Keywords:
critical thinking
primary education
PRISMA method
problem solving
quantitative

  • Abstract

    Science literacy is important as it provides a basis for understanding science and its application in everyday life. This skill is important to master because it is needed by students to think critically, solve problems, make decisions appropriately, and contribute to the environment and society. One of the strategies that can be used to improve science literacy is by applying learning models. The purpose of this study is to review articles from indexed journals that discuss various learning models for improving science literacy. This article addresses the purpose of describing research findings that have been attempted and published in reputable articles in the last 5 years (2019-2023). The data in this study focused on data related to learning models that can be used to improve science literacy. This research is a type of literature study research using the PRISMA method, with four stages namely, identification, screening, and inclusion. These results were obtained from the identification, and screening, and included hundreds of journal articles. Based on the results of the research, learning models and science literacy skills are mostly conducted in primary schools in various Asian countries, with Indonesia as the largest part. Learning models related to science literacy are mostly researched quantitatively. From the review, it can be seen that many learning models can be used to maximize science literacy skills.

  • References

    1. Abidin, Y., Mulyati, T., & Yunansah, H. (2018). Pembelajaran literasi: Strategi meningkatkan kemampuan literasi matematika, sains, membaca, dan menulis (p. 320). Bumi Aksara.
    2. Adriyawati, Utomo, E., Rahmawati, Y., & Mardiah, A. (2020). STEAM-project-based learning integration to improve elementary school students’ scientific literacy on alternative energy learning. Universal Journal of Educational Research, 8(5), 1863–1873. https://doi.org/10.13189/ujer.2020.080523
    3. Aiman, U., & Amelia Ramadhaniyah Ahmad, R. (2020). Model Problem Based Learning (PBL) terhadap literasi sains siswa kelas V sekolah dasar. Journal Pendidikan Dasar Flobamorata, 1(1), 1–5.
    4. Aiman, U., Hasyda, S., & Uslan. (2020). The influence of process oriented guided inquiry learning (POGIL) model assisted by realia media to improve scientific literacy and critical thinking skill of primary school students. European Journal of Educational Research, 9(4), 1635–1647. https://doi.org/10.12973/eu-jer.9.4.1635
    5. Aprilia, P. W., Suryanti, & Suprapto, N. (2021). Pembelajaran inkuiri untuk melatih literasi sains siswa pendidikan dasar. Journal Mudarrisuna: Media Kajian Pendidikan Agama Islam, 11(2), 250–268. http://dx.doi.org/10.22373/jm.v11i2.7256
    6. Ardianto, D., & Rubini, B. (2016). Literasi sains dan aktivitas siswa pada pembelajaran IPA terpadu tipe shared. USEJ - Unnes Science Education Journal, 5(1), 1167–1174.
    7. Artayasa, I. P., Muhlis, M., Merta, I. W., & Hadiprayitno, G. (2021). The effects of guided inquiry learning with the assistance of concept maps on students’ scientific literacy. Journal Penelitian Pendidikan IPA, 7(2), 262. https://doi.org/10.29303/jppipa.v7i2.692
    8. Bybee, R. W., & Chair. (2009). PISA’s 2006 measurement of scientific literacy: An insider’s perspective for the U.S. NCES PISA Research Conference. https://edsurveys.rti.org/PISA. Accessed on December 29, 2024.
    9. Dewi, C. A., Khery, Y., & Erna, M. (2019). An ethnoscience study in chemistry learning to develop scientific literacy. Journal Pendidikan IPA Indonesia, 8(2), 279–287. https://doi.org/10.15294/jpii.v8i2.19261
    10. Dewi, Citra Ayu, Erna, M., Martini, Haris, I., & Kundera, I. N. (2021). Effect of contextual collaborative learning based ethnoscience to increase student’s scientific literacy ability. Journal of Turkish Science Education, 18(3), 525–541. https://doi.org/10.36681/tused.2021.88
    11. Erdogan, V. (2019). Integrating 4C skills of 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113–124. www.ijern.com
    12. Fahrianur, Monica, R., Wawan, K., Misnawati, Nurachman, A., Veniaty, S., & Ramadhan, I. (2021). Implementasi literasi di sekolah dasar. Journal of Student Research (JSR), 1(1), 102–113.
