Differences in Science Literacy Skills Using Problem-Based Learning and Discovery Learning Models in Reproductive System Materialhis Sample Abstract Aisya Rahma Kamila, Harlita, Yudi Rinanto
Departement of Biology Education, Sebelas Maret University, Indonesia
Abstract
This study investigates the difference in students science literacy abilities on the topic of the reproductive system using two instructional models : Problem-based learning (PBL) and discovery learning (DL). The research applies a quasi-experimental design with two experimental classes. Participants were 11th-grade students at SMAN 1 Tangen, selected through cluster random sampling. Research instruments included pretests and posttests to measure science literacy skills, along with a questionnaire to assess students attitudes toward science. The findings indicate an improvement in science literacy in both groups following the implementation of the learning models. However, the improvement in the DL group was notably higher compared to the PBL group. The DL class showed an average pretest-posttest score difference of 10.76, whereas the PBL class showed only 1.76. Statistical analysis using an independent sample t-test revealed a significant difference in science literacy outcomes between the two groups. Based on these results, it is evident that the discovery learning model leads to better enhancement of science literacy compared to the Problem-based learning model. The study concludes that the choice of instructional model has a measurable impact on students science literacy, with discovery learning proving to be more effective in the context of reproductive system material.
