Discovery Learning Combined with the RQA Strategy to Strengthen Science Literacy and Basic Thinking Skills in Elementary School Students
DOI:
10.29303/jppipa.v12i1.13876Published:
2026-01-25Downloads
Abstract
Despite national curriculum reforms emphasizing inquiry-based learning, Indonesian elementary students demonstrate persistently low science literacy and underdeveloped basic scientific thinking skills encompassing observation, classification, prediction, and inference, as evidenced by below-benchmark performance on international assessment results. This quasi-experimental study with a nonequivalent control group pretest-posttest design investigates whether integrating Discovery Learning with the Reading–Questioning–Answering (RQA) strategy effectively enhances these competencies. Conducted across three elementary schools in Jember, East Java, the study involved 120 fifth-grade students (aged 11–12 years) assigned to experimental (n = 60) and control (n = 60) groups based on intact classrooms. The experimental group received Discovery Learning–RQA instruction, while the control group experienced conventional teacher-centered approaches over six 90-minute sessions. Validated instruments measured science literacy (Cronbach's α = 0.82) and basic scientific thinking skills (α = 0.79), supplemented by systematic classroom observations. Results demonstrated that experimental students achieved significantly higher gains in science literacy (M = 20.25 points, a 34.67% increase) and scientific thinking (M = 19.41 points, a 31.22% increase) compared to controls (M = 7.42 and 7.17 points), with very large effect sizes (Cohen's d = 3.005 and 2.711, p < .001). Observational data confirmed elevated engagement in exploration, questioning, active reading, discussion, and drawing conclusions. The findings indicate that integrating constructivist inquiry with metacognitive reading strategies effectively scaffolds both conceptual understanding and procedural competencies essential for elementary science literacy development.
Keywords:
Discovery Learning RQA strategy Science literacy Scientific thinking skillsReferences
Agustini, R., Meilanie, R. S. M., & Pujiastuti, S. I. (2024). Enhancing Critical Thinking and Curiosity in Early Childhood Through Inquiry-Based Science Learning. Aulad : Journal on Early Childhood, 7(3), 734–742. https://doi.org/10.31004/aulad.v7i3.780 DOI: https://doi.org/10.31004/aulad.v7i3.780
Anggraeni, P., Sunendar, D., Maftuh, B., & Wahyusopandi. (2024). Changes In Environmental Conditions : 6cs-Oriented Radec Learning Model for Elementary Schools. Journal of Engineering Science and Technology, 19(6), 33–40. Retrieved from https://jestec.taylors.edu.my/Special Issue ISCoE 2024_1/ISCoE2024_1_05.pdf
Arifin, Z., Sukarmin, S., S., & Kamari, A. (2025). The effect of inquiry-based learning on students ’ critical thinking skills in science education : A systematic review and meta-analysis. EURASIA Journal of Mathematics, Science and Technology Education, 21(3). Retrieved from https://shorturl.asia/MSLu5 DOI: https://doi.org/10.29333/ejmste/15988
Astra, I. M., Henukh, A., & Uskenat, K. (2023). The effectiveness of STEM-based science teaching materials in improving elementary school students’ science literacy. Journal of Physics: Conference Series, 2582(1), 12047. https://doi.org/10.1088/1742-6596/2582/1/012047 DOI: https://doi.org/10.1088/1742-6596/2582/1/012047
Ayumniyya, L., & Setyarsih, W. (2021). Profil kemampuan berpikir tingkat tinggi siswa SMA dalam pemecahan masalah pada materi hukum newton. IPF: Inovasi Pendidikan Fisika, 10(1), 50–58. Retrieved from https://shorturl.asia/9Uc7V DOI: https://doi.org/10.26740/ipf.v10n1.p50-58
