Scientific Literacy Outcomes Following Discovery Learning with Simple Experiments: A Quasi-Experimental Study in Fourth-Grade Science

Syalaisyah Nabila Rahman; Marleny Leasa; Johanes Pelamonia; John Rafafy Batlolona

doi:10.56741/IISTR.jpes.002411

Authors

Syalaisyah Nabila Rahman Pattimura University
Marleny Leasa
marleny.leasa@lecturer.unpatti.ac.id
Pattimura University https://orcid.org/0000-0003-0718-3447
Johanes Pelamonia Pattimura University https://orcid.org/0000-0002-8316-4216
John Rafafy Batlolona Pattimura University https://orcid.org/0000-0003-3447-7432

Keywords:

Discovery Learning, Elementary Science Education, Inquiry-Based Learning, Scientific Literacy, Simple Experiments

Abstract

Scientific literacy remains a major challenge in elementary science education because many students struggle to explain scientific phenomena, evaluate investigations, and interpret evidence. Although Discovery Learning and experimental activities have demonstrated positive outcomes, evidence regarding their integrated use in elementary schools, with scientific literacy as the primary outcome, remains limited. This study investigated the effect of Discovery Learning supported by simple experiments on fourth-grade students’ scientific literacy. A quantitative quasi-experimental pretest-posttest control-group design was employed. Participants were 68 fourth-grade students from SDN SPG Latihan Ambon, selected through simple random sampling and assigned to an experimental group (n = 35) and a control group (n = 33). Data were collected using a scientific literacy test developed from the PISA 2018 framework and analyzed using descriptive statistics and analysis of covariance (ANCOVA). The experimental group achieved a higher post-test mean score (82.80) than the control group (61.94). ANCOVA demonstrated a significant effect of the instructional model on scientific literacy (F = 237.390, p < 0.001), with a large effect size (partial eta squared = 0.785). These findings indicate that integrating Discovery Learning with simple experiments can strengthen scientific literacy by engaging students in active inquiry, evidence-based reasoning, and meaningful knowledge construction. The study provides empirical support for combining discovery-oriented instruction with experimentation in elementary science. Future studies should include larger and more diverse samples, investigate the durability of learning gains, and assess implementation across different science topics, grade levels, and educational settings.

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Author Biographies

Syalaisyah Nabila Rahman, Pattimura University

is an undergraduate student in the Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Pattimura University, Indonesia, where she has been pursuing her studies since 2022. She has a strong interest in primary education, particularly in the development of effective and innovative learning approaches for elementary school students. Her academic interests also include science education and the improvement of students’ learning outcomes through student-centered instructional strategies. She aspires to contribute to the advancement of elementary education through teaching, research, and educational innovation (email: syalaisyahnabilarahman@gmail.com).

Marleny Leasa, Pattimura University

is a Professor of Biology Education at the Faculty of Teacher Training and Education, Pattimura University, Ambon, Indonesia. She obtained her bachelor’s degree from Pattimura University in 2006, followed by a master’s degree in Biology Education and a doctoral degree from Universitas Negeri Malang in 2009 and 2017, respectively. She has been actively involved in teaching and research in biology and science education, particularly in instructional and learning models, primary education, and educational design. In August 2023, she was appointed as a Professor of Biology Education by the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia. Her research interests include biology education, science education, primary education, instructional innovation, and educational design. She has also contributed as a reviewer for numerous national and international academic journals. (marlenyleasa3@gmail.com).

Johanes Pelamonia, Pattimura University

holds a doctoral degree in Biology Education from Universitas Negeri Malang, Indonesia, which he completed in 2016. He obtained his bachelor’s degree from Pattimura University in 2006 and his master’s degree in Biology Education from Universitas Negeri Malang in 2009. He is currently a lecturer in the Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Pattimura University, Ambon, Indonesia. He has also contributed to academic leadership, including serving as Head of the Elementary School Teacher Education Study Program for two consecutive terms. His research interests include biology education, science education, teaching and learning models, primary education, and educational design. (email: pelamoniajanes@gmail.com).

John Rafafy Batlolona, Pattimura University

is a distinguished academic and researcher in the field of physics education. He serves as a lecturer in the Department of Physics Education, Faculty of Teacher Training and Education, Pattimura University, where he has earned recognition for his contributions to teaching, research, and academic development. In addition to his academic responsibilities, he acts as a reviewer for several reputable international journals, including those based in the United States, such as the Journal of Educators Online. His research interests encompass physics education, science education, teaching and learning models, primary education, and ethnophysics. He strongly believes that every individual possesses unique potential and opportunities for excellence. His guiding principle is: “Never underestimate others, as hidden potential often shines brightest when given the chance to grow.” (email: johanbatlolona@gmail.com).

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