Improving Students’ Scientific Literacy in Biology Learning Through Problem-Oriented Project-Based Learning (POPBL) Model with Pekerti Worksheet

Abstract

This study investigates the effectiveness of the Problem-Oriented Project-Based Learning (POPBL) model, combined with the Pekerti Worksheet, in improving science literacy among students at Middle School 2 Alla, Enrekang, South Sulawesi. POPBL offers a project-based learning approach centered on real-world issues, complemented by the Pekerti Worksheet, which includes questions, essential concepts, action plans, and initiatives. The study utilized a quasi-experimental design with pre-tests and post-tests in a non-equivalent control group format. A total of 75 eighth-grade students were divided into three groups, and data were collected through observations and tests. Hypotheses were tested using Analysis of Covariance (ANCOVA). The results indicate that students in the POPBL group utilizing the Pekerti Worksheet demonstrated significantly higher science literacy scores than both the POPBL group without the worksheet and the conventional learning group. Statistical analysis confirmed that the integration of POPBL and the Pekerti Worksheet had a substantial positive impact on science literacy (p = 0.000). These findings support the implementation of the POPBL model with the Pekerti Worksheet as an effective approach to foster the Independent Curriculum in Indonesia's junior high schools, contributing to the enhancement of essential 21st-century skills

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Journal of International Conference Proceedings (JICP) Vol. 7 No. 5,
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P-ISSN: 2622-0989/E-ISSN: 2621-993X
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Improving Students’ Scientific Literacy in Biology Learning
Through Problem-Oriented Project-Based Learning
(POPBL) Model with Pekerti Worksheet
Nur Suhaiba Sinusi1, Ibrohim Ibrohim2*, Sofia Ery Rahayu3
State University of Malang1
Lecturer in the Biology Education Program, State University of Malang2,3
Jl. Semarang 5 Malang 65145 Jawa Timur, Indonesia
Corresponding Email: ibrohim.fmipa@um.ac.id2
ORCID ID: https://orcid.org/0000-0002-9946-001X2
ARTICLE INFORMATION
Publication information
Research article
HOW TO CITE
Sinusi, N. S., Ibrohim, I., & Rahayu, S. E.
(2025).   
literacy in biology learning through
Problem-Oriented Project-Based
Learning (POPBL) Model with Pekerti
Worksheet. Journal of International
Conference Proceedings, 7(5) 1032-
1048.
DOI:
https://doi.org/10.32535/jicp.v7i5.3621
Copyright @ 2025 owned by Author(s).
Published by JICP
This is an open-access article.
License: Attribution-Noncommercial-
Share Alike (CC BY-NC-SA)
Received: 28 December 2024
Accepted: 24 January 2025
Published: 26 February 2025
ABSTRACT
This study investigates the effectiveness of
the Problem-Oriented Project-Based
Learning (POPBL) model, combined with
the Pekerti Worksheet, in improving
science literacy among students at Middle
School 2 Alla, Enrekang, South Sulawesi.
POPBL offers a project-based learning
approach centered on real-world issues,
complemented by the Pekerti Worksheet,
which includes questions, essential
concepts, action plans, and initiatives. The
study utilized a quasi-experimental design
with pre-tests and post-tests in a non-
equivalent control group format. A total of
75 eighth-grade students were divided into
three groups, and data were collected
through observations and tests.
Hypotheses were tested using Analysis of
Covariance (ANCOVA). The results
indicate that students in the POPBL group
utilizing the Pekerti Worksheet
demonstrated significantly higher science
literacy scores than both the POPBL group
without the worksheet and the
conventional learning group. Statistical
analysis confirmed that the integration of
POPBL and the Pekerti Worksheet had a
substantial positive impact on science
literacy (p = 0.000). These findings support
the implementation of the POPBL model
with the Pekerti Worksheet as an effective
approach to foster the Independent
Curriculum in Indonesia's junior high
schools, contributing to the enhancement
of essential 21st-century skills.
