The Effect of Problem-Based Learning Integrated with Digital Literacy on Junior High School Students’ Science Learning Outcomes on the Topic of the Earth’s Structure and Its Development
DOI:
https://doi.org/10.36232/basa.v7i1.6246Keywords:
Science learning outcomes; Digital literacy; Problem-Based Learning; Earth’s structure; Junior high school students.Abstract
Science education in the 21st century requires the application of instructional models that not only enhance conceptual mastery but also develop students’ ability to critically utilize digital information. However, teaching practices in schools are still dominated by conventional methods, resulting in the suboptimal use of digital literacy in the learning process. This study aims to analyze the effect of Problem-Based Learning (PBL) integrated with digital literacy on the science learning outcomes of junior high school students on the topic of Earth’s Structure and Its Development. The study employed a quantitative approach using a pre-experimental method through a One-Group Pretest–Posttest Design. The research subjects consisted of 25 eighth-grade junior high school students selected using total sampling. The research instrument was a learning outcome test that met the criteria for validity and reliability. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, a paired-sample t-test, and N-Gain. The results showed that the students’ average score increased from 47.87 on the pretest to 69.52 on the posttest. The results of the paired-sample t-test showed a significance value of 0.004 (p < 0.05), indicating a significant difference in learning outcomes before and after the intervention. In addition, an N-Gain value of 0.6658 was obtained, falling into the moderate–high category, indicating that the implementation of PBL integrated with digital literacy is quite effective in improving science learning outcomes. These findings suggest that integrating digital literacy into every stage of PBL can increase student engagement in the learning process, strengthen conceptual understanding, and serve as an alternative science learning strategy relevant to 21st-century competency requirements.
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