Learning Models for Enhancing Science Literacy in Elementary Schools: Evidence from Indonesia

Authors

DOI:

https://doi.org/10.56741/IISTR.ijlree.001185


Keywords:

Differentiated Learning, Elementary School, Ethnoscience, Indonesia, Science Literacy

Abstract

Scientific literacy serves as a critical foundation for cultivating critical thinking from an early age; however, instructional approaches that contextually accommodate diverse student characteristics remain limited, particularly at the elementary level. Therefore, this study aims to analyze the urgency of an innovative instructional model that strengthens science literacy among elementary school students. Employing a Design-Based Research (DBR) approach, this study is limited to the initial phase of problem identification and analysis. The research subjects comprised 16 elementary school teachers and 111 students across five districts in Surakarta, Indonesia. Data were collected through in-depth interviews, questionnaires, and an extensive literature review. The data analysis process involved data reduction, data display, and conclusion drawing. Source and methodological triangulation were applied to ensure data validity. The findings indicate that the integration of ethnoscience into science learning through a differentiation approach to significantly improve science literacy among elementary school students is needed.

Downloads

Download data is not yet available.

Author Biographies

Ika Candra Sayekti, Universitas Muhammadiyah Surakarta

is associated with Universitas Muhammadiyah Surakarta and holds expertise in Natural Science Education and Natural Science Learning, particularly focusing on the context of Elementary School. As an academic professional, she researches, teaches, and contributes to developing effective science education methodologies, especially at the primary education level. She is the staff editor of the journals at https://journals2.ums.ac.id/ppd  (email: ics142@ums.ac.id).

Anatri Desstya, Universitas Muhammadiyah Surakarta

is associated with Universitas Muhammadiyah Surakarta and holds expertise in concept, Natural Science Education, and Natural Science Learning, particularly focusing on the context of Elementary School. As an academic professional, she researches, teaches, and contributes to teacher professional development, natural science education, and science misconceptions, especially at the primary education level. (email: ad121@ums.ac.id).

Murfiah Dewi Wulandari, Universitas Muhammadiyah Surakarta

is a lecturer at Universitas Muhammadiyah Surakarta (UMS) and currently serves as the Vice Dean II of the Faculty of Teacher Training and Education (FKIP UMS). Her area of expertise is educational psychology, with a specific focus on child development at the elementary school level. As a professional academic, she is actively engaged in teaching, research, and community service aligned with her field of specialization, particularly within the context of primary education. (email: mdw278@ums.ac.id).

Aqthora Sulthonia, Universitas Muhammadiyah Surakarta

is an undergraduate student at Universitas Muhammadiyah Surakarta, majoring in Primary School Teacher Education. She is actively involved in educational activities both on and off campus. As a prospective educator, she is committed to continuously learning and contributing to educational initiatives as part of her efforts to enhance her qualifications and impact as a future teacher. (email: aqthoras@gmail.com).

Riska Yulia Ayu Lestari, Universitas Muhammadiyah Surakarta

is an undergraduate of the Elementary School Teacher Education Department of Universitas Muhammadiyah Surakarta. She has a dedication to improving the quality of education. She has a mission to continue learning and benefit others. She can teach elementary school students with a wide range of innovations. She is passionate about helping improve students' literacy and numeracy. (email: riskayulia1122@gmail.com).

Badra Intan Mei Alviani, Universitas Muhammadiyah Surakarta

is an undergraduate student of the Elementary School Teacher Education program at Universitas Muhammadiyah Surakarta. She shows a high interest in education through her involvement in various academic and social activities. She has a vision of becoming an educator who is not only competent but also has a positive impact on students and the surrounding environment. (email: badraintan13@gmail.com).

Fuad Naufal Nasik, Universitas Muhammadiyah Surakarta

is an undergraduate student of Elementary School Teacher Education at Universitas Muhammadiyah Surakarta. He has a strong interest in education and actively participates in various activities that support the development of professionalism as a prospective educator. With a high learning spirit and dedication to contribute, he continues to hone his competencies to become an inspiring teacher, with character, and able to have a positive impact on students and the surrounding environment. (email: fuadnasik@gmail.com).