Keywords: Curriculum; KWHLAQ;
POPBL Model; Pekerti Worksheet;
Scientific Literacy

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INTRODUCTION
Enhancing scientific literacy is essential for students to meet the demands of 21st-
century skills (Hindun et al., 2024; Kelp et al., 2023; Milda et al., 2022). The capacity to
identify problems, acquire new knowledge, understand scientific phenomena, and make
informed decisions based on data and scientific and technological principles is referred
to as scientific literacy (OECD, 2019). In other words, an individual who is scientifically
literate will have the ability to think critically, apply scientific ideas creatively in meaningful
ways, and make appropriate, well-rounded decisions about issues that arise in daily life
(Drew & Thomas, 2022; Efrat, 2015; Udompong & Wongwanich, 2014). Scientific literacy
is crucial to master due to its broad applicability across nearly all fields (Demirel &
Caymaz, 2015; Flores, 2018). Additionally, it is important for understanding of science
         . Therefore, developed
countries continuously strive to enhance scientific literacy skills among the younger
generation to ensure they are more competitive in the global job market (Dichev &
Dicheva, 2017).
Science education, including biology, not only emphasizes understanding concepts but
also requires students to apply scientific principles to solve problems related to biology
in daily life. However, assessing students' scientific literacy in biology has not been
extensively researched. The scientific literacy of Indonesian students remains relatively
low. This can be observed through their performance in the Program for International
Student Assessment (PISA). Although Indonesia's ranking improved in 2022 compared
to the previous year, its score declined. The 2022 PISA results show Indonesia scoring
383 in Scientific literacy. Indonesia is ranked 67th out of 81 countries (OECD, 2023). It
shows that Indonesian education still needs to achieve the international standards
required by the global market. Low scientific literacy ability of students makes students
less responsive to overcoming changes and problems in the surrounding environment
(Hasasiyah et al., 2020). It is due to the low curiosity of students, students tend to be
more theoretical and have not been able to relate various concepts in science that are
the teacher as a facilitator in the formation of literacy students (Ariska & Rosana, 2020;
Kamil et al., 2021). An interview with a science teacher at State Junior High School 2
Alla and a scientific literacy test conducted with the students support the above facts.
The ninth-grade students scored 56.01% on the scientific literacy test, which is
considered low.
There are several innovative approaches that can be used to encourage students to
read, think, investigate, and make decisions about specific topics in order to enhance
scientific literacy (Kelp et al., 2023), such as implementing the problem-oriented project-
based learning (POPBL) model. POPBL, integrating both problem-based learning (PBL)
and project-based learning (PjBL), provides a student-centered approach where learners
participate in genuine and practical projects that tackle issues relevant to their
environment (Qureshi et al., 2014). PBL begins with the introduction of a problem that
students must solve through collaboration and critical thinking, utilizing relevant content
knowledge. In contrast, PjBL focuses on completing predetermined projects with an
emphasis on final outcomes. Meanwhile, POPBL requires students to formulate their
own problems before designing projects to address those issues, highlighting the
learning process and fostering the development of analytical skills and collaboration
among students (Sørvik & Mork, 2015). The fundamental components of POPBL involve
a focus on the learner, experiential learning, solving real-world problems, collaboration,
and producing concrete outcomes. Through this model, students utilize their knowledge
to solve real problems (Rizki & Suprapto, 2024). POPBL is characterized by its learner-
centered approach, emphasizing the learning process and project-based problem-
solving (Yasin & Rahman, 2011).

