The Effect of Problem Based Learning and Discovery on The Science Literacy of Grade IV Students on The Material of Substance Form Displacement in The Gugus Palapa of District Kaliwungu

Abstract

This study aims to examine the effect of Problem Based Learning (PBL) and Discovery Learning on the science literacy of fourth-grade students in learning the concept of substance forms and their changes within the Merdeka Curriculum context. The research employs a quasi-experimental approach using a non-equivalent control group pretest–posttest design, involving 85 students selected through purposive sampling across three elementary schools in the Gugus Palapa, Kaliwungu District. Data were collected using validated and reliable test instruments and analyzed through normality, homogeneity, and t-test procedures. The findings reveal that both PBL and Discovery Learning significantly improve students’ science literacy compared to conventional methods, with PBL demonstrating a higher mean posttest score (85.40) than Discovery Learning (78.88) and the control class (63.14), indicating stronger effectiveness in fostering critical thinking and problem-solving skills. The study implies that student-centered learning models—particularly PBL—serve as powerful pedagogical pathways to elevate science literacy, urging educators to move beyond transmissive teaching toward inquiry-driven, contextualized, and cognitively engaging learning environments.