Improving Students^ Scientific Literacy in Biology Learning Through The Problem-Oriented Project-Based Learning (POPBL) Model Nur Suhaiba Sinusi (a*), Ibrohim Ibrohim (b), Sofia Ery Rahayu (c)
a)Department Biology, State University of Malang, nur.suhaiba.2203418[at]students.um.ac.id
b)Department Biology, State University of Malang, ibrohim.fmipa[at]um.ac.id
c)Department Biology, State University of Malang , sofia.ery.fmipa[at]um.ac.id
Abstract
Science literacy is a crucial component of 21st-century life skills. This research aims to analyze the effectiveness of the Problem-Oriented Project-Based Learning (POPBL) model in enhancing the science literacy of students at Junior High School 2 Alla, Enrekang, Sulawesi Selatan. The study employed a quasi-experimental research design with a pre-test and post-test on a non-equivalent control group. The sample consisted of 75 eighth-grade students divided into three groups. Data were collected through observations and tests. Analysis of covariance (ANCOVA) was used to test the data against the proposed hypothesis. The results indicate that the average science literacy in the POPBL group is higher compared to both the Problem-Based Learning (PBL) group and the conventional learning group. The analysis found that POPBL had a significant impact on science literacy, with a p-value of 0.000. Therefore, it is concluded that POPBL significantly improves students^ science literacy. Consequently, the POPBL model is recommended for implementation to support the Independent Curriculum in Indonesia at the junior high school level, as it contributes to the development of students^ 21st-century life skills.
Keywords: Scientific literacy, POPBL model, problem oriented project based learninf model
