The effect of blended project-based learning for enhancing student’s scientific literacy skills: An experimental study in University

Abstract

As many studies focus on improving scientific literacy skills in students, there are still many gaps, thus an appropriate learning innovations are needed to get maximum results. This study aimed to evaluate the implementation of project-based blended learning in enhancing students' scientific literacy skills at the university. The experimental study involved 40 students of class A from the Department of Biology Education as the experimental group and 40 students of class B in the same department as the control group. The research instrument used the Economic Co-operation and Development (OECD) data. The results showed a significant increase in all aspects of scientific literacy skills after the implementation of project-based blended learning at the university such as an explaining phenomena scientifically, designing and evaluating scientific inquiry, and interpreting data and evidence scientifically. This research is beneficial for university lecturers for a solution to the problem of scientific literacy skills in students especially in university. Furthermore, there needs to be similar research at the elementary, junior high, and senior high school levels.

The implementation of independent curriculum on mover schools

“…In the project-based learning model, contextual learning improves students' abilities and creates more meaningful and quality learning [18]. This statement is also supported by Bangun et, al research which shows that projectbased learning models have a good effect on the learning outcomes of elementary school students [19]. It is because the model contains the principles of attention and motivation, activeness, direct/experienced engagement, repetition, challenges, reversals, reinforcements, and individual differences.…”