Innovative Learning Model: Problem-Based Learning Based on Naturalistic Intelligence Towards Scientific Literacy

This study investigates the effectiveness of the Problem-Based Learning (PBL) model integrated with naturalistic intelligence to enhance scientific literacy among elementary school students. Conducted in six elementary schools in Magelang, Indonesia, this experimental research involved 120 fourth-grade students. A pre-test and post-test experimental design was used to measure scientific literacy before and after six instructional sessions. The PBL model incorporated naturalistic intelligence, allowing students to interact directly with the natural environment and solve real-world problems related to scientific concepts. The results showed a significant improvement in students' scientific literacy, with average pre-test scores of 55 and post-test scores increasing to 72. Statistical analysis using a paired sample t-test confirmed that the improvement was significant (p < 0.05). This integration of PBL with naturalistic intelligence not only enhanced students’ conceptual understanding but also developed their critical thinking and problem-solving skills. Students engaged in activities such as experimenting with renewable energy sources, exploring biodiversity, and addressing environmental challenges, fostering a deeper connection between natural phenomena and scientific principles. This innovative approach also encouraged students’ environmental awareness and responsibility, aligning with the goals of 21st-century education to prepare scientifically literate and environmentally conscious citizens. The findings suggest that combining PBL with naturalistic intelligence provides a powerful pedagogical framework for elementary science education, offering contextual and meaningful learning experiences that significantly improve students’ scientific literacy. Future research could further explore its application across different subjects and educational levels to maximize its potential impact.