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Although POPBL provides students with the freedom to explore and solve problems, this
method can sometimes be less structured, particularly for students who are not yet
accustomed to it and need effective time management skills. This lack of structure can
make it challenging for students to complete projects on time. To address this issue, a
structured framework is needed to help students organize their project work (Barell,
2016). The Pekerti worksheet is proposed as a solution. Pekerti, an acronym for
pertanyaan (questions), konsep esensial (essential concepts), rencana dan tindakan
(plans and actions), and inisiatif (initiative), is designed to be easy to remember and
apply. The Pekerti worksheet is adapted from the KWHLAQ framework (Know, Want,
How, Learned, Action, Question), which guides students in carrying out projects and
solving real-world problems by reflecting on their learning experiencewhat they know,
what they want to learn, how to plan and execute a project, and what they have gained
during the learning process. The implementation of this strategy is valuable for
developing scientific concepts and practical applications in schools (Anindhita et al.,
2022; Mihardi, 2013; Zouhor et al., 2016).
LITERATURE REVIEW
Scientific Literacy
Scientific literacy, as one of the key competencies in the Programme for International
Student Assessment (PISA) framework, is defined as the ability to understand and apply
scientific knowledge broadly, enabling individuals to use this knowledge to achieve
broader goals (OECD, 2019). Science literacy is essential to develop not only in science
classes but also in non-science subjects. It should not be overlooked and must
continuously be explored with students, as it helps them make informed decisions (Gu
et al., 2019), solve both individual and global problems (Lederman et al., 2013), and
achieve science learning objectives (Fakhriyah et al., 2017). Science literacy is not only
about mastering scientific knowledge but also involves developing skills for critical
thinking and making informed decisions (Rahman & Buck, 2023). Students are expected
to engage with scientific phenomena, evaluate evidence, and effectively communicate
their understanding (Effendi et al., 2021). This underscores the importance of science
literacy in addressing complex issues (Rohmah et al., 2022).
According to the OECD (2019), the indicators of science literacy include explaining
phenomena scientifically, designing and evaluating scientific inquiries, and interpreting
data and evidence scientifically. Science literacy education in schools is a critical
component in preparing students to face the challenges of the 21st century. One effective
way to enhance science literacy is through interactive and experience-based learning
models, such as problem-based and project-based learning (Fauziah et al., 2023; Flores,
2018). Additionally, the implementation of the KWHLAQ strategy in science education
can enhance students' curiosity, reading comprehension, and reflective thinking skills,
all of which are essential in science education (Sugiarto, 2021). Research also indicates
that KWHLAQ can improve students' mastery of science literacy elements, such as
content, context, and competencies (Zhang et al., 2023). By integrating various learning
methods and involving all stakeholders, it is hoped that students will develop the science
literacy skills necessary to face the challenges of the 21st century (Anderson, 2020; Drew
& Thomas, 2022).
Problem-Oriented Project Based Learning (POPBL)
POPBL is an educational approach that combines PBL with PjBL, emphasizing active
student involvement and real-world problem-solving (Lehmann et al., 2008). Three key
elements define POPBL: (1) the problem, (2) the project, and (3) teamwork. POPBL is
student-centered, with a greater focus on the learning process (Yasin & Rahman, 2011).

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The students typically choose the issues or problems related to the projects. The good
problem is characterized as authentic, constructive, integrated, and appropriately
complex, fostering independent and lifelong learning and stimulating critical thinking and
metacognitive skills (Alwi & Hussin, 2022). The key features of POPBL include learning
by doing, real-world problems, the role of the tutor as a guide, teamwork, and the
production of final outcomes (Harmer & Stokes, 2014). Students transition from learning
by listening to learning by doing, engaging in real-life experiences and activities, which
connects them to real-world issues and keeps their interest and motivation high (Bell et
al., 2011).
The combination of two learning models, PBL and PjBL, known as POPBL, is expected
to be used as a student-centered learning model through project-based learning to
address issues in their surroundings (Rizki & Suprapto, 2024). The POPBL model aims
to develop students' ability to learn actively, think critically, and solve problems through
a learning process focused on practical tasks. It also encourages group discussions
(Ibrahim & Halim, 2013). POPBL provides students with the opportunity to apply their
knowledge and skills to solve new, real-world problems through projects. This approach
is based on the cognitive theories of Jean Piaget, the experiential learning theories of
John Dewey and Lewin, and the social cognitive theory of Vygotsky. These theories
share the same goal: students learn best when they experience learning firsthand. The
most effective experiences are "minds-on and hands-on," which also require social
interaction. POPBL offers more meaningful learning because it motivates students.
