Muhammad Nur Hudha


Mujtahidatul Ilmi Fajriyah

Firda Ulya Nur Rosyidah

Hena Dian Ayu


Scientific literacy is a necessary competency for students in the 21st century. The low level of scientific literacy among students in Indonesia can be attributed to a number of factors, including the learning model used. Several studies indicate that project-based learning can enhance students' scientific literacy. The objective of this study is to present the findings of a literature review on project-based learning for increasing scientific literacy. The method employed was a systematic literature review. This study collected data from 2012 to 2022 based on a prism-shaped data extraction procedure diagram with specific criteria. According to the findings of this study, the project-based learning model can enhance scientific literacy in multiple fields of science, including physics, chemistry, biology, science, epidemiology, and environmental projects. Project-based learning is consistent with interdisciplinary learning because it naturally incorporates a variety of academic skills, such as reading, writing, and calculation, which can directly contribute to the development of conceptual understanding through the incorporation of other disciplines. Thus, the use of PjBL can improve students' scientific literacy.


Adriyawati, Utomo, E., Rahmawati, Y., & Mardiah, A. (2020). Steam-project-based learning integration to improve elementary school students’ scientific literacy on alternative energy learning. Universal Journal of Educational Research, 8(5), 1863–1873. https://doi.org/10.13189/ujer.2020.080523

Ahmada, R. F., Suwono, H., & Fachrunnisa, R. (2021). Development scientific literacy through STEM project in biology classroom: A mixed method analysis. AIP Conference Proceedings, 2330(March). https://doi.org/10.1063/5.0043260

Alghamdi, A. K. H., Al Ghamdi, K. S., & Kim, S. Y. (2022). Epidemiology in middle school science curricula: a COVID-19 Pre–post intervention. Journal of Science Education and Technology, 31(5), 583–593. https://doi.org/10.1007/s10956-022-09975-y

Basche, A., Genareo, V., Leshem, A., Kissell, A., & Pauley, J. (2016). Engaging middle school students through locally focused environmental science project-based learning. Natural Sciences Education, 45(1), 1–10. https://doi.org/10.4195/nse2016.05.0012

Boyle, F., & Sherman, D. (2006). From the printed page to the digital age: Documentation in technical services. The Serials Librarian, 49(3), 147–153. https://doi.org/10.1300/J123v49n03

Burnham, J. F. (2006). Scopus database: A review. Biomedical Digital Libraries, 3, 1–8. https://doi.org/10.1186/1742-5581-3-1

Flemming, D. S. (2000). A teacher’s guide to project-based learning. AEL.

Gavel, Y., & Iselid, L. (2008). Web of Science and Scopus: A journal title overlap study. Online Information Review, 32(1), 8–21. https://doi.org/10.1108/14684520810865958

Harzing, A. W., & Alakangas, S. (2016). Google Scholar, Scopus and the Web of Science: a longitudinal and cross-disciplinary comparison. Scientometrics, 106(2), 787–804. https://doi.org/10.1007/s11192-015-1798-9

Hasni, A., Bousadra, F., Belletête, V., Benabdallah, A., Nicole, M. C., & Dumais, N. (2016). Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review. Studies in Science Education, 52(2), 199–231. https://doi.org/10.1080/03057267.2016.1226573

Jagantara, M. W., Adnyana, P. B., & Widyanti, N. L. P. M. (2014). Pengaruh model pembelajaran berbasis proyek (project based learning) terhadap hasil belajar biologi ditinjau dari gaya belajar siswa SMA. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 4(1), 1–13. https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/1300

Jenita, J., Nurdiana, R., Kurniawan, I. M. G. A., Darnilawati, D., & Triwardhani, D. (2022). Optimizing human resources management for higher education in the era of implementing an independent curriculum in Indonesia. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(2), 246–259. https://doi.org/10.25217/ji.v7i2.1803

Juntunen, M., & Aksela, M. (2013). Life-cycle thinking in inquiry-based sustainability education – Effects on students’ attitudes towards chemistry and environmental literacy. Center for Educational Policy Studies Journal, 3(2), 157–180. https://doi.org/10.26529/cepsj.244

Kerres, M., & Bedenlier, S. (2020). Systematic reviews in educational research. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic Reviews in Educational Research. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27602-7

Khotimah, R. P., Adnan, M., Ahmad, C. N. C., & Murtiyasa, B. (2021). Science, Mathematics, Engineering, and Mathematics (STEM) Education in Indonesia: a literature review. Journal of Physics: Conference Series, 1776(1), 012028. https://doi.org/10.1088/1742-6596/1776/1/012028

