The Effectiveness of Implementing Problem-Based Learning Models in Improving Biology Literacy and Scientific Attitudes
DOI:
10.29303/jpm.v20i6.10042Published:
2025-10-01Issue:
Vol. 20 No. 6 (2025)Keywords:
Biological Literacy; Problem-Based Learning; Scientific AttitudeArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Biological literacy and scientific attitudes are important aspects that need to be developed in students because they are related to the ability to understand biological concepts contextually and foster scientific thinking. This study aims to analyze the effect of the Problem-Based Learning (PBL) model on students' biological literacy and scientific attitudes. The type of research used is a quasi-experiment with a pretest-posttest control group design. The sample consisted of 58 eleventh-grade students at MAN Lombok Barat, selected using purposive sampling, with the experimental class receiving PBL instruction and the control class receiving conventional instruction. Data were collected through validated biology literacy tests and scientific attitude questionnaires. Data analysis techniques included mean value comparisons and ANCOVA tests using SPSS version 26. The results showed that the average biology literacy score in the experimental class increased from 53.8 to 72.5, while the control class increased from 53.5 to 76.6. In terms of scientific attitude, the experimental class improved from 32 to 36.9, while the control class increased from 36 to 37.2. The results of the ANCOVA test revealed a significant difference between the experimental and control classes in biological literacy, with a p-value of 0.004 (p < 0.05). Similarly, in the scientific attitude, a significant difference was observed with a p-value of 0.000 (p < 0.05). Based on these findings, it can be concluded that the application of PBL has a significant effect on improving students' scientific attitudes; however, its effect on biology literacy is less optimal than that of conventional learning. This is thought to be influenced by time constraints and other external factors that cannot be fully controlled during the research.
References
Y. Yuliati, “Literasi Dalam Pembelajaran IPA,” Jurnal Cakrawala Pendas, vol. 3, no. 2, pp. 21–28, 2017, doi: 10.31949/jcp.v3i2.592.
N. Wulandari and H. Sholihin, “Analisis Kemampuan Literasi Sains Pada Aspek Pengetahuan Dan Kompetensi Sains Siswa SMP Pada Materi Kalor,” Edusains, vol. 8, no. 1, pp. 66–73, 2016, doi: 10.15408/es.v8i1.1762.
I. Rosidi, “Profil Literasi Sains Aspek Kompetensi Siswa Pondok Pesantren di Masa Pandemi Dengan Menggunakan Penilaian Berbasis Digital,” Jurnal Natural Science Educational Research, vol. 4, no. 1, pp. 1–9, 2021, doi: 10.21107/nser.v4i1.11467.
OECD, PISA 2022 Results (Volume I): The State of Learning and Equity in Education. Paris: OECD Publishing, 2023, doi: 10.1787/53f23881-en.
OECD, PISA 2018 Results (Volume III): Students’ Well-Being. Paris: OECD Publishing, 2019, doi: 10.1787/acd78851-en.
M. Nofiana and T. Julianto, “Upaya peningkatan literasi sains siswa melalui pembelajaran berbasis keunggulan lokal,” Biosfer: Jurnal Tadris Biologi, vol. 9, no. 1, pp. 24–35, 2018, doi: 10.24042/biosf.v9i1.2876.
F. Yusmar and R. E. Fadilah, “Analisis Rendahnya Literasi Sains Peserta Didik Indonesia: Hasil Pisa dan Faktor Penyebab,” Lensa (Lentera Sains): Jurnal Pendidikan IPA, vol. 13, no. 1, pp. 11–19, 2023, doi: 10.24929/lensa.v13i1.283.
I. G. A. S. Gayatri, D. S. D. Jekti, and A. W. Jufri, “Efektifitas Pembelajaran Berbasis Masalah (PBM) Dan Strategi Kooperatif Terhadap Kemampuan Menyelesaikan Masalah Dan Hasil Belajar Kognitif Biologi Ditinjau Dari Kemampuan Akademik Awal Siswa Kelas X SMA Negeri 3 Mataram,” Jurnal Pijar MIPA, vol. 8, no. 2, pp. 41–46, 2013, doi: 10.29303/jpm.v8i2.77.
I. B. N. Mantra, “Promoting Critical Thinking And Writing Skills Through Problem-based Learning,” JOSELT (Journal on Studies in English Language Teaching), vol. 5, no. 1, pp. 1–7, 2024.
V. H. Kristanto, Metode Penelitian Pedoman Penulisan Karya Tulis Ilmiah (KTI). Yogyakarta, Indonesia: Budi Utama, 2018.
N. P. D. Yuliantari, I. W. Sadia, and A. A. I. N. Marhaeni, “Pengaruh Model Problem Based Learning terhadap Literasi Sains dan Keterampilan Berpikir Kritis Siswa,” The Science Education Journal (TSCJ), vol. 8, no. 1, pp. 27–34, 2024. [Online]. Available: https://ejournal.undiksha.ac.id/index.php/TSCJ/article/view/80696
W. Harlen, Principles and Big Ideas of Science Education. ASE, 2010.
R. Aradia, A. Asrial, and S. Syahrial, “The Effect of Problem Based Learning Models on High School Biology Science Literacy Ability,” Symbiotic: Journal of Biology Education and Science, vol. 6, no. 1, pp. 21–28, 2023, doi: 10.32939/symbiotic.v4i1.83.