Learning in context makes it easier for students to transfer and relate their knowledge to
other relevant contexts.
The POPBL model uses authentic, constructive, integrated, and complex problems to
stimulate critical and reflective thinking. According to Rongbutsri (2017), the POPBL
model consists of eight stages: group formation, problem formulation, planning, data
collection, analysis, problem-solving, reporting, and exam preparation. However, its
implementation is often hindered by time constraints  et al., 2017). To simplify,
Ibrohim and his team from Universitas Negeri Malang streamlined the POPBL model into
four stages: orientation and problem formulation, organizing learning, designing and
implementing the project, and presenting results and evaluation. Previous studies have
demonstrated the effectiveness of POPBL in enhancing critical thinking skills, creativity,
and collaboration (Filmi et al., 2024; Komalasari et al., 2024; Suwistika et al., 2024).
Pekerti Worksheet
Pekerti is an acronym for Questions, Essential Concepts, Plans of Action, and Initiatives.
The Pekerti worksheet is designed to help students formulate problems, identify
concepts, carry out projects, and conduct evaluations. Pekerti is adapted from the
KWHLAQ framework proposed by Barell (2016), which includes Know, I want to know,
How Learned, Action, and Questions. This framework effectively engages students by
helping them use their prior knowledge to explore new concepts and apply them in
problem-solving scenarios (Kelley et al., 2020). The Pekerti worksheet supports scientific
literacy by providing flexibility that can be incorporated into lesson plans and teaching
strategies (Fahmawati, 2018). Its primary goal is to promote deeper learning by offering
tailored feedback to students (Zhang et al., 2023). Studies have shown that the use of
the KWHLAQ strategy not only improves academic performance but also enhances
critical thinking skills, surpassing traditional learning methods (Al-Baydani, 2022).
The Pekerti worksheet includes several questions, such as: What questions should I
ask? What concepts do I know and want to learn? What plans and actions will I take
next? And what initiatives will I take in presenting and evaluating solutions to the
problems I have learned? Overall, this strategy is student-centered, with stages designed

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to help students categorize information before, during, and after lessons. This approach
encourages students to be more active in exploring and investigating, which in turn
enhances their curiosity, understanding, and reflective thinking abilities (Sugiarto, 2021).
The Pekerti worksheet can support students, particularly those in middle school, in
applying the POPBL model and fostering deeper thinking skills in project implementation
and application. However, the Pekerti worksheet does not emphasize student
collaboration and is less effective at honing complex problem-solving skills. Integration
with the POPBL learning model, which provides relevant and challenging problems,
teaches students to analyze, formulate solutions, and evaluate outcomes (Ezra et al.,
2021; Nuraimas et al., 2023), while also encouraging teamwork and group discussions
that enhance understanding through social interaction (Ramdhani et al., 2024), is
essential. Therefore, integrating the POPBL model with the Pekerti worksheet can lead
to a more holistic learning experience, where students can apply knowledge in real-world
contexts, collaborate, and develop literacy skills, critical thinking, reflective abilities, and
essential problem-solving skills.
RESEARCH METHOD
This study employed a quasi-experimental research design using a pretest-posttest non-
equivalent control group. The population consisted of all eighth-grade students at SMPN
2 Alla, Enrekang Regency, South Sulawesi, Indonesia. The selected classes were
subjected to an equivalency test. Three groups were randomly selected: the
experimental group received instruction through the POPBL model integrated with the
Pekerti worksheet, the positive control group was taught using POPBL alone, and the
negative control group followed conventional methods. A total of 75 students participated
in the study from these three classes. The experimental, positive control and negative
control groups were taught using distinct instructional models focusing on the respiratory
and excretory systems in Phase D of the Merdeka curriculum. Figure 1 outlines the
learning stages for the three instructional methods: POPBL with the Pekerti worksheet,
the POPBL model, and conventional learning.

