Penerapan problem-based learning dalam konteks literasi sains siswa: sebuah kajian literatur

Abstract

This study aims to systematically review the implementation of the Problem Based Learning (PBL) model in enhancing science literacy among junior high school students. This is a descriptive literature review that analyzes 15 relevant national and international scholarly articles. Data were collected through a search on Google Scholar using the keyword “science literacy,” limited to publications from the last ten years. The analysis focused on four main components: problem identification, research methods, research findings, and the learning models applied. The findings reveal that PBL has a positive impact on students’ abilities to read and comprehend scientific texts, produce scientific writing, communicate scientific ideas, and think critically and creatively. The successful implementation of PBL is supported by students’ active involvement, contextual problem-solving, collaborative learning, and effective teacher facilitation. However, this review also highlights the need to develop more innovative and responsive PBL models, especially in addressing the challenges of the digital era. Future research is recommended to broaden the context and characteristics of the learners being studied and to integrate technology into PBL to further strengthen students’ science literacy comprehensively.