E. Surya, “Penerapan Pembelajaran Berbasis Masalah (PBL) untuk Meningkatkan Kemampuan Sikap Ilmiah Siswa pada Konsep Sistem Pernapasan di SMA Negeri 11 Banda Aceh,” Jurnal Biology Education, vol. 4, no. 1, 2015. [Online]. Available: https://garuda.kemdikbud.go.id/documents/detail/1119283
Y. Wulandari, M. Syukri, and M. Murniati, “Enhancing Senior High School Students’ Scientific Attitude Through Problem-Based Learning,” in Proc. Int. Conf. on Science, Technology, Mathematics, and Science Education (ICSTMS), 2020.
I. Yasmin, A. W. Jufri, Kusmiyati, and I. W. Merta, “The Effect of Problem-Based Learning Model on Students’ Scientific Reasoning and Scientific Attitude Abilities,” Jurnal Pijar MIPA, vol. 20, no. 3, pp. 430–436, 2025, doi: 10.29303/jpm.v20i3.8898.
I. Idris, A. Maryam, R. Rusni, R. Rakhmiyanti, and R. E. Ahmad, “Improving Scientific Literacy Skills Integrated with the Problem-Based Learning Model,” Paedagoria: Jurnal Kajian, Penelitian dan Pengembangan Kependidikan, vol. 16, no. 2, pp. 227–231, 2025, doi: 10.31764/paedagoria.v16i2.29644.
N. W. Rati, K. H. D. Utami, I. M. H. Sukmayasa, I. N. T. Esaputra, and J. Deng, “Optimizing students' scientific attitudes and collaboration skills through Problem-Based Learning based on Tri Hita Karana,” Journal of Innovation in Educational and Cultural Research, vol. 5, no. 4, pp. 736–744, 2024, doi: 10.46843/jiecr.v5i4.662.
I. Irwanto, “The impact of research-oriented collaborative inquiry learning on pre service teachers’ scientific process skills and scientific attitudes,” Journal of Technology and Science Education, vol. 12, no. 2, pp. 410–425, 2022, doi: 10.3926/jotse.1583.
R. A. Pakpahan, “Meningkatkan literasi sains siswa melalui pembelajaran berbasis masalah,” Judik: Jurnal Pendidikan dan Ilmu Kependidikan, vol. 2, no. 2, pp. 68–73, 2022, doi: 10.54076/judik.v2i02.257.
Y. D. Afelia, A. P. Utomo, and H. Sulistyaningsih, “Implementasi model Problem Based Learning (PBL) berbasis pembelajaran berdiferensiasi untuk meningkatkan keterampilan kolaborasi pada mata pelajaran biologi di kelas X SMA,” Jurnal Pendidikan Sains, vol. 11, no. 2, pp. 120–128, 2023.
K. Nihlah, R. H. Ristanto, and T. H. Kurniati, “The effect of PBL integrated RMS on biological literacy and critical thinking ability of high school students,” JPBI (Jurnal Pendidikan Biologi Indonesia), vol. 10, no. 3, pp. 714–723, 2024, doi: 10.22219/jpbi.v10i3.35515.
S. Ramadhanti, S. Suharsono, and E. Nuryadin, “The Effect of Problem Based Learning on Students’ Science Literacy Skills on the Topic of Human Excretory System,” Bioedukasi: Jurnal Pendidikan Biologi, vol. 16, no. 1, pp. 53–63, 2023. [Online]. Available: https://jurnal.uns.ac.id/bioedukasi/article/view/74864
I. Shafira, F. F. Rahayu, F. R. Rahman, J. Mawarni, and D. Fitriani, “Penerapan model PBL berbasis pembelajaran berdiferensiasi berdasarkan gaya belajar peserta didik pada pelajaran biologi materi ekosistem kelas X SMA,” Journal on Education, vol. 6, no. 1, pp. 48–53, 2023, doi: 10.31004/joe.v6i1.2912.
L. G. N. Erayani and I. N. Jampel, “Meningkatkan kemampuan literasi sains dan kemampuan metakognitif siswa melalui model problem based learning berbantuan media interaktif,” Jurnal Penelitian dan Pengembangan Pendidikan, vol. 6, no. 2, pp. 248–258, 2022, doi: 10.23887/jppp.v6i2.48525.
A. Dirmanto, E. Cahyono, and T. Sulistyaningsih, “The effectiveness of problem based learning on acid-base materials to improve scientific attitude and creativity of SMA N 1 Comal students,” Journal of Innovative Science Education, vol. 10, no. 2, pp. 193–198, 2021. [Online]. Available: https://journal.unnes.ac.id/sju/jise/article/view/43051
F. Auliya and Muchlis, “Scientific literacy-oriented problem based learning model on improving critical thinking skills,” Thinking Skills and Creativity Journal, vol. 7, no. 1, pp. 10–20, 2024, doi: 10.23887/tscj.v7i1.77780.
N. L. D. Restiani, I. G. Margunayasa, and M. V. Arie Paramita, “Improving scientific literacy of elementary school students through problem-based learning model with Balinese local wisdom,” Jurnal Ilmiah Sekolah Dasar, vol. 7, no. 4, pp. 590–598, 2024, doi: 10.23887/jisd.v7i4.62080
Author Biographies
Tika Astuti, Biology Education Study Program, University of Mataram
A. Wahab Jufri, Biology Education Study Program, University of Mataram
Kusmiyati Kusmiyati, Biology Education Study Program, University of Mataram
License
Copyright (c) 2025 Tika Astuti, A. Wahab Jufri, Kusmiyati Kusmiyati
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
