criteria, if the Whitney value of from the students' average score. The average score
asymp.sig is <0.05, then the hypothesis is accepted. obtained for class III A as the experimental class or the
However, the hypothesis is rejected if the value of class that uses the problem-based learning model gets an
asymp.sig > 0.05. average score of 33.82 and the average score obtained for
class II B as the control class or the class that does not use
Table 4. Table Rank Mann Whitney the problem-based learning model gets the average
Group N Mean rank Sum of ranks value is 23.18. From this average value, it can be
Experimental class 28 33.82 947.00 concluded that the average scientific literacy results of
Control class 28 23.18 649.00 students who use the problem-based learning model are
Total 56 much higher than the average scientific literacy abilities
of those who do not use the problem-based learning
From the above table, we can conclude that the model.
mean value of the experimental class is 33.82 and the
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Author Contributions Jurnal Pendidikan MIPA, 9(2), 206–218.

Uswatun Hasanah conceptualized the research idea, designed https://doi.org/10.21580/phen.2019.9.2.4200
of methodology, analyzed data, conducted a research and Duli, N. (2019). Metodologi Penelitian Kuantitatif: Beberapa
investigation process, management and coordination
Konsep Dasar untuk Penulisan Skripsi & Analisis Data
responsibility; Prima Mutia Sari conducted literature review
and provided critical feedback on the manuscript.
Dengan SPSS (1st ed.). Yogyakarta: Deepublish
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Funding Eviani, S. U. (2014). Pengaruh Model Pembelajaran
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The author declared no conflict of interest.
http://dx.doi.org/10.26418/jppk.v3i7.5862
Hagi, N. A., & Mawardi, M. (2021). Model Problem
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