Nur Amalia, University of Western Australia

is an education professional specializing in primary education, language, and literacy. She previously held roles as the Head of Mobility and Hospitality and the Head of the Primary Teaching and Education Department at Universitas Muhammadiyah Surakarta. She has published research on critical literacy for primary students, supported by a multiyear research grant from the Ministry of Research and Technology. She began her doctoral studies in Education at the University of Western Australia in 2025, supported by the BPI Pathway scholarship. Her research focuses on Teachers' Assessment Literacy. (email: nur.amalia@research.uwa.edu.au).

References

K. dan A. P. Badan Standar and K. pendidikan dasar dan Menengah, Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan Dasar dan Menengah Nomor 046/H/KR/2025 tentang Capaian Pembelajaran pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah, no. 021. 2025 [Eng. Trans.: Decree Of The Head Of The Standards, Curriculum, And Educational Assessment Agency Of The Ministry Of Primary And Secondary Education Number 046/H/Kr/2025 Concerning Learning Outcomes In Early Childhood Education, Primary Education, And Secondary Education]

M. Hasbi and R. Wulandari, “Bermain sains,” Kementeri. Pendidik. dan Kebud. Direktorat Jenderal Pendidikan. Anak Usia Dini, Pendidik. Dasar dan Pendidik. Menengah Direktorat Pendidik. Anak Usia Dini, pp. 1–27, 2020 [Eng. Trans.: Playing with Science]

OECD, “Pisa 2025 science framework,” no. May 2023, pp. 1–93, 2023.

OECD, “PISA 2022 results factsheets Indonesia,” Lang. Sci. Educ., vol. 1, pp. 1–9, 2023, [Online]. Available: https://oecdch.art/a40de1dbaf/C108.

D. Ardianto and B. Rubini, “Comparison of students’ scientific literacy in integrated science learning through the model of guided discovery and problem-based learning,” J. Pendidik. IPA Indones., vol. 5, no. 1, pp. 31–37, 2016, doi: 10.15294/jpii.v5i1.5786.

N. C. Kelp, M. McCartney, M. A. Sarvary, J. F. Shaffer, and M. J. Wolyniak, “Special series: Scientific literacy developing science literacy in students and society ,” J. Microbiol. Biol. Educ., vol. 24, no. 2, pp. 1–4, 2023. DOI: https://doi.org/10.1128/jmbe.00058-23

L. Valladares, “Scientific literacy and social transformation: Critical perspectives about science participation and emancipation,” in Science and Education, Amsterdam: Springer Netherlands, 2021. [Online]. Available: https://doi.org/10.1007/s11191-021-%0A00205-2

J. Elhai, “Special series: Scientific literacy science literacy: A more fundamental meaning,” J. Microbiol. Biol. Educ., vol. 24, no. 1, pp. 10–16, 2023. DOI: https://doi.org/10.1128/jmbe.00212-22

D. Fortus, J. Lin, K. Neumann, T. D. Sadler, and D. Fortus, “The role of affect in science literacy for all The role of a ff ect in science literacy for all,” Int. J. Sci. Educ., vol. 44, no. 4, pp. 535–555, 2022, doi: 10.1080/09500693.2022.2036384. DOI: https://doi.org/10.1080/09500693.2022.2036384

M. I. Lestari, “Hambatan dan tantangan pembelajaran ilmu pengetahuan sosial di sekolah dasar,” Elem. Sch. Teach., vol. 7, no. 2, 2024, doi: https://doi.org/10.15294/9wvmet33 [Eng. Trans.: Obstacles and challenges in teaching Social Sciences in elementary schools]. DOI: https://doi.org/10.15294/9wvmet33

C. A. Safira, A. Setyawan, and T. Citrawati, “Identifikasi permasalahan pembelajaran IPA pada siswa kelas III SDN Buluh 3 Socah,” Pros. Nas. Pendidik. LPPM IKIP Bojonegoro, vol. 1, no. 1, 2020.