    13. Faizin, A., Susantini, E., & Raharjo, R. (2024). Application of a guided inquiry learning model to improve students’ scientific literacy skills. IJORER: International Journal of Recent Educational Research, 5(2), 490–503. https://doi.org/10.46245/ijorer.v5i2.573
    14. Fitria, Y., Alwi, N. A., Eliasni, R., Chandra, & Kharisma, A. (2023). Graphic organizer-based science literacy learning models in elementary schools. Journal Pendidikan IPA Indonesia, 12(1), 123–134. https://doi.org/10.15294/jpii.v12i1.41004
    15. Fitriani, S. N. (2022). Analisis peningkatan kemampuan literasi siswa dengan metode ADABTA melalui pendekatan TARL. BADA’A: Journal Ilmiah Pendidikan Dasar, 4(1), 69–78. https://doi.org/10.37216/badaa.v4i1.580
    16. Hala, M., & Xhomara, N. (2024). The impact of technology, learning style, instructional approach, and attitude on learning outcomes. International Journal of Evaluation and Research in Education (IJERE), 13(6), 3609–3617. https://doi.org/10.11591/ijere.v13i6.29973
    17. Hamna, H., & Ummah BK, M. K. (2022). Science literacy in elementary schools: A comparative study of flipped learning and hybrid learning models. Profesi Pendidikan Dasar, 9(2), 132–147. https://doi.org/10.23917/ppd.v9i2.19667
    18. Hariyadi, S., Rofi’i, A., Santosa, T. A., Taqiyuddin, & Sakti, B. P. (2023). Effectiveness of STEM-based mind mapping learning model to improve students’ science literacy in the era of revolution 4.0. Journal Penelitian Pendidikan IPA, 9(10), 791–799. https://doi.org/10.29303/jppipa.v9i10.5125
    19. Holbrook, J., & Rannikmae, M. (2009). The meaning of scientific literacy. International Journal of Environmental & Science Education, 4(3), 275–288. https://doi.org/10.4324/9781003056584-3
    20. Indana, S., Agustini, R., & Rahayu, Y. S. (2020). Effectiveness of learning material by ICT-based guided inquiry model to train critical thinking skill and science literacy. In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019 (p. 177). Bandung, Indonesia. https://doi.org/10.4108/eai.12-10-2019.2296311
    21. Joyce, B., & Calhoun, E. (2024). Models of teaching. Routledge. https://doi.org/10.4324/9781003455370
    22. Jufrida, J., Basuki, F. R., Kurniawan, W., Pangestu, M. D., & Fitaloka, O. (2019). Scientific literacy and science learning achievement at junior high school. International Journal of Evaluation and Research in Education, 8(4), 630–636. https://doi.org/10.11591/ijere.v8i4.20312
    23. Junanto, T., Akhyar, M., & Suryani, N. (2024). Listen-search-read-discuss: An innovative lesson design to improve students’ scientific literacy in higher education. International Journal of Evaluation and Research in Education (IJERE), 13(6), 4073–4081. https://doi.org/10.11591/ijere.v13i6.29897
    24. Maghfiroh, S., Wilujeng, I., Jumadi, J., & Masyitha, D. (2023). Development of physics e-module based on discovery learning to improve students’ scientific literacy. Journal Penelitian Pendidikan IPA, 9(2), 452–458. https://doi.org/10.29303/jppipa.v9i2.1733
    25. Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Association for Supervision and Curriculum Development.
