PENGARUH MODEL PROJECT BASED LEARNING DAN LITERASI DIGITAL TERHADAP HASIL BELAJAR ILMU PENGETAHUAN ALAM DAN SOSIAL SISWA KELAS V SEKOLAH DASAR

This study aimed to examine the effect of the Project Based Learning (PjBL) modeland the lecture method, digital literacy levels (high and low), and their interaction onthe Science and Social Studies (IPAS) learning outcomes of fifth-grade students atSDN 01 Gunungsari, Banjarsari District, Lebak Regency. The research employedan experimental method by applying PjBL and lecture learning models combinedwith students’ digital literacy levels. Learning outcomes were measured through atest.The population consisted of all