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733

Kostelníková, M., & Ožvoldová, M. (2013). Remote experiments in primary school science education. International Journal of Online Engineering, 9(5), 45–51. https://doi.org/10.3991/ijoe.v9i5.2730

Krishnapatria, K. (2021). Merdeka Belajar-Kampus Merdeka (MBKM) curriculum in English studies program: Challenges and opportunities. ELT in Focus, 4(1), 12–19. https://doi.org/10.35706/eltinfc.v4i1.5276

Mongeon, P., & Paul-Hus, A. (2016). The journal coverage of Web of Science and Scopus: a comparative analysis. Scientometrics, 106(1), 213–228. https://doi.org/10.1007/s11192-015-1765-5

Oliver, M., McConney, A., & Woods-McConney, A. (2021). The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015. Research in Science Education, 51, 595–616. https://doi.org/10.1007/s11165-019-09901-0

Organization for Economic Co-operation and Development. (2013). PISA 2015: Draft science framework. OECD Publishing. https://www.oecd.org/pisa/pisaproducts/Draft PISA 2015 Science Framework .pdf

Parno, P., Yuliati, L., Ndadari, I. P., & Ali, M. (2020). Project based learning integrated STEM to increase students’ scientific literacy of fluid statics topic. Journal of Physics: Conference Series, 1491(1), 012030. https://doi.org/10.1088/1742-6596/1491/1/012030

Rizki, I. A., Setyarsih, W., & Suprapto, N. (2022). A bibliometric study of the project-based learning-STEAM model on students’ critical thinking and scientific literacy. Jurnal Penelitian Ilmu Pendidikan, 15(1), 79–89. https://doi.org/10.21831/jpipfip.v15i1.45403

Roberts, D. A. (2007). Scientific Literacy atau Science Literacy.pdf (p. 1345). Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203097267

Rusilowati, A., Astuti, B., & Rahman, N. A. (2019). How to improve student’s scientific literacy. Journal of Physics: Conference Series, 1170(1). https://doi.org/10.1088/1742-6596/1170/1/012028

Rusmansyah, Anjaini, N., & Kusasi, M. (2021). Development of e-modules coloid materials based on PjBLSTEM to improve scientific literature and student learning outcomes of wetlands context. Journal of Physics: Conference Series, 2104(1). https://doi.org/10.1088/1742-6596/2104/1/012026

She, H. C., Stacey, K., & Schmidt, W. H. (2018). Science and mathematics literacy: PISA for better school education. International Journal of Science and Mathematics Education, 16(S1), 1–5. https://doi.org/10.1007/s10763-018-9911-1

Shofiyah, N., Afrilia, I., Wulandari, F. E., Nja, C. O., Ajayi, V. O., Schneegans, S., & Nair-bedouelle, S. (2019). Course title: Science and society course of study : PhD science education title : Scientific literacy author : Victor Oluwatosin Ajayi. Quest Journals: Journal of Research in Humanities and Social Science, 7(February), 35–39. https://doi.org/10.13140/RG.2.2.13345.92009

Sholahuddin, A., Hayati, N., Iriani, R., Saadi, P., & Susilowati, E. (2021). Project-based learning on ethnoscience setting to improve students’ scientific literacy. AIP Conference Proceedings, 2330(March). https://doi.org/10.1063/5.0043571

Sholikah, L., & Pertiwi, F. N. (2021). Analysis of science literacy ability of junior high school students based on programme for international student assessement (PISA). INSECTA: Integrative Science Education and Teaching Activity Journal, 2(1), 95–104. https://doi.org/10.21154/insecta.v2i1.2922

Tseng, K.-H., Chang, C.-C., Lou, S.-J., & Chen, W.-P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23(1), 87–102. https://doi.org/10.1007/s10798-011-9160-x

Webster, A., Metcalf, A., Kelly, L., Bisesi, A., Marnik-Said, M., Colbeck, C., Marine, R., Vinces, M., Campbell, A., & Allen, T. (2022). Undergraduates’ lived experience of project-/problem-based learning in introductory biology. Advances in Physiology Education, 46(1), 162–178. https://doi.org/10.1152/ADVAN.00042.2021

Wilson, R. T., Watson, E., Kaelin, M., & Huebner, W. (2018). Early preparation and inspiration for STEM careers: Preliminary report of the epidemiology challenge randomized intervention, 2014-2015. Public Health Reports, 133(1), 64–74. https://doi.org/10.1177/0033354917746983

Winarni, E. W., Karpudewan, M., Karyadi, B., & Gumono, G. (2022). Integrated PjBL-STEM in scientific literacy and environment attitude for elementary school. Asian Journal of Education and Training, 8(2), 43–50. https://doi.org/10.20448/edu.v8i2.3873