Analysis of Students’ Literacy and Problem-Solving Skills in IPAS Learning at Elementary Schools
DOI:
https://doi.org/10.59175/pijed.v4i2.867Keywords:
Elementary Education, Problem Solving, Scientific LiteracyAbstract
This study examined fifth-grade students’ scientific literacy and problem-solving skills in IPAS learning at MIN Baubau, Southeast Sulawesi, Indonesia. A quasi-experimental design was employed involving 48 students, with the experimental group (n = 24) receiving project-based learning (PjBL) supported by interactive media and the control group (n = 24) receiving conventional instruction. Data were collected using scientific literacy and problem-solving questionnaires, complemented by classroom observations focusing on student character (e.g., curiosity and motivation) and participation. Descriptively, students’ scientific literacy was categorized as moderate to good (overall M = 63%), and problem-solving skills were categorized as good (overall M = 68%). Independent samples t-tests showed that the experimental group achieved significantly higher scores than the control group in scientific literacy (t = 3.427, p = 0.001) and problem-solving skills (t = 3.865, p < 0.001). A one-way ANOVA also indicated a significant effect of student character on learning outcomes (F = 4.213, p = 0.019). These findings suggest that integrating PjBL with interactive media can more effectively enhance students’ scientific literacy and problem-solving skills than conventional instruction, while learner-related factors contribute meaningfully to performance. The study provides practical implications for designing IPAS instruction that combines active learning, interactive cognitive supports, and strategies to foster student engagement in elementary education.
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