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Figure 1. Educational Activities
The research instruments included observation sheets and science literacy tests. The
questionnaire, based on the OECD (2019) indicators, covered the following aspects: (1)
explaining phenomena scientifically, (2) designing and evaluating scientific
investigations, and analyzing data gathered through observation and experimentation
both in the laboratory and field settings, and (3) interpreting scientific data and evidence.
The test comprised 20 items, including multiple-choice questions, fill-in-the-blank, and
essay formats. Prior to data collection, the validity and reliability of the instruments were
-moment correlation, confirming
that all items were valid. Reliability was evaluated through Cronbach's alpha, which
indicated high reliability. Data from pretest and posttest assessments on reflective
thinking skills were analyzed using inferential statistical methods. A one-way ANCOVA
was performed at a 5% significance level to test the hypothesis. Before analysis, the data
underwent prerequisite tests, including the One-sample Kolmogorov-Smirnov test for
normality and Levene's test for homogeneity of error variances. Following the ANCOVA,
a Least Significant Difference (LSD) test was conducted to assess the significance of
differences in average scores between treatment groups.
RESULTS
The students' scientific literacy research data has passed the prerequisite tests, allowing
for the continuation of hypothesis testing. These prerequisite tests include normality and
homogeneity tests. The results of the normality and homogeneity tests are presented in
Table 1.
Table 1. Normality and Homogeneity Test Result of Scientific Literacy
No.
Variable
Test
N
p

1.
Scientific Literacy
Normality
Pretest
75
0.200
0.05
Normality
Posttest
75
0.200
0.05
Homogeneity
Posttest
75
0.839
0.05

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Based on Table 1, the significance values (p-values) of the normality and homogeneity
tests are greater than 0.05, indicating that the data is normally distributed and
homogeneous. Subsequently, hypothesis testing was conducted using a one-way
ANCOVA test with SPSS version 26. Pretest and posttest results assessing the
effectiveness of the POPBL with the Pekerti Worksheet, POPBL, and conventional
learning models on scientific literacy are presented in Table 2.
Table 2. Mean Pretest Posttest Scientific Literacy Scores
No
Variable
Pretest
Posttest
Difference
Improvements (%)
1
POPBL+Pekerti
Worksheet
42.98
83.08
40.05
93.18
2
POPBL
42.60
71.76
29.16
68.45
3
Conventional
44.50
57.50
13.00
29.21
The results of the ANCOVA test on the scientific literacy variable indicate that the
learning model has a significance value of 0.000, which is smaller than the alpha level of
             h
Pekerti worksheet learning model influences students' scientific literacy. A summary of
the ANCOVA results for the scientific literacy understanding variable is presented in
Table 3.
Table 3. The Result of ANCOVA Variables Understanding Scientific Literacy
Source
Sum of
Squares
df
Mean
Square
F
Sig.
Partial Eta
Squared
Corrected Model
8942.517a
3
2980.839
136.197
0.000
0.852
Intercept
3954.078
1
3954.078
180.664
0.000
0.718
Scientific literacy
580.603
1
580.603
26.528
0.000
0.272
Learning model
8737.184
2
4368.592
199.604
0.000
0.849
Error
1553.928
71
21.886
Total
387826.31
75
Corrected Total
10496.445
74
The ANCOVA results for the learning model indicate significant findings, specifically that
the model influences students' scientific literacy. The analysis was furthered with the LSD
test at a significance level of 0.05 to determine the adjusted mean differences among
each learning model. The results of this test are presented in Table 4. The LSD test
results reveal differences in the adjusted average scores of students' scientific literacy
across the learning models. The adjusted mean for the POPBL with Pekerti Worksheet
differs from both POPBL and Conventional models. The notation differences among the
three learning models suggest that the adjusted average scores for the POPBL with the
Pekerti Worksheet are significantly different from those for the POPBL and Conventional
models.