S. Safrizal, L. Zaroha, and R. Yulia, “Kemampuan literasi sains siswa sekolah dasar di sekolah adiwiyata (Studi Deksriptif di SD Adiwiyata X Kota Padang),” J. Nat. Sci. Integr., vol. 3, no. 2, p. 215, 2020, doi: 10.24014/jnsi.v3i2.9987 [Eng. Trans.: Science Literacy Skills of Elementary School Students at Adiwiyata Schools (Descriptive Study at Adiwiyata X Elementary School, Padang City)]. DOI: https://doi.org/10.24014/jnsi.v3i2.9987

H. Syofyan and A. Rosyid, “Optimizing science learning through differentiated models to improve science literacy in the digital era,” Multidiscip. Sci. J., 2025. DOI: https://doi.org/10.31893/multirev.2025182

N. Kholidah, M. I, and L. A, “Effectiveness of differentiated learning approaches based on learning styles in improving science learning outcomes: A case study at SD Muhammadiyah Noyokerten, Sleman,” J. Soc. Community Dev., vol. 1, no. 1, pp. 33-44., doi: https://doi.org/10.56741/jscd.v1i01.653. DOI: https://doi.org/10.56741/jscd.v1i01.653

A. Faiz and Dkk, “Pembelajaran berdiferensiasi dalam program guru penggerak pada modul 2.1.,” J. Basicedu, vol. 6, no. 2, pp. 2846–2853., 2022 [Eng. Trans.: Differentiated Learning in the Leading Teacher Program in Module 2.1] DOI: https://doi.org/10.31004/basicedu.v6i2.2504

C. A. Tomlinson, “How to differentiate instruction in academically diverse classrooms,” VA ASCD, 2017.

W. Villegas-Ch and J. García-ortiz, “Personalization of learning: Machine learning models for adapting educational content to individual learning styles,” IEEE, 2024, doi: 10.1109/ACCESS.2024.3452592. DOI: https://doi.org/10.1109/ACCESS.2024.3452592

R. Hasanah, Kartinah, I. Dwijayanti, and L. S. Devega, “Efektivitas model pembelajaran PjBL berdiferensiasi terhadap kemampuan literasi sains aspek kompetensi sekolah dasar kelas V,” Ainara J. (Jurnal Penelit. dan PKM Bid. Ilmu Pendidikan), vol. 5, no. 4, pp. 512–518, 2024 [Eng. Trans.: The Effectiveness of Differentiated PjBL Learning Model on Science Literacy Skills of Elementary School Competency Aspects of Grade V]. DOI: https://doi.org/10.54371/ainj.v5i4.648

D. A. Wijayanti and D. R. Prihandini, “Realisasi merdeka belajar dengan menggunakan strategi pembelajaran diferensiasi proses pada siswa SMA kelas X,” Pubmedia J. Penelit. Tindakan Kelas Indones., vol. 1, no. 2, p. 9, 2023, doi: 10.47134/ptk.v1i2.55 [Eng. Trans.: Realization of Independent Learning by Using Process Differentiation Learning Strategy in Grade X High School Students,]. DOI: https://doi.org/10.47134/ptk.v1i2.55

E. Ermawati, S. Komarayanti, and S. Purwaningsih, “Implementasi pembelajaran diferensiasi dengan model PBL untuk meningkatkan literasi sains siswa kelas X.2 SMAN Rambipuji,” J. Biol., vol. 1, no. 2, pp. 1–11, 2023, doi: 10.47134/biology.v1i2.1957 [Eng. Trans.: Implementation of Differentiated Learning with the PBL Model to Improve Science Literacy of Class X.2 Students of SMAN Rambipuji]. DOI: https://doi.org/10.47134/biology.v1i2.1957

A. Hidayat, M. Sa’diyah, and S. Lisnawati, “Metode pembelajaran aktif dan kreatif pada Madrasah Diniyah Takmiliyah di Kota Bogor,” Edukasi Islam. J. Pendidik. Islam., vol. 9, no. 1, pp. 71–85., 2020, [Online]. Available: https://doi.org/10.30868/ei.v9i01.639 [Eng. Trans. : Active and Creative Learning Methods at Madrasah Diniyah Takmiliyah in Bogor City]

U. D. Pertiwi and U. Y. Rusyda Firdausi, “Upaya meningkatkan literasi sains melalui pembelajaran berbasis etnosains,” Indones. J. Nat. Sci. Educ., vol. 2, no. 1, pp. 120–124, 2019, doi: 10.31002/nse.v2i1.476 [Eng. Trans.: Efforts to Improve Scientific Literacy Through Ethnoscience-Based Learning]. DOI: https://doi.org/10.31002/nse.v2i1.476

A. Mwinbuabu Naah, T. A. Ossei-anto, and I. Buabeng, “Indigenous materials, processes and scientific concepts employed in the production of Akpeteshie and Pito: Their relevance to teaching and learning of science,” Int. J. Sci. Basic Appl. Res., pp. 211–235, 2024.