Bacak, J., & Byker, E. (2021). Moving from levels of inquiry to the flexible phases of inquiry theory: A literature review of inquiry-based teacher education. Journal of Teacher Education and Educators, 10(2), 255–271. Retrieved from https://dergipark.org.tr/en/pub/jtee/issue/64710/877719
Biya, S. A., Isa, I., & Laliyo, L. A. R. (2023). Pengaruh Model Pembelajaran Discovery Learning Terhadap Pemahaman Konsep Pada Materi Termokimia di SMA Negeri 1 Mananggu. Jurnal Pendidikan Kimia Undiksha, 7(1), 23–28. https://doi.org/10.23887/jjpk.v7i1.59726 DOI: https://doi.org/10.23887/jjpk.v7i1.59726
Braun, V., & Clarke, V. (2022). Conceptual and Design Thinking for Thematic Analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/https://doi.org/10.1037/qup0000196 DOI: https://doi.org/10.1037/qup0000196
Bron, J. F., The, M. S. E., Bron, J. F., & Prudente, M. S. (2024). Examining the Effect of Problem-Based Learning Approach on Learners ` Mathematical Creativity : A Meta- Analysis To cite this article : Education Examining the Effect of Problem-Based Learning Approach on Learners ` Mathematical Creativity : A Meta-Analys. International Journal of Research in Education and Science (IJRES), 10(3). https://doi.org/10.46328/ijres.3456 DOI: https://doi.org/10.46328/ijres.3456
Bruner, J. S. (1961). The act of discovery. Harvad.
Chusni, M. M., Saputro, S., Rahardjo, S. B., & Suranto. (2020). Student’s Critical Thinking Skills Through Discovery Learning Model Using E-Learning on Environmental Change Subject Matter. European Journal of Educational Research, 10(3), 1123–1135. Retrieved from https://eric.ed.gov/?id=EJ1307715 DOI: https://doi.org/10.12973/eu-jer.10.3.1123
Cohen, J. (1988). Set correlation and contingency tables. Applied Psychological Measurement, 12(4), 425–434. https://doi.org/10.1177/014662168801200410 DOI: https://doi.org/10.1177/014662168801200410
Creswell, J. W. (2014). Research Design Qualitative, Quantitative, and Mixed Method Apporoaches. Sage Publisher.
Doyan, A., Gunada, I. W., & others. (2021). The Effect of Problem-Based and Discovery Learning Models with the Science Approach to the Understanding Concept and Science Process Skills of the Student. 5th Asian Education Symposium 2020 (AES 2020), 274–280. https://doi.org/10.2991/assehr.k.210715.058 DOI: https://doi.org/10.2991/assehr.k.210715.058
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021). The Science of Reading Comprehension Instruction. International Literacy Association, 74(6), 663–672. https://doi.org/10.1002/trtr.1993 DOI: https://doi.org/10.1002/trtr.1993
Elhai, J. (2023). Special Series : Scientific Literacy Science Literacy : a More Fundamental Meaning. Journal Of Microbiology and Biology Education, 24(1), 10–16. https://doi.org/10.1128/jmbe.00212-22 DOI: https://doi.org/10.1128/jmbe.00212-22
Fang, Z., Wei, Y., & Service, E. T. (2010). Improving Middle School Students ’. The Journal of Educational Research, April 2014, 37–41. https://doi.org/10.1080/00220670903383051 DOI: https://doi.org/10.1080/00220670903383051
Handayani, D., Susyla, D., & Baluqiah, K. (2018). Request Expression Used By The English Department Students. JOALL (Journal of Applied Linguistics & Literature), 1(1), 21–28. https://doi.org/10.33369/joall.v1i1.3799 DOI: https://doi.org/10.33369/joall.v1i1.3799
Hattie, J. (2009). The black box of tertiary assessment: An impending revolution. Tertiary Assessment & Higher Education Student Outcomes: Policy, Practice & Research, 259, 275. Retrieved from https://shorturl.asia/dlwKW
Hikmawati, Suastra, I. W., & Pujan, N. M. (2021). Ethnoscience-Based Science Learning Model to Develop Critical Thinking Ability and Local Cultural Concern for Junior High School Students in Lombok. Jurnal Penelitian Pendidikan IPA, 7(20). https://doi.org/10.29303/jppipa.v7i1.530 DOI: https://doi.org/10.29303/jppipa.v7i1.530