Table 4. LSD Model Test Results on Scientific Literacy
Model
Corrected Average
LSD notation
Konvensional
56.991
a
POPBL
72.103
b
POPBL + Pekerti Worksheet
83.250
c

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DISCUSSION
The effectiveness of the POPBL model combined with Pekerti worksheets was tested to
measure how well the model can empower the scientific literacy of eighth-grade students
in biology education. The effectiveness of the learning model was assessed by
comparing the average scores obtained by students in the class taught using the POPBL
model combined with Pekerti worksheets (experimental group) with those obtained by
students in the class taught using the POPBL model (positive control) and the
conventional model (negative control). An effective learning model is indicated by the
learning mastery achieved by students when participating in lessons using the proposed
model (Plomp, 2013). Based on the results of the One-Way ANCOVA analysis, there
was a significant difference in the science literacy of students taught with the POPBL
model combined with Pekerti worksheets compared to those taught with the POPBL
model and conventional learning.
The POPBL model combines PBL and PjBL, creating a learning environment that fosters
the critical, creative, and collaborative skills needed in the 21st century (Chen, 2015;
Rizki & Suprapto, 2024). By involving students in real-world problems, POPBL helps
them apply scientific concepts, deepening their understanding of science (Eliyawati et
al., 2020). Students analyze problems, design experiments, and interpret data, which
develops their understanding of scientific inquiry (Murugan & Yasin, 2024). This
approach aligns with constructivist theory, where students build knowledge through
experience and reflection (Saghafi, 2021). POPBL also motivates students and prepares
them for future scientific challenges by equipping them with the skills to tackle complex
problems (Lim et al., 2023). One way to optimize problem-solving in the POPBL model
in junior high school is by designing different learning activities in the worksheet,
compared to the POPBL model or conventional learning.
The student worksheets based on the POPBL learning model, integrated with the Pekerti
worksheet, are designed to guide students in PjBL that focuses on everyday contextual
problems. The Pekerti worksheet is adapted from the KWLHAQ framework, which
provides a structured approach to guide students through their learning experiences.
Using this framework allows students to create a personalized learning path that
addresses their interests and knowledge gaps, thereby increasing their motivation and
engagement (Zhang et al., 2023)
understanding and application of scientific concepts (Fahmawati, 2018), while
encouraging them to connect prior knowledge with new information in problem-solving
(Kelley et al., 2020). The Pekerti worksheet in the POPBL model provides a more
structured framework for the learning process, helping students plan, implement, and
evaluate their learning. The POPBL model, which focuses on applying knowledge to
solve problems within the context of a project, differs from conventional learning, which
places more emphasis on memorization of material without delving into understanding
or application. Learning that focuses solely on conceptual understanding can diminish
the quality of education, as it fails to develop the complex thinking skills necessary in the
modern world (Purnomo et al., 2020).
The POPBL model, combined with Pekerti worksheets, begins with the orientation and
problem formulation stages, where students are prompted to understand the context of
the problems they will face and identify gaps in their knowledge. The integration of
Pekerti worksheets, particularly the questions posed during this stage, helps students
explore critical questions related to the issues at hand. This phase encourages students
to ask questions and think more deeply about relevant scientific concepts, which can
enhance their science literacy. By questioning problems in depth, students are not only

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actively engaged in the learning process but also develop critical thinking skills essential
for understanding scientific concepts holistically (Kelley et al., 2020).
Students' ability to ask questions after reading and watching videos related to the raised
issues can help develop their science literacy, particularly in the indicator of explaining
phenomena scientifically. Activities that involve identifying problems and formulating
questions have been shown to improve students' science literacy skills (Rahmatika et
al., 2022). Science literacy, which involves using knowledge to interpret scientific
phenomena and solve problems, requires effective questioning skills (Pujawan et al.,
2022). Through questioning activities, students can evaluate, reflect, and analyze
scientific information, thereby enhancing their literacy (Pamungkas et al., 2018).
