Integrating Problem-Based Learning and a Deep Learning Approach to Foster Scientific Literacy in Elementary School Students

  • Tahta Sintya Universitas Cokroaminoto Palopo, Indonesia
  • Sunardin Sunardin Universitas Cokroaminoto Palopo, Indonesia
  • Erni Erni Universitas Cokroaminoto Palopo, Indonesia
DOI: https://doi.org/10.53769/deiktis.v6i3.3946
Keywords: deep learning approach, elementary school students, problem-based learning, scientific literacy

Abstract

This study aims to foster students' scientific literacy through the integration of the Problem-Based Learning (PBL) model and a deep learning approach in education, specifically targeting upper elementary students (Phase C). Scientific literacy in elementary school is essential to support students in identifying scientific problems, interpreting data, and understanding concepts. However, previous studies frequently separate these interventions or center purely on cognitive scores, leaving a gap in combining PBL with deep learning approaches to explicitly support scientific literacy in upper grades. This Classroom Action Research (CAR) followed the Kemmis and McTaggart framework over two cycles in class VB at SDN 3 Surutanga, Palopo City, involving 27 students. Data were compiled through observation, tests, and documentation. The findings showed that while instructional implementation was high in Cycle I (94.73%), student mastery only hit 51.85% (mean: 70.77), which did not fulfill the success criteria. After reflections were implemented in Cycle II, student learning mastery significantly increased to 77.77% (mean: 80.18). Progress was documented across all four indicators of scientific literacy: understanding concepts, interpreting information, identifying problems, and applying knowledge, with the highest growth in identifying problems and applying knowledge. The integration proved successful in shifting students from surface-level memorization toward active, student-centered scientific engagement.

Downloads

Download data is not yet available.

References

Annisa, N., & Rahman, S. A. (2024). Peningkatan pemahaman konsep peserta didik dengan menerapkan model pembelajaran problem based learning pada mata pelajaran IPAS kelas V. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 10(4), 342–356.

Aryanti, D. Y., Ulandari, S., & Nuro, A. S. (2023). Model problem based learning di sekolah dasar dalam Kurikulum Merdeka. Seminar Nasional Hasil Riset dan Pengabdian, 5, 1915–1925.

Habibah, A., Alpian, N., Utami, V. L., Wijaya, T. T., Hermita, N., & Diniya, D. (2024). Analisis literasi sains SD pada buku paket IPAS tingkat sekolah dasar kelas III semester 2. BASA: Jurnal Inovasi Pembelajaran IPA.

Hopkins, D. (2020). A teacher’s guide to classroom research. Open University Press.

Khotimah, D. K., & Abdan, M. R. (2025). Analisis pendekatan deep learning untuk meningkatkan efektivitas pembelajaran PAI di SMKN Pringkuku. Jurnal Pendidikan dan Pembelajaran Indonesia, 5(2), 866–879.

Mariani, Y., Pasaribu, M. B., Alzura, M., Puspita, S. D., Cahyaningrum, W., Witri, G., & Dasrianti, H. (2025). Peningkatan hasil belajar peserta didik melalui pendekatan deep learning pada mata pelajaran IPAS materi kegiatan ekonomi kelas VA SDN 35 Pekanbaru. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(2), 306–315.

Mutmainnah, N., Adrias, A., & Zulkarnaini, A. P. (2025). Implementasi pendekatan deep learning terhadap pembelajaran matematika di sekolah dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(1), 848–871.

Santiani, S. (2025). Analisis literatur: Pendekatan pembelajaran deep learning dalam pendidikan. Jurnal Ilmiah Nusantara, 2(3), 50–57.

Siswanti, A. B., & Indrajit, R. E. (2023). Problem based learning. Penerbit Andi.

Suparya, I. K., Suastra, I. W., & Arnyana, I. B. P. (2022). Rendahnya literasi sains: Faktor penyebab dan alternatif solusinya. Jurnal Ilmiah Pendidikan Citra Bakti, 9(1), 153–166.

Utami, S. H. A., Marwoto, P., & Sumarni, W. (2022). Analisis kemampuan literasi sains pada siswa sekolah dasar ditinjau dari aspek konten, proses, dan konteks sains. Jurnal Pendidikan Sains Indonesia, 10(2), 380–390.

Widodo, S. T., Nisa, A. F., Ardi, M. I., Huda, A. I. N., & Cahyaningtyas, D. (2025). Upaya meningkatkan kemampuan literasi sains melalui pendekatan deep learning di SD. Prosiding Seminar Nasional Pendidikan Dasar, 3(1), 375–393.

Published
2026-09-30
How to Cite
Sintya, T., Sunardin, S., & Erni, E. (2026). Integrating Problem-Based Learning and a Deep Learning Approach to Foster Scientific Literacy in Elementary School Students. DEIKTIS: Jurnal Pendidikan, Bahasa Dan Sastra, 6(3), 4421-4425. https://doi.org/10.53769/deiktis.v6i3.3946
Issue
Vol. 6 No. 3 (2026)
Section
Articles

Copyright (c) 2026 Tahta Sintya, Sunardin Sunardin, Erni Erni

Creative Commons License

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

By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.

License

The use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution 4.0 International License.

Author(s)' Warranties

The author warrants that the article is original, written by the stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

User/Public Rights

Under the Creative Commons license, users are allowed to copy, distribute, display, and perform the work. Users will also need to attribute authors on distributing works in the journal and other media of publications. Unless otherwise stated, the authors are public entities as soon as their articles got published.

Rights of Authors

Authors retain all their rights to the published works, such as (but not limited to) the following rights;

  • Copyright and other proprietary rights relating to the article, such as patent rights,
  • The right to use the substance of the article in own future works, including lectures and books,
  • The right to reproduce the article for own purposes,
  • The right to self-archive the article,
  • The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.

Co-Authorship

If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. The journal will not be held liable for anything that may arise due to the author(s) internal dispute. The journal will only communicate with the corresponding author.

Royalties

Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that the journal entitles the author(s) to no royalties or other fees.

Miscellaneous

The article will be published in the journal if the article’s editorial process is successfully completed. The editors may modify the article to a style of punctuation, spelling, capitalization, referencing, and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.