    26. Merta, I. W., Artayasa, I. P., Kusmiyati, K., Lestari, N., & Setiadi, D. (2020). Profil literasi sains dan model pembelajaran dapat meningkatkan kemampuan literasi sains. Journal Pijar Mipa, 15(3), 223–228. https://doi.org/10.29303/jpm.v15i3.1889
    27. Murniati, N., Susilo, H., & Listyorini, D. (2023). Retention achievement in brain-based whole learning is supported by students’ scientific literacy and concept mastery. Pegem Journal of Education and Instruction, 13(3), 294–303. https://doi.org/10.47750/pegegog.13.03.30
    28. Mutmainah, Taruh, E., Abbas, N., & Umar, M. K. (2019). The influence of blended learning-based guided inquiry learning model and self-efficacy on students’ scientific literacy. European Journal of Education Studies, 6(6), 137–150. https://doi.org/10.5281/zenodo.3445474
    29. Muzayanah, U., Santoso, A. G., Saimroh, & Fauzah, T. I. (2023). Strengthening students’ scientific literacy through scientific coaching programs. International Journal of Evaluation and Research in Education, 12(3), 1467–1476. https://doi.org/10.11591/ijere.v12i3.25206
    30. Nofiana, M., & Julianto, T. (2018). Upaya peningkatan literasi sains siswa melalui pembelajaran berbasis keunggulan lokal. Biosfer: Journal Tadris Biologi, 9(1), 24. https://doi.org/10.24042/biosf.v9i1.2876
    31. Nugroho, A. W. (2024). Penerapan pendekatan teaching at the right level (TARL) dengan model problem based learning (PBL) untuk meningkatkan motivasi dan prestasi belajar peserta didik mata pelajaran IPAS kelas V SDN 1 Pliken, Banyumas. Cendikia, 2(3), 349–363.
    32. OECD. (2017). PISA 2015 assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving (Revised Edition). https://www.oecd.org/en/publications/2017/08/pisa-2015-assessment-and-analytical-framework_g1g81b0f.html. Accessed on December 30, 2024.
    33. OECD. (2022). PISA 2022 results: Australia. OECD. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/australia_e9346d47-en.html. Accessed on February 13, 2025.
    34. Paristiowati, M., Cahyana, U., & Bulan, B. I. S. (2019). Implementation of problem-based learning – flipped classroom model in chemistry and its effect on scientific literacy. Universal Journal of Educational Research, 7(9A), 56–60. https://doi.org/10.13189/ujer.2019.071607
    35. Pratiwi, S. N., Cari, C., & Aminah, N. S. (2019). Pembelajaran IPA abad 21 dengan literasi sains siswa. Journal Materi dan Pembelajaran Fisika, 9(1), 34–42. https://doi.org/10.20961/jmpf.v9i1.31612
    36. Putra, M. I. S., Widodo, W., & Jatmiko, B. (2016). The development of guided inquiry science learning materials to improve science literacy skill of prospective MI teachers. Journal Pendidikan IPA Indonesia, 5(1), 83–93. https://doi.org/10.15294/jpii.v5i1.5794
    37. Rahmatika, R., Amin, M., Al-Muhdhar, M. H. I., & Suwono, H. (2022). Scientific literacy refinement at Islamic junior high schools using socio-science spirituality learning model. JPBI (Journal Pendidikan Biologi Indonesia), 8(1), 40–50. https://doi.org/10.22219/jpbi.v8i1.18989
    38. Ratini, Muchtar, H., Suparman, M. A., Tamuri, A. H., & Susanto, E. (2018). The influence of learning models and learning reliance on students’ scientific literacy. Journal Pendidikan IPA Indonesia, 7(4), 458–466. https://doi.org/10.15294/jpii.v7i4.12489
    39. Rizki, I. A., Suprapto, N., Saphira, H. V., Alfarizy, Y., Ramadani, R., Saputri, A. D., & Suryani, D. (2024). Cooperative model, digital game, and augmented reality-based learning to enhance students’ critical thinking skills and learning motivation. Journal of Pedagogical Research, 8(1), 339–355. https://doi.org/10.33902/JPR.202423825
    40. Safrizal, S., Zaroha, L., & Yulia, R. (2020). Kemampuan literasi sains siswa sekolah dasar di sekolah Adiwiyata (Studi deskriptif di SD Adiwiyata X Kota Padang). Journal of Natural Science and Integration, 3(2), 215. https://doi.org/10.24014/jnsi.v3i2.9987
