Investigasi Kemampuan Literasi Sains Siswa Melalui Implementasi Model PjBL dengan Pendekatan Tanggap Budaya Pada Materi Suhu dan Kalor

Abstract

This research aimed to investigate students’ scientific literacy skills through the implementation of the Project-Based Learning (PjBL) model with a culturally responsive approach on the topic of heat and temperature. The research used a descriptive qualitative design with a single case study approach. It was conducted at SMP Negeri 1 Jember during the 2024/2025 academic year, involving 33 seventh-grade students as participants selected by purposive sampling. Data were collected through observation, interviews, and document analysis using student worksheets (LKPD). The research instruments included observation sheets, interview guidelines, and scientific literacy rubrics based on PISA indicators. Data were analyzed using the Miles and Huberman interactive model, involving data reduction, display, and conclusion drawing. The findings revealed improvements in all scientific literacy indicators, including content, procedural, and epistemic knowledge; competencies in explaining scientific phenomena, evaluating and designing scientific investigations, interpreting scientific data; and positive attitudes toward science and technology. The integration of batik-making, a form of local cultural knowledge, made science learning more relevant and engaging. The study concludes that the culturally responsive PjBL model is effective in enhancing students’ scientific literacy by connecting scientific concepts with real-life and cultural contexts.