Literature Review: The Impact of Project Based Learning on Scientific Literacy in Secondary Education

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DOI:

10.29303/jppipa.v11i1.8616

Published:

2025-01-24

Issue:

Vol. 11 No. 1 (2025): In Progress

Keywords:

Educational challenges, PjBL, Science literacy, Secondary education

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Alfiah, M. H., Bramastia, & Sukarmin. (2025). Literature Review: The Impact of Project Based Learning on Scientific Literacy in Secondary Education. Jurnal Penelitian Pendidikan IPA, 11(1), 1–9. https://doi.org/10.29303/jppipa.v11i1.8616

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Abstract

Technological advancements have significantly impacted the environment, highlighting the need to improve scientific literacy to address these effects. However, PISA data indicates that Indonesian students' scientific literacy remains low. This study aims to analyze the effectiveness of Project-Based Learning (PjBL) in enhancing scientific literacy among secondary school students through a literature review method. PjBL fosters active engagement, collaboration, and critical thinking by involving students in meaningful projects. The findings demonstrate that PjBL improves scientific literacy and creativity, though its implementation faces challenges such as limited resources, time constraints, and insufficient teacher training. The study concludes that PjBL is a promising approach to improving scientific literacy in Indonesia, provided adequate teacher training and resources are available to support its implementation.

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Author Biographies

Miftahul Hasanatun Alfiah, Universitas Sebelas Maret

Bramastia, Universitas Sebelas Maret

Sukarmin, Universitas Sebelas Maret

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