    41. Saija, M., Rahayu, S., Fajaroh, F., & Sumari. (2022). Enhancement of high school students’ scientific literacy using local-socioscientific issues in Oe3C instructional strategies. Journal Pendidikan IPA Indonesia, 11(1), 11–23. https://doi.org/10.15294/jpii.v11i1.33341
    42. Sanjayanti, N. P. A. H., Suastra, I. W., Suma, K., & Adnyana, P. B. (2022). Effectiveness of science learning model containing Balinese local wisdom in improving character and science literacy of junior high school students. International Journal of Innovative Research and Scientific Studies, 5(4), 332–342. https://doi.org/10.53894/ijirss.v5i4.750
    43. Simamora, A. B., Widodo, W., & Sanjaya, I. G. M. (2020). Innovative learning model: Improving the students’ scientific literacy of junior high school. IJORER: International Journal of Recent Educational Research, 1(3), 271–285. https://doi.org/10.46245/ijorer.v1i3.55
    44. Sukmawati, W., & Zulherman, Z. (2023). Analysis of changes in students’ scientific literacy ability after attending lectures using the RADEC model. Journal Penelitian Pendidikan IPA, 9(3), 1039–1044. https://doi.org/10.29303/jppipa.v9i3.2846
    45. Sunarti, T., Suprapto, N., Prahani, B. K., Satriawan, M., & Rizki, I. A. (2024). Online problem-based learning and 3D digital books to improve pre-service teachers’ scientific literacy. International Journal of Evaluation and Research in Education, 13(5), 3139–3150. https://doi.org/10.11591/ijere.v13i5.29835
    46. Suryanti, Nursalim, M., Choirunnisa, N. L., & Yuliana, I. (2023). STEAM-project-based learning: A catalyst for elementary school students’ scientific literacy skills. European Journal of Educational Research, 13(1), 1–14. https://doi.org/10.12973/eu-jer.13.1.1
    47. Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an inquiry learning model with science literacy to improve student critical thinking skills. International Journal of Instruction, 14(2), 117–138. https://doi.org/10.29333/iji.2021.1428a
    48. Tamam, A., & Subrata, H. (2022). Penerapan model Problem Based Learning (PBL) terhadap literasi sains pada siswa sekolah dasar: Literatur review. Journal Ilmiah Mandala Education, 8(4), 3035–3040. https://doi.org/10.58258/jime.v8i4.4092
    49. Wahyu, Y., Suastra, I. W., Sadia, I. W., & Suarni, N. K. (2020). The effectiveness of mobile augmented reality assisted STEM-based learning on scientific literacy and students’ achievement. International Journal of Instruction, 13(3), 343–356. https://doi.org/10.29333/iji.2020.13324a
    50. Wen, C. T., Liu, C. C., Chang, H. Y., Chang, C. J., Chang, M. H., Fan Chiang, S. H., Yang, C. W., & Hwang, F. K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers and Education, 149, 103830. https://doi.org/10.1016/j.compedu.2020.103830
    51. Winarni, E. W., Hambali, D., & Purwandari, E. P. (2020). Analysis of language and scientific literacy skills for 4th grade elementary school students through discovery learning and ICT media. International Journal of Instruction, 13(2), 213–222. https://doi.org/10.29333/iji.2020.13215a
    52. Yang, Y., Liu, E., He, S., & Cai, S. (2019). A contextual learning approach based on augmented reality to improve students’ scientific literacy. Journal of Education, Innovation, and Communication, 1(1), 19–30. https://doi.org/10.34097/jeicom_1_1_2
    53. Yuliana, I., Cahyono, M. E., Widodo, W., & Irwanto, I. (2021). The effect of ethnoscience-themed picture books embedded within context-based learning on students’ scientific literacy. Eurasian Journal of Educational Research, 2021(92), 317–334. https://doi.org/10.14689/ejer.2021.92.16
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2025 The Authors

How to cite

Kusumaningtyas, D. I., Suprapto, N., & Suryanti, S. (2025). Fostering science literacy: A comprehensive systematic review of learning models . Multidisciplinary Reviews, 8(9), 2025292. https://doi.org/10.31893/multirev.2025292
Crossref
Scopus
Google Scholar
Europe PMC
  • Article viewed - 256
  • PDF downloaded - 90