O. T. Ebele, “Strategies for integrating indigenous knowledge in primary education and its impacts on sustainable development and inclusive growth,” J. Gend. Millenn. Dev. Stud., vol. 1, no. 2, pp. 93–105, 2024. DOI: https://doi.org/10.64420/jgmds.v1i2.159

I. W. Junita and Y. Yuliani, “Pengembangan E-LKPD berbasis etnosains untuk melatihkan keterampilan literasi sains pada materi transpor membran,” Berk. Ilm. Pendidik. Biol., vol. 11, no. 2, pp. 356–367, 2022, doi: 10.26740/bioedu.v11n2.p356-367 [Eng. Trans.: Development of Ethnoscience-Based E-LKPD to Train Science Literacy Skills on Membrane Transport Material]. DOI: https://doi.org/10.26740/bioedu.v11n2.p356-367

Y. Wahyu, “Pembelajaran berbasis etnosains sekolah dasar.,” J. Inov. Pendidik. Dasar., 2017 [Eng. Trans.: Ethnoscience-Based Learning in Elementary Schools].

F. P. N. Fahrozy, D. M. Irianto, and D. T. Kurniawan, “Etnosains sebagai upaya belajar secara kontekstual dan lingkungan pada peserta didik di sekolah dasar,” Edukatif J. Ilmu Pendidik., vol. 4, no. 3, pp. 4337–4345, 2022, doi: 10.31004/edukatif.v4i3.2843 [Eng. Trans.: Ethnoscience as a Contextual and Environmental Learning Effort for Elementary School Students]. DOI: https://doi.org/10.31004/edukatif.v4i3.2843

I. Yuliana, M. E. Cahyono, W. Widodo, and I. Irwanto, “The effect of ethnoscience-themed picture books embedded within context-based learning on students’ scientific literacy,” Eurasian J. Educ. Res., vol. 92, pp. 317–334, 2021, doi: 10.14689/ejer.2021.92.16. DOI: https://doi.org/10.14689/ejer.2021.92.16

F. Rahmawati and R. I. W. Atmojo, “Etnosains pasar terapung Kalimantan Selatan dalam materi Ilmu Pengetahuan Alam (IPA) di sekolah dasar,” vol. 5, no. 6, pp. 6280–6287, 2021 [Eng. Trans.: Ethnoscience of the South Kalimantan Floating Market in Natural Science (IPA) Material in Elementary Schools]. DOI: https://doi.org/10.31004/basicedu.v5i6.1809

T. Plomp, N. Nieveen, and (Eds.), An Introduction to Educational Design Research. Netherlands: Netherlands Institute for Curriculum Development.: Enschede, 2007.

Permendikbud., Permendikbud Nomor 12 Tahun 2025. tentang Standar Isi pada Pendidikan PAUD, Jenjang SD, dan Jenjang Pendidikan Menengah. 2025 [[Eng. Trans.: Minister of Education and Culture Regulation Number 12 of 2025. Concerning Content Standards in Early Childhood Education, Elementary School Level, and Secondary Education Level].

Kemendikbudristek, Capaian Pembelajaran Mata Pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) Fase A - Fase C. Jakarta: Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementrian Pendidikan, Kebudayaan, Riset, dan Teknologi., 2022 [Eng. Trans.: Learning Outcomes for Natural and Social Sciences (IPAS) Phase A - Phase C].

