Implementation of Integrated Problem Based Learning Model with Differentiated Learning to Improve Elementary School Students Mastery of Science Literacy

ABSTRAK

Ummah, Nur Fadhilah. 2025. Implementasi Model Problem Based Learning Terintegrasi Pembelajaran Diferensiasi untuk Meningkatkan Penguasaan Literasi Sains Peserta Didik Sekolah Dasar. Program Studi Magister Pendidikan Dasar Universitas Negeri Surabaya. Pembimbing: 1) Prof. Dr. Suryanti, M.Pd. dan 2) Dr. Binar Kurnia Prahani, M.Pd.

Kata kunci: Problem Based Learning, pembelajaran diferensiasi, literasi sains, peserta didik sekolah dasar

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran Problem Based Learning (PBL) yang terintegrasi dengan pembelajaran diferensiasi dalam meningkatkan literasi sains peserta didik sekolah dasar. Penelitian menggunakan desain quasi experiment dengan model Control Group Pretest-Posttest Design. Subjek penelitian adalah peserta didik kelas VI di SDN Tambakrejo 2 sebagai kelompok eksperimen dan SDN Tambakrejo 1 sebagai kelompok kontrol. Instrumen penelitian meliputi lembar observasi keterlaksanaan pembelajaran, lembar aktivitas peserta didik, tes literasi sains (20 butir soal), dan angket respon peserta didik. Hasil penelitian menunjukkan bahwa pembelajaran IPA dengan model PBL terintegrasi diferensiasi terlaksana dengan baik, aktivitas peserta didik sesuai dengan sintaks model, skor N-gain pada kelas eksperimen lebih tinggi dibandingkan skor N-gain pada kelas kontrol. Jika berdasarkan uji hipotesis menggunakan independent simple t-test diperoleh nilai signifikan 0,000 < 0,05 yang artinya hipotesis H₀ ditolak dan H₁ diterima, maka dapat dinyatakan pembelajaran model PBL terintegasi diferensiasi memiliki pengaruh yang signifikan terhadap kemampuan literasi sains peserta didik. Selain itu, respons peserta didik terhadap model pembelajaran ini tergolong positif. Dengan demikian, model PBL terintegrasi pembelajaran diferensiasi efektif dalam meningkatkan literasi sains peserta didik sekolah dasar.

ABSTRACT

Ummah, Nur Fadhilah. 2025. Implementation of Integrated Problem Based Learning Model with Differentiated Learning to Improve Elementary School Students' Mastery of Science Literacy. Program Studi Magister Pendidikan Dasar Universitas Negeri Surabaya. Pembimbing: 1) Prof. Dr. Suryanti, M.Pd. dan 2) Dr. Binar Kurnia Prahani, M.Pd.

Keywords: Problem Based Learning, differentiation learning, science literacy, elementary school students

This study aims to determine the effectiveness of the Problem Based Learning (PBL) learning model integrated with differentiation learning in improving the science literacy of elementary school students. The study used a quasi-experimental design with the Control Group Pretest-Posttest Design model. The subjects of the study were grade VI students at SDN Tambakrejo 2 as the experimental group and SDN Tambakrejo 1 as the control group. The research instruments included observation sheets for the implementation of learning, student activity sheets, science literacy tests (20 questions), and student response questionnaires.

The results showed that science learning with the PBL model integrated with differentiation was carried out well, student activities were in accordance with the model syntax, the N-gain score in the experimental class was higher than the N-gain score in the control class. If based on the hypothesis test using the independent simple t-test, a significant value of 0.000 <0.05 is obtained, which means that the hypothesis H0 is rejected and H1 is accepted, then it can be stated that differentiated learning with the Problem Based Learning model has a significant influence on students' scientific literacy skills. In addition, students' responses to this learning model are relatively positive. Thus, the integrated PBL model of differentiated learning is effective in improving the scientific literacy of elementary school students.