Irwin, V., De La Rosa, J., Wang, K., Hein, S., Zhang, J., Burr, R., Roberts, A., Barmer, A., Bullock Mann, F., Dilig, R., & others. (2022). Report on the Condition of Education 2022. NCES 2022-144. National Center for Education Statistics. Retrieved from https://eric.ed.gov/?id=ED619870
Istyadji, M., & Sauqina. (2023). Conception of scientific literacy in the development of scientific literacy assessment tools : a systematic theoretical review. Journal of Turkish Science Education, 20(2), 281–308. https://doi.org/10.36681/tused.2023.016 DOI: https://doi.org/10.36681/tused.2023.016
Majid, A. F., Ichiana, N. N., Yuliany, N., Angriani, A. D., Hafsyah, & Kusumayanti, A. (2021). Calcu card : Developing augmented reality-based learning media on the three-dimensional shapes with curves lesson for junior high school student. Journal of Physics: Conference Series, 1918(4). https://doi.org/10.1088/1742-6596/1918/4/042124 DOI: https://doi.org/10.1088/1742-6596/1918/4/042124
Martin, M. O., Kelly, D. L., & Fishbein, B. (2019). TIMSS 2019 International Results in Mathematics and Science. Retrieved from https://www.skolporten.se/app/uploads/2020/12/timss-2019-highlights-1.pdf
Mohammadi, N., & Lynch, R. (2020). A Comparative Study Of Grade 8 Science Students’ Academic Achievement Under Teacher-Centered Learning Method And Inquiry-Based Learning Method At The Demonstration School Of Ramkhamhaeng University In Bangkok, Thailand. Scholar: Human Sciences, 13(1), 28–43. Retrieved from https://shorturl.asia/yXBz5
Nadile, E. M., Alfonso, E., Barreiros, B. M., Bevan-, W. D., Brownell, S. E., Chin, M. R., Ferreira, I., Ford, S. A., Gin, L. E., Gomez-rosado, J. O., Gooding, G., Heiden, A., Hutt, E., King, M. L., Perez, S. G., Camacho, Y. I. R., Salcedo, F., Sellas, C. F., Sinda, K. A., … Id, M. C. (2021). Call on me ! Undergraduates ’ perceptions of voluntarily asking and answering questions in front of large-enrollment science classes. PLoS ONE, januari, 1–23. https://doi.org/10.1371/journal.pone.0243731 DOI: https://doi.org/10.1371/journal.pone.0243731
Ouzzine, A., Jadida, E., Erguig, R., Jadida, E., & Boudlal, A. (2022). Discovery-Based Teaching Methodology : A Framework for Quality Teaching and Learning. Journal of Applied Language and Culture Studies, 5(5), 9–27. Retrieved from https://revues.imist.ma/index.php/JALCS/article/view/29610
Pamungkas, O., Widowati, A., Kurniawan, L., & Agusta, F. (2024). Design and Evaluation of PBL-STEM Based Electronic Worksheets Supported by PhET Virtual Physics Labs to Enhance Science Literacy. Jurnal Pendidikan MIPA, 25(November), 1099–1112. https://doi.org/10.23960/jpmipa/v25i3.pp1099-1112 DOI: https://doi.org/10.23960/jpmipa/v25i3.pp1099-1112
Pedaste, M., Mäeots, M., Siiman, L. A., Jong, T. De, Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning : Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003 DOI: https://doi.org/10.1016/j.edurev.2015.02.003
Pratiwi, H., Rita, E., Roshayanti, F., & Patonah, S. (2025). ESD-Oriented Project-Based Differentiated Learning Model to Develop Critical Thinking Skills and Biodiversity Literacy. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 13(2), 375–387. https://doi.org/10.33394/j-ps.v13i2.15111 DOI: https://doi.org/10.33394/j-ps.v13i2.15111
Rahmawati, S., Masykuri, M., & Sarwanto, S. (2021). The effectiveness of discovery learning module classification of materials and its changes to enhance critical thinking skills. Jurnal Inovasi Pendidikan IPA, 7(1), 74–84. https://doi.org/10.21831/jipi.v7i1.33253 DOI: https://doi.org/10.21831/jipi.v7i1.33253
Ramanathan, G., Carter, D., & Wenner, J. (2021). A Framework for Scientific Inquiry in Preschool. Early Childhood Education Journal, August. https://doi.org/10.1007/s10643-021-01259-1 DOI: https://doi.org/10.1007/s10643-021-01259-1
Sarmanu. (2017). Dasar Metodologi Penelitian Kuantitatif, Kualitatif dan Statistika. Airlangga University Press.