Questioning skills in PBL or PjBL models also encourage deep engagement with
scientific concepts (Cantona et al., 2023), as questions stimulate investigation and a
deeper connection with the material (Li & Arshad, 2017). This activity aligns with Piaget
(1964) theory of active learning, which posits that learning is an active process in which
students construct new knowledge from their experiences. The orientation and problem
formulation activities, through reading and watching videos, train students to construct
knowledge and develop analysis and creativity in identifying problems (Harimurti, 2023;
Priyatni & Martutik, 2020). This is in line with Ausubel's (1960) meaningful learning
theory, which demonstrates that such activities strengthen students' understanding by
linking theoretical concepts to concrete examples. Problem identification also trains
students to think more critically (Morse et al., 2019) and aligns with Vygotsky (1978)
constructivist theory, which views learning as the construction of knowledge through
social interaction and the environment.
The second stage is organizing students to discover and understand essential concepts.
Students are guided to explore these essential concepts to better understand the issues
through group discussions and exploration of various sources related to the human
respiratory and excretory systems. Afterward, they are guided through Pekerti
worksheets to write down what they know (know) and what they want to learn more about
(want) so they can summarize their understanding of the essential concepts within the
material being taught. This stage of exploring essential concepts can help develop
students' science literacy, particularly in explaining scientific phenomena. Exploration
plays a vital role in improving science literacy, encompassing not only an understanding
of scientific concepts but also the ability to engage in scientific inquiry and critically
evaluate information (Vandegrift et al., 2020). Studies show that involving students in
informal reasoning about issues related to scientific phenomena can significantly
enhance their science literacy (Ozden, 2020). This pedagogical strategy allows students
to apply scientific concepts to real-world problems, thus deepening their understanding
and appreciation of science (Faria et al., 2015). Furthermore, using scientific phenomena
that are contextual and close to students' lives has been proven to increase engagement
and comprehension, thereby improving their science literacy (Verawati & Wahyudi,
2024). Additionally, the use of texts and multimodal resources can support the
development of science literacy by providing various contexts for exploration and
learning (Buchholz & Pyles, 2018; Wright et al., 2024). At this stage, the teacher also
checks for possible misconceptions that may arise from the material being studied and
corrects them. The cognitive activities facilitate students' deeper transformation of
knowledge (Kohler, 1947; Leatherman & Cleveland, 2020). This is supported by
Vygotsky (1980), who viewed the question-and-answer process as closely linked to
social interaction, which encourages students to collaborate in reaching a shared
understanding and deeply interpreting problems.
The third stage involves designing and implementing the project with a structured plan
and actions. In this stage, students are guided through Pekerti worksheets to brainstorm

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ideas and develop alternative solutions in groups (how). Then, they plan and implement
the project (action) to realize the alternative solutions that have been collaboratively
determined with their group members. At this stage, students' science literacy is
enhanced in the aspect of designing and evaluating scientific inquiry. This learning
approach encourages active involvement through hands-on problem-solving activities,
requiring students to gather information, explore concepts, interpret data, and synthesize
findings related to real-world issues. The ideas developed by students, based on
comprehensive information gathering, require a deeper understanding of scientific
concepts and methodologies (Hwang & Chen, 2019). Furthermore, structured project
activities can significantly improve students' understanding of scientific concepts
(Kurniasari & Salshabilla, 2023). Ongoing project planning serves as an essential risk
management tool that can be applied in educational contexts to enhance the learning
experience (Yu et al., 2018).  emphasize that careful organization of
project activities is crucial to achieving educational goals within the planned timeframe.