WEFUSA, “Unlocking the potential of the smart grid,” in AIP Conference Proceedings, 2015, p. 1702. [Online]. Available: https://doi.org/10.1063/1.4938795 DOI: https://doi.org/10.1063/1.4938795

S. Hidayah, Y. Irhasyuarna, M. Istyadji, and F. Fahmi, “‘Implementation of Merdeka Belajar differentiated instruction in science learning to improve students' science literacy’,” JPPIPA J. Pendidik. IPA, Fis. Biol. Kim., vol. 9, no. 11, pp. 9171–9178, 2023. DOI: https://doi.org/10.29303/jppipa.v9i11.3637

S. A. Wahyudi, M. Siddik, and E. Suhartini, “Analisis pembelajaran IPAS dengan penerapan pendekatan pembelajaran berdiferensiasi dalam Kurikulum Merdeka.,” J. Pendidik. MIPA, vol. 13, no. 4, pp. 1105-1113., 2023 [Eng. Trans.: Analysis of science learning with the application of a differentiated learning approach in the Independent Curriculum]. DOI: https://doi.org/10.37630/jpm.v13i4.1296

A. S. Wahyuni, “Literature review: Pendekatan berdiferensiasi dalam pembelajaran IPA,” J. Pendidik. Mipa, vol. 12, no. 2, pp. 118–126, 2022, doi: 10.37630/jpm.v12i2.562 [Eng. Trans.: Literature Review: Differentiated Approaches in Science Learning]. DOI: https://doi.org/10.37630/jpm.v12i2.562

S. Suwartiningsih, “Penerapan pembelajaran berdiferensiasi untuk meningkatkan hasil belajar siswa pada mata pelajaran IPA pokok bahasan tanah dan keberlangsungan kehidupan di kelas IXb semester genap SMPN 4 Monta tahun pelajaran 2020/2021,” J. Pendidik. Dan Pembelajaran Indones., vol. 1, no. 2, pp. 80–94, 2021, doi: https://doi.org/10.53299/jppi.v1i2.39 [Eng. Trans.: Implementation of Differentiated Learning to Improve Student Learning Outcomes in the Science Subject of Land and Sustainability of Life in Grade IXb, Even Semester, SMPN 4 Monta, Academic Year 2020/2021] . DOI: https://doi.org/10.53299/jppi.v1i2.39

Roslina, J. M. Sakung, U. Wahyono, and H. Abram, P, “Pengaruh strategi pembelajaran berdiferensiasi terhadap literasi sains siswa kelas V Sekolah Dasar Parigi Utara,” Ideguru J. Karya Ilm. Guru, vol. 10, no. 1, pp. 231–240., 2025 [Eng. Trans.: The Influence of Differentiated Learning Strategies on the Scientific Literacy of Fifth Grade Students at North Parigi Elementary School]. DOI: https://doi.org/10.51169/ideguru.v10i1.1357

B. Hidayat, “Pembelajaran berdiferensiasi pendidikan IPS di sekolah dasar,” J. IKA PGSD (Ikatan Alumni PGSD) UNARS, vol. 14, no. 2, p. 267, 2023, doi: 10.36841/pgsdunars.v14i2.4025 [Eng. Trans.: Differentiated Learning in Social Studies Education in Elementary Schools] . DOI: https://doi.org/10.36841/pgsdunars.v14i2.4025

H. Hariyanto, E. Priawasana, M. Halil, M. Ansori, A. Wahid, and S. Suharto, “Efektivitas model pembelajaran berdiferensiasi untuk meningkatkan kemampuan literasi sains pada siswa sekolah dasar kelas V,” AR-RIAYAH J. Pendidik. Dasar, vol. 8, no. 1, p. 81, 2024, doi: 10.29240/jpd.v8i1.9067 [Eng. Trans.: The Effectiveness of Differentiated Learning Models to Improve Science Literacy Skills in Fifth Grade Elementary School Students]. DOI: https://doi.org/10.29240/jpd.v8i1.9067

M. Miqwati, E. Susilowati, and J. Moonik, “Implementasi pembelajaran berdiferensiasi untuk meningkatkan hasil belajar ilmu pengetahuan alam di sekolah dasar,” Pena Anda J. Pendidik. Sekol. Dasar, vol. 1, no. 1, pp. 30–38, 2023, doi: 10.33830/penaanda.v1i1.4997 [Eng. Trans.: Implementation of Differentiated Learning to Improve Natural Science Learning Outcomes in Elementary Schools,]. DOI: https://doi.org/10.33830/penaanda.v1i1.4997

S. A. Adeniran et al., “Differentiated instruction for improved primary school learners’ outcomes in basic science : a mixed-methods study,” Int. J. Sci. Educ., vol. 0693, pp. 1–26, 2025, doi: 10.1080/09500693.2025.2524868. DOI: https://doi.org/10.1080/09500693.2025.2524868

