PROJECT BASED LEARNING DALAM MENINGKATKAN KETERAMPILAN PROSES SAINS: KAJIAN LITERATUR
DOI:
https://doi.org/10.30605/biogenerasi.v10i4.7129Keywords:
Project-Based Learning (PjBL),, Science Process Skills (SPS), Systematic Literature Review, Science Education, Pedagogical MechanismsAbstract
This study aims to examine the impact of Project-Based Learning (PjBL) on students’ science process skills (SPS) in science education through a systematic literature review. Out of 70 initially identified articles, 30 were shortlisted, and 14 were ultimately selected based on their relevance and methodological rigor. The reviewed studies were obtained from open-access journals and employed various research designs, including quasi-experimental, classroom action research, qualitative case study, and research and development (R&D) approaches. A systematic review protocol was applied, comprising stages of identification, title and abstract screening, and full-text assessment to ensure inclusion quality. Data were analyzed through the extraction of article characteristics, research design, educational level, science domain, SPS instruments, major findings, and pedagogical mechanisms. The findings indicate that most studies reported significant enhancement of SPS following the implementation of PjBL, with the most frequently improved dimensions being observation (64%), classification (36%), experimental planning (50%), hypothesis formulation (36%), and communication (29%). Supporting factors for effective implementation included the integration of local contexts (ethnoscience), the use of interactive digital media (e.g., comics, Lectora applications), validation of learning materials, teacher scaffolding, and student collaboration, whereas studies reporting non-significant effects were mainly constrained by poor adherence to PjBL syntax and limited project duration. Overall, the results affirm that PjBL holds strong potential for enhancing SPS across various areas of science learning, particularly when supported by coherent pedagogical mechanisms, consistent instructional design, sufficient teacher facilitation, and the use of contextualized media to maximize its educational effectiveness.
Downloads
References
Agustina, C. A., Rahayuningsih, S., & Ngatiman, N. (2018). Analisis Keyakinan Diri (Self Efficacy) Siswa SMA Dalam Memecahkan Masalah Matematika Ditinjau Dari Perbedaan Gender. Majamath Jurnal Matematika Dan Pendidikan Matematika. https://doi.org/10.36815/majamath.v1i2.292
Aliftika, O., Purwanto, P., & Utari, S. (2019). Profil Keterampilan Abad 21 Siswa SMA Pada Pembelajaran Project Based Learning (PjBL) Materi Gerak Lurus. Wapfi (Wahana Pendidikan Fisika). https://doi.org/10.17509/wapfi.v4i2.20178
Amala, I. A., Sutarto, S., Aristya Putra, P. D., & Indrawati, I. (2023). Analysis of Scientific Literacy Ability Junior High School Students in Science Learning on Environmental Pollution. Jurnal Penelitian Pendidikan Ipa. https://doi.org/10.29303/jppipa.v9i3.1816
Dori, Y. J., Avargil, S., Kohen, Z., & Saar, L. (2018). Context-Based Learning and Metacognitive Prompts for Enhancing Scientific Text Comprehension. International Journal of Science Education. https://doi.org/10.1080/09500693.2018.1470351
Fadhilah, K., Roshayanti, F., & Purnamasari, V. (2021). Profile of Thematic Learning Viewed From STEAM in the 2013 Curriculum for Grade IV Elementary School. In Jurnal Ilmiah Sekolah Dasar. https://doi.org/10.23887/jisd.v5i2.26830
Fadhilla, S. A. (2022). Memahami Peran Guru Pada Abad 21 Serta Tantangan Pembelajaran. https://doi.org/10.31237/osf.io/8ct9y
Indarta, Y., Jalinus, N., Waskito, W., Samala, A. D., Riyanda, A. R., & Adi, N. H. (2022). Relevansi Kurikulum Merdeka Belajar Dengan Model Pembelajaran Abad 21 Dalam Perkembangan Era Society 5.0. Edukatif Jurnal Ilmu Pendidikan. https://doi.org/10.31004/edukatif.v4i2.2589
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 (Ijere). https://doi.org/10.11591/ijere.v8i4.20312
Nofiana, M. (2017). Profil Kemampuan Literasi Sains Siswa SMP Di Kota Purwokerto Ditinjau Dari Aspek Konten, Proses, Dan Konteks Sains. JSSH (Jurnal Sains Sosial Dan Humaniora). https://doi.org/10.30595/jssh.v1i2.1682
Nurmilah, A. S., Karlimah, K., & Rahmat, C. (2023). Kemampuan Pemecahan Masalah Matematis Siswa Sekolah Dasar Dengan Pendekatan Matematika Realistik. Jiip - Jurnal Ilmiah Ilmu Pendidikan. https://doi.org/10.54371/jiip.v6i8.2661
Polat, D., Gödek, Y., & Kaya, V. H. (2021). Students’ Views and Estimation Levels Concerning Their Self-Achievements Based on Learning Diaries: A Case Study of the Human Anatomy Course. Eurasian Journal of Educational Research. https://doi.org/10.14689/ejer.2021.94.10
Rahayu, R., & Ismawati, R. (2022). Efektifitas Online Project Based Learning Berbasis Ethnosains Pada Pembelajaran IPA Terhadap Keterampilan Proses Sains Mahasiswa Selama Pandemi. In Jurnal Pendidikan Mipa. https://doi.org/10.37630/jpm.v12i4.738
Safitri, N. (2022). The STEAM Approach to Improve 21st Century Skills in Elementary Schools. Kalam Cendekia Jurnal Ilmiah Kependidikan. https://doi.org/10.20961/jkc.v10i2.65493
Shohib, Moh., Rahayu, Y. S., Wasis, W., & Hariyono, E. (2021). Scientific Literacy Ability of Junior High School Students on Static Electricity and Electricity in Living Things. Ijorer International Journal of Recent Educational Research. https://doi.org/10.46245/ijorer.v2i6.170
Wulandah, S., Hufad, A., & Sulistiono, E. (2023). Urgensi Kurikulum Merdeka Dalam Pembelajaran Sosiologi Pada Pendidikan Abad 21. Jurnal Sosialisasi Jurnal Hasil Pemikiran Penelitian Dan Pengembangan Keilmuan Sosiologi Pendidikan. https://doi.org/10.26858/sosialisasi.v1i1.41771
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Marcindy Reinard, Munawwarah Munawwarah, Shoffan Fatkhulloh, Akhmad Syakur
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- 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 this journal.
- 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.
.png)
