The Impact of Project-Based Learning on Students' Science Literacy and Environmental Awareness: A Comprehensive Review
DOI:
https://doi.org/10.62872/80h4ry59Keywords:
Project-Based Learning, Science Literacy, Environmental Awareness, Environmental Literacy, STEM Education, PedagogyAbstract
Project-Based Learning (PjBL) has emerged as a transformative pedagogical approach that significantly enhances students' science literacy and environmental awareness across various educational levels. This comprehensive review synthesizes evidence from 20 empirical studies and systematic reviews conducted primarily in Indonesia between 2020 and 2025, examining the effectiveness of PjBL in developing scientific competencies and environmental consciousness. The findings consistently demonstrate that PjBL significantly improves students' science literacy scores, critical thinking abilities, problem-solving skills, and conceptual understanding compared to conventional teaching methods. Furthermore, PjBL effectively cultivates environmental awareness, pro-environmental attitudes, and action-taking behaviors among students through engagement with authentic environmental issues. The review identifies key success factors including active student involvement, integration of higher-order thinking skills, real-world problem contextualization, collaborative learning environments, and technology integration. This study reveals that PjBL effectiveness is enhanced when integrated with STEM approaches, digital storytelling, multiliteracy pedagogies, and character education. The evidence supports PjBL as a highly effective instructional model for fostering 21st-century competencies, scientific literacy, and environmental stewardship in contemporary education systems.
Downloads
References
Agustira, D., Al-Muhdhar, M., Lestari, S., & Pratiwi, R. (2025). Development of a project based learning model with multiliteracy pedagogic content to improve critical thinking skills, problem solving skills, decision making skills, and environmental literacy. Edelweiss Applied Science and Technology, 9(3), 1562-1584. https://doi.org/10.55214/25768484.v9i3.5812
Aini, M. (2022). PERBEDAAN LITERASI SAINS SISWA DALAM IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING. EDUCATOR: Jurnal Inovasi Tenaga Pendidik dan Kependidikan, 2(2), 87-95. https://doi.org/10.51878/educator.v2i2.1354
Fauziah, D., Erman, E., Susiyawati, E., & Budiyanto, M. (2023). Implementation of project-based learning models to improve science literacy of junior high school students. Jurnal Pijar MIPA, 18(2), 280-285. https://doi.org/10.29303/jpm.v18i2.4795
Hudha, M., Fajriyah, M., Rosyidah, F., & Ayu, H. (2023). Project-based learning in improving scientific literacy: Systematic literature review. Psychology, Evaluation, and Technology in Educational Research, 5(2), 107-118. https://doi.org/10.33292/petier.v5i2.157
Karmana, W. (2024). Penerapan Model Project Based Learning (PjBL) terhadap Kemampuan Literasi Sains dan Hasil Belajar Peserta Didik pada Pembelajaran IPA di Sekolah. Panthera: Jurnal Ilmiah Pendidikan Sains dan Terapan, 4(2), 54-62. https://doi.org/10.36312/panthera.v4i2.273
Khondokar, S. (2025). Environmental awareness through project-based learning in primary social science classrooms in Dhaka: A qualitative analysis. Inovacije u nastavi, 38(1), 135-149. https://doi.org/10.5937/inovacije2501135s
Kurniasari, R., Ridho, S., & Indriyanti, D. (2023). Analysis of the STEM-Based Blended Project Based Learning Model to Improve Students' Science Literacy. Journal of Innovative Science Education, 12(1), 76-83. https://doi.org/10.15294/jise.v12i1.62296
Maslihatin, L. (2024). PENGEMBANGAN PERANGKAT PEMBELAJARAN PROJECT BASED LEARNING BERBASIS HOTS UNTUK MENINGKATKAN LITERASI SAINS DISEKOLAH DASAR. EDUTECH: Jurnal Inovasi Pendidikan Berbantuan Teknologi, 4(3), 598-609. https://doi.org/10.51878/edutech.v4i3.3287
Melindayani, S. (2022). PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK TERHADAP KEMAMPUAN LITERASI SAINS MATERI IPA SISWA KELAS V SD TELKOM MAKASSAR. Jurnal Handayani, 13(1), 79-88. https://doi.org/10.24114/jh.v13i1.35821
Munawar, R., Jaenudin, D., & Retnowati, R. (2023). PROJECT-BASED LEARNING WITH DIGITAL STORYTELLING TO IMPROVE SCIENCE LITERACY OF 10TH-GRADE STUDENTS IN MA AL MANSHURIYAH SCHOOL. Journal of Science Education and Practice, 7(1), 45-54. https://doi.org/10.33751/jsep.v7i1.7304
Nuraini, N., & Waluyo, E. (2021). Pengembangan Desain Instruksional Model Project Based Learning Terintegrasi Keterampilan Proses Sains Untuk Meningkatkan Literasi Sains. Jurnal Ilmiah Pendidikan IPA, 5(1), 101-111. https://doi.org/10.24815/jipi.v5i1.20145
Pantiwati, Y. (2021). MODEL PEMBELAJARAN LI-PRO-GP (LITERASI BERBASIS PROYEK TERINTEGRASI GLS DAN PPK). Prosiding Simposium Nasional Multidisiplin (SinaMu), 2, 264-272. https://doi.org/10.31000/sinamu.v2i0.3593
Pertiwi, T., Oetomo, D., & Sugiharto, B. (2024). The effectiveness of STEM Project-Based Learning in improving students' environmental literacy abilities. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(2), 604-614. https://doi.org/10.22219/jpbi.v10i2.33562
Prakoso, N., & Rusnilawati, R. (2024). ANALISIS MODEL PROJECT BASED LEARNING BERBANTUAN LIVEWORKSHEETS DALAM MENINGKATKAN PRESTASI BELAJAR DAN KETERAMPILAN LITERASI SAINS. Muallimuna: Jurnal Madrasah Ibtidaiyah, 9(2), 1-14. https://doi.org/10.31602/muallimuna.v9i2.14304
Salma, I., Hariani, S., & Pujiastuti, P. (2022). Pengaruh Model Pembelajaran Learning Cycle (5E) Berbasis STEM terhadap Literasi Sains dan Hasil Belajar Siswa Kelas X. DWIJA CENDEKIA: Jurnal Riset Pedagogik, 6(2), 269-278. https://doi.org/10.20961/jdc.v6i2.61600
Sawitri, A., Priyanti, P., Wanah, N., & Prayogo, M. (2024). Membangun Generasi Peduli Lingkungan: Analisis Literatur Pembelajaran Sains di Tingkat SD/MI. INKUIRI: Jurnal Pendidikan IPA, 13(1), 39-51. https://doi.org/10.20961/inkuiri.v13i1.80296
Suryawati, E., Suzanti, F., Zulfarina, Z., Putriana, A., & Febrianti, L. (2020). The Implementation of Local Environmental Problem-Based Learning Student Worksheets to Strengthen Environmental Literacy. Jurnal Pendidikan IPA Indonesia, 9(2), 169-178. https://doi.org/10.15294/jpii.v9i2.22892
Tanta, T. (2024). PENGARUH MODEL PEMBELAJARAN CONTEXTUAL TEACHING LEARNING (CTL) BERBASIS PROYEK TERHADAP LITERASI SAINS MAHASISWA PENDIDIKAN BIOLOGI UNIVERSITAS CENDERAWASIH JAYAPURA. Kwangsan: Jurnal Teknologi Pendidikan, 11(2), 604-615. https://doi.org/10.31800/jtp.kw.v11n2.p604--615
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Bambang Kulup Karnoto (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