D. Mariske, A. T. Anggraini, and I. Maryani, “Differentiated learning by style enhances self- regulation and science achievement in fourth-grade students,” J. Pedagog. Educ. Sci., vol. 4, no. 02, pp. 239–258, 2024, doi: 10.56741/IISTR.jpes.00884. DOI: https://doi.org/10.56741/IISTR.jpes.00884

S. A. Wahyudi, M. Siddik, and E. Suhartini, “Analisis penerapan pendekatan pembelajaran berdiferensiasi dalam Kurikulum Merdeka.,” J. Basicedu, vol. 7, no. 4, pp. 1234-1245., 2023 [Eng. Trans.: Analysis of the application of a differentiated learning approach in the Independent Curriculum].

S. Wahyuningsih, T. Ananda, N. C. Utami, and O. S. Hidayat, “Analisis kebutuhan pengembangan modul IPAS berbasis etnosains di sekolah dasar,” J. Basicedu, vol. 5, no. 5, pp. 3(2), 524–532, 2020, [Online]. Available: https://journal.uii.ac.id/ajie/article/view/971 [Eng. Trans.: Analysis of the Needs for Developing an Ethnoscience-Based Science Module in Elementary Schools].

I. A. Ismail et al., “Tinjauan sistematis analisis integrasi etnosains dalam pembelajaran IPA dan dampaknya terhadap kompetensi era modern dan nilai-nilai pancasila," J. Pendidik. Teknol. Indones., vol. 4, no. 5, pp. 207–219, 2024, doi: 10.52436/1.jpti.478. DOI: https://doi.org/10.52436/1.jpti.478

L. Lestari and N. Nabila, “Penerapan etnosains dalam pembelajaran ilmu pengetahuan alam dan sosial kelas IV di MI As-Sunni Pamekasan,” Al-Madrasah J. Pendidik. Madrasah Ibtidaiyah, vol. 8, no. 2, p. 675, 2024, doi: 10.35931/am.v8i2.3461 [Eng. Trans.: Application of Ethnoscience in Natural and Social Science Learning for Grade IV at MI As-Sunni Pamekasan]. DOI: https://doi.org/10.35931/am.v8i2.3461

M. Ashoori, “Food and nutrition literacy status and its correlates in Iranian senior high-school students,” BMC Nutr., vol. 7, no. 1, 2021, doi: 10.1186/s40795-021-00426-2. DOI: https://doi.org/10.1186/s40795-021-00426-2

M. Indriani and M. Fitrianawati, “Pengaruh model project-based learning terhadap kemampuan pemahaman konsep siswa pada materi bangun datar matematika kelas IV SD Muhammadiyah Kleco,” in SNTEKAD: Seminar Nasional Teknologi, Kearifan Lokal, dan Pendidikan Transformatif, 2024, pp. 33–42. doi: 10.12928/sntekad.v2i1.19021 [Eng. Trans.: The influence of the Project-based Learning model on students' conceptual understanding of flat shapes in mathematics for grade IV of Muhammadiyah Kleco Elementary School. DOI: https://doi.org/10.12928/sntekad.v2i1.19021

N. Dewantari and S. Singgih, “Penerapan literasi sains dalam pembelajaran IPA,” Indones. J. Nat. Sci. Educ., vol. 3, no. 2, pp. 366–371, 2020, doi: 10.31002/nse.v3i2.1085 [Eng. Trans.: Implementation of Scientific Literacy in Science Learning]. DOI: https://doi.org/10.31002/nse.v3i2.1085

C. E. Snow and K. A. Dibner, Science literacy: Concepts, contexts, and consequences. 2016. doi: 10.17226/23595. DOI: https://doi.org/10.17226/23595

G. D. Salsabil et al., “Hakikat sains: Pengertian, fungsi, dan penerapan dalam proses pembelajaran Universitas Mulawarman, Indonesia,” vol. 3, 2024 [Eng. Trans.: The Nature of Science: Definition, Function, and Application in the Learning Process, Mulawarman University, Indonesia]. DOI: https://doi.org/10.58192/populer.v3i4.2664