The implementation of project activities plays a vital role in enhancing science literacy
among students. Project activities significantly contribute to the development of students'
project competencies, transforming the learning process into a more dynamic and
engaging experience (Kirillova et al., 2021). This active involvement is critical for
developing a deeper understanding of scientific concepts and methodologies, as it
encourages students to interact directly with the material (Anderson, 2020). These
learning activities are grounded in Piaget's (1964) constructivist theory, where students
actively engage in the learning process by planning, implementing, and reflecting on their
projects, which allows them to build a deeper understanding of scientific concepts.
Through group projects, students learn to communicate, share ideas, and solve
problems together, which is essential for developing both social and scientific skills in
line with Johnson and Johnson's (1991) collaborative learning theory. Planning and
implementing projects help students link new concepts with prior knowledge, thereby
enhancing understanding and information retention, as outlined in cognitive theory
(Ausubel, 1968).
The fourth stage is to present solution initiatives in the form of project outcomes and to
evaluate the learning process and results. Each group is guided to present their solution
initiatives based on the learning experiences gained during the learning process and
project implementation. This learning activity empowers students' literacy in the aspect
of interpreting data and evidence scientifically. Research shows that involving students
in formulating solution initiatives and making informed decisions can improve their
science literacy (Permanasari et al., 2021). PBL or PjBL, which continuously confronts
students with relevant issues, also enhances their analytical skills in providing effective
solutions (Mukti et al., 2023). The development of innovative educational resources, such
as multimedia and interactive worksheets, increases student engagement and deepens
their understanding of scientific concepts (Sahnaz & Kuswandi, 2023; Yuningsih et al.,
2022). Kurniasari et al. (2023) emphasize the importance of authentic learning
experiences in developing a deep understanding, while (Jie et al., 2024; Rasyid &
Khoirunnisa, 2021) add that evaluations should consider both the process and team
collaboration. Zou et al. (2023) argue that traditional evaluation methods are inadequate
for assessing PBL, which requires a new evaluation framework. Wang (2023) highlights
the importance of evaluation criteria that address the unique challenges of PjBL.
Structured approaches, such as worksheets, can assist in evaluating both the process
and outcomes (Muslim et al., 2020). The activity of presenting solutions and evaluating
the process and outcomes of projects emphasizes hands-on learning experiences, in
line with Kolb's (1984) experiential learning theory and  social learning theory,
both of which support the enhancement of students' evaluative skills.

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CONCLUSION
Based on the findings and discussion of this study, it can be concluded that the POPBL
model, combined with the Pekerti Worksheet, has a significant effect on students'
science literacy. This conclusion is supported by the ANCOVA hypothesis test results,
which showed an F value of 199.604 and a p- 
Additionally, the LSD test indicated a significant difference between the conventional
learning model, POPBL, and POPBL with the Pekerti Worksheet. This was evident from
post-test average scores, with the POPBL model using the Pekerti Worksheet achieving
the highest score (83.250), followed by the POPBL model (72.103) and the conventional
learning model (56.991). Future research should focus on developing other innovative
learning models that incorporate various media.
ACKNOWLEDGMENT
We would like to thank the Endowment from Higher Education Financing Agency
(BPPT), Education Fund Management Agency (LPDP), and Indonesian Scholarship
Program (BPI) from the Ministry of Education, Culture, Research and Technology for
supporting this conference paper publication.
DECLARATION OF CONFLICTING INTERESTS
The authors declare that there are no conflicts of interest related to the publication of this
paper.
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ABOUT THE AUTHOR(S)
1nd Author
Nur Suhaiba Sinusi is a       at the State
University of Malang.
2nd Author
Ibrohim Ibrohim is a lecturer in the Biology Education Program at the State University of
Malang. His ORCID ID is https://orcid.org/0000-0002-9946-001X. He can be contacted
by email: ibrohim.fmipa@um.ac.id
3rd Author
Sofia Ery Rahayu is a lecturer in the Biology Education Program at the State University
of Malang.