Innovations in the Project-Based Learning (PjBL) Integrated with Guided Inquiry Learning (GIL) to Improve Science Literacy Skills of Students

Nova Florentina Ambarwati Ambarwati; Retno Dwi Suyanti; Aaron Loh; Ribka Kariani Br Sembiring; Darinda Sofia Tanjung; Dyan Wulan Sari HS

doi:10.33578/

Authors

Nova Florentina Ambarwati Ambarwati Universitas Katolik Santo Thomas, North Sumatra, Indonesia Author https://orcid.org/0009-0008-3816-674X (unauthenticated)
Retno Dwi Suyanti Universitas Negeri Medan, Medan, Indonesia Author
Aaron Loh Assumption University, Hua Mak Campus, Thailand Author
Ribka Kariani Br Sembiring Universitas Katolik Santo Thomas, North Sumatra, Indonesia Author https://orcid.org/0000-0002-6116-6851 (unauthenticated)
Darinda Sofia Tanjung Universitas Katolik Santo Thomas, North Sumatra, Indonesia Author https://orcid.org/0000-0002-4464-6060 (unauthenticated)
Dyan Wulan Sari HS Universitas Katolik Santo Thomas, North Sumatra, Indonesia Author

DOI:

https://doi.org/10.33578/

Keywords:

Keywords Project-Based Learning, Guided Inquiry Learning, Science Literacy

Abstract

This study aims to develop and implement an integrated learning model combining Project-Based Learning (PjBL) and Guided Inquiry Learning (GIL) to enhance science literacy in students within the advanced science education course. The study was conducted on students of the Elementary School Teacher Education Program at the Catholic University of Santo Thomas, focusing on the topic of States of Matter. The research utilized a quasi-experimental design with a pretest-posttest control group design. The sample consisted of two groups: the control group, which underwent conventional teaching, and the experimental group, which followed the integrated PjBL-GIL model. The results of the study show a significant difference in the improvement of science literacy between the control and experimental groups. The experimental group, using the integrated PjBL-GIL model, demonstrated greater improvement in science literacy compared to the control group. The implementation of this model was proven to be effective in enhancing students' critical thinking and problem-solving skills, as well as improving their understanding of science concepts in a more applied manner. Therefore, it is recommended that the application of this model be expanded in science education in Indonesia to improve the quality of learning and students' science literacy.

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