Sholikah, L., & Pertiwi, F. N. (2021). Analysis of Science Literacy Ability of Junior High School Students Based on Programme for International Student Assessement (PISA. INSECTA: Integrative Science Education and Teaching Activity Journal, 2(1), 95–104. https://doi.org/10.21154/insecta.v2i1.2922 DOI: https://doi.org/10.21154/insecta.v2i1.2922
Şimşek, F., & HamzaĞlu, E. (2023). The Effect Context-Based STEM Activities on Secondary School Students’ Scientific Literacy and STEM Motivasi. Journal of Theoretical Educational Science, 16(July), 574–595. https://doi.org/10.30831/akukeg.1190159 DOI: https://doi.org/10.30831/akukeg.1190159
Sugiyono. (2019). Metode Penelitian Kualitatif, Kuantitatif, dan R&D. Bandung: CV Alfabeta.
Suryandari, K. C., Rokhmaniyah, & Wahyudi. (2021). The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School. European Journal of Educational Research, 10(3), 1329–1340. Retrieved from https://eric.ed.gov/?id=EJ1307329 DOI: https://doi.org/10.12973/eu-jer.10.3.1329
Suryani, E., Kun, Z., & Haryanto, H. (2023). The implementation of STEM approach (science, technology, engineering, and mathematics) on science learning at elementary school. Proceedings Series on Social Sciences & Humanities, 12, 315–322. Retrieved from https://conferenceproceedings.ump.ac.id/pssh/article/view/814 DOI: https://doi.org/10.30595/pssh.v12i.814
Taboada, A., & Guthrie, J. T. (2006). Contributions of Student Questioning and Prior Knowledge to Construction of Knowledge From Reading Information Text. Journal of Literacy Research, 38(1), 1–35. https://doi.org/10.1207/s15548430jlr3801_1 DOI: https://doi.org/10.1207/s15548430jlr3801_1
Tekin, G. (2021). The Effect of Research-Inquiry Based Activities on the Academic Achievement , Attitudes , and Scientific Process Skills of Students in the Seventh Year Science Course The Effect of Research-Inquiry Based Activities on the Academic Achievement , Attitudes. The European Educational Researcher, 4(1). https://doi.org/10.31757/euer.416 DOI: https://doi.org/10.31757/euer.416
Widodo, N. A. S., & Hidayati, Y. M. (2023). Analysis of technological pedagogical content knowledge of elementary school lesson plans. International Conference on Learning and Advanced Education (ICOLAE 2022), 1585–1591. https://doi.org/10.2991/978-2-38476-086-2_126 DOI: https://doi.org/10.2991/978-2-38476-086-2_126
License
Copyright (c) 2026 Dwi Endah Yulianing Tias, I Wayan Wesa Atmaja, Ahmad Zaki Emyus, Endra Priawasana
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