R. M. Isnaniah, S. Miriam, Suyidno, and Qamariah, “Development of STEM-based student worksheets on virus material to improve student science literacy,” J. Penelit. Pendidik. IPA, vol. 9, no. 3, pp. 1457–1464, 2023, doi: 10.29303/jppipa.v9i3.3288. DOI: https://doi.org/10.29303/jppipa.v9i3.3288

L. Airiza Dian, H. Habiddin, I. W. Dasna, and S. Rahayu, “Scientific literacy in science instruction: media and teaching approach employed,” Educ. Hum. Dev. J., vol. 8, no. 3, pp. 52–63, 2023, doi: 10.33086/ehdj.v8i3.5417. DOI: https://doi.org/10.33086/ehdj.v8i3.5417

S. Laily, R. Rahmi, and M. N. Ikhwan, “Differentiated learning strategies to improve science literacy in elementary schools,” Terampil J. Pendidik. dan Pembelajaran Dasar, vol. 11, no. 1, p. 113, 2024, doi: 10.24042/terampil.v11i1.23571. DOI: https://doi.org/10.24042/terampil.v11i1.23571

I. Munira and M. F. Ramadhan, “Implementation of ethnoscience to improve elementary school students’ critical thinking ability in science learning,” J. Pendidik. Mandala, vol. 9, no. 2, 2024. DOI: https://doi.org/10.58258/jupe.v9i2.7119

R. K. Dewi and K. W. Wardani, “Pengaruh model pembelajaran Picture and Picture ditinjau dari kemampuan berpikir kritis siswa sekolah dasar,” J. Basicedu, vol. 4, no. 2, p. 1924., 2020 [Eng. Trans.: The influence of the Picture and Picture learning model in terms of the critical thinking abilities of elementary school students] DOI: https://doi.org/10.31004/basicedu.v4i4.511

M. Sutawan and M. A. Winangun, “Optimalisasi strategi manajemen pendidikan kolaboratif untuk meningkatkan budaya literasi di sekolah dasar,” J. Multidisiplin Inov., vol. 8, no. 8, pp. 179–197., 2024 [Eng. Trans.: Optimizing collaborative education management strategies to improve literacy culture in elementary schools]

S. Kara and A. Tekindur, “The effect of differentiated instruction on the academic achievement and opinions of 3rd-grade students in science education: A mixed-methods study,” J. Intell., vol. 13, no. 10, p. 126., 2025, doi: https://doi.org/10.3390/jintelligence13100126. DOI: https://doi.org/10.3390/jintelligence13100126

M. Suryanti, M. Nursalim, N. Lutfi, and I. Yuliana, “STEAM-project-based learning: A catalyst for elementary school students’ scientific literacy skills,” Eur. J. Educ. Res., vol. 12, 2024, doi: 10.12973/eu-jer.13.1.1. DOI: https://doi.org/10.12973/eu-jer.13.1.1

N. N. Rediani, “The impact of project-based learning on students," Indones. J. Educ. Dev., vol. 5, no. 1, pp. 79–90, 2024. DOI: https://doi.org/10.59672/ijed.v5i1.3747

W. Winarto, D. H. Kristyaningrum, R. Rahayu, W. R. R. Hayu, S. Jumini, and N. D. L. Dewi, “Science teachers’ perceptions of differentiated learning: A survey study,” Multidiscip. Sci. J., vol. 7, no. 2, 2025, doi: 10.31893/multiscience.2025101. DOI: https://doi.org/10.31893/multiscience.2025101

S. Aravantinos, K. Lavidas, I. Voulgari, S. Papadakis, T. Karalis, and V. Komis, “Educational approaches with AI in primary school settings: A systematic review of the literature available in Scopus,” Educ. Sci., pp. 8–34, 2024. DOI: https://doi.org/10.3390/educsci14070744

Kemdikbud, “Hasil PISA Indonesia 2018: Akses makin meluas, saatnya tingkatkan kualitas,” kemdikbud.go.id, 2019. https://www.kemdikbud.go.id/main/blog/2019/12/hasil-pisa-indonesia-2018-akses-makin-meluas-saatnya-tingkatkan-kualitas /hasil-pisa-indonesia-2018-akses-makin-meluas-saatnya-tingkatkan-kualitas [Eng. Trans.: 2018 Indonesian PISA results: Access is expanding, time to improve quality].

OECD, Program For International Student Assessment (PISA) 2022 Assessment and Analytical Framework. 2023. [Online]. Available: https://www.oecd-ilibrary.org/education/pisa-2022-assessment-and-analytical-framework_dfe0bf9c-en

N. Agusdianita, S. Danim, A. Susanta, R. Dwi, and S. Maghfira, “Problem-based learning materials integrated with differentiated approaches to enhance elementary school students’ learning outcomes,” Profesi Pendidik. Dasar, pp. 161–182, 2024, doi: 10.23917/ppd.v11i3.6441. DOI: https://doi.org/10.23917/ppd.v11i2.6441

A. Mardati, I. Maryani, and S. Suyatno, “TPACK and its contribution to develop differentiated learning in elementary school,” Profesi Pendidik. Dasar, vol. 11, no. 1, pp. 50–63, 2024. DOI: https://doi.org/10.23917/ppd.v11i1.3336

H. Mukti, I. W. P. Suastra, and I. B. Aryana, “Integrasi etnosains dalam pembelajaran IPA,” PGI (Jurnal Penelit. Guru Indones., vol. 7, no. 2, 2022 [Eng. Trans.: Integration of Ethnoscience in Science Learning]. DOI: https://doi.org/10.29210/022525jpgi0005

A. Khoiri and W. Sunarno, “Pendekatan etnosains dalam tinjauan filsafat (Impelementasi model pembelajaran STEM: Science, Technology, Enginering, and Mathematic),” SPKETRA J. Kaji. Pendidik. Sains, vol. 4, no. 2, pp. 145–153, 2018 [Eng. Trans.: Ethnoscience Approach in Philosophical Review (Implementation of STEM Learning Model: Science, Technology, Engineering, and Mathematics)]. DOI: https://doi.org/10.32699/spektra.v4i2.55

D. P. Kriswanti and Z. A. I. Supardi, “Pengembangan perangkat pembelajaran berbasis etnosains untuk melatihkan literasi sains peserta didik sekolah dasar.,” J. Educ. Dev., vol. 8, no. 3, p. 372, 2020 [Eng. Trans.: Development of Ethnoscience-Based Learning Tools to Train Elementary School Students' Scientific Literacy].

Z. N. Fitri and A. Syukur, “Penerapan metode praktikum sederhana berbasis etnosains untuk meningkatkan keterampilan proses sains siswa di MAS NW Kembang Kerang Lombok Timur,” J. Pengabdi. Magister Pendidik. IPA, vol. 5, no. 2, 2022.

M. Indrawati, “Keefektifan Lembar Kerja Siswa (LKS) berbasis etnosains pada materi bioteknologi untuk melatihkan keterampilan proses sains siswa kelas IX.,” PENSA e-Jurnal Pendidik. Sains, vol. 5, no. 2, 2017 [Eng. Trans.: Implementation of Simple Ethnoscience-Based Practical Methods to Improve Students' Science Process Skills at MAS NW Kembang Kerang, East Lombok].

N. Darmayanti and Y. Yuliani, “Implementasi pembelajaran berbasis alam untuk meningkatkan literasi sains dan mindful learning di School of Life Lebah Putih, Salatiga.,” J. Pendidik. Sultan Agung, vol. 5, no. 1, pp. 64-75., 2025 [Eng. Trans.: Implementation of nature-based learning to improve science literacy and mindful learning at the White Bee School of Life, Salatiga.].

Downloads

Published

2026-01-25

How to Cite

Sayekti, I. C., Desstya, A., Wulandari, M. D., Sulthonia, A., Lestari, R. Y. A., Alviani, B. I. M., Nasik, F. N., & Amalia, N. (2026). Learning Models for Enhancing Science Literacy in Elementary Schools: Evidence from Indonesia. International Journal of Learning Reformation in Elementary Education, 5(01), 56–76. https://doi.org/10.56741/IISTR.ijlree.001185

Issue

Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education

Section

Articles

License

Copyright (c) 2026 Ika Candra Sayekti, Anatri Desstya, Murfiah Dewi Wulandari, Aqthora Sulthonia, Riska Yulia Ayu Lestari, Badra Intan Mei Alviani, Fuad Naufal Nasik, Nur Amalia

Creative Commons License

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

Crossref
Scopus
Google Scholar
Europe PMC

Plaudit

Funding data

Most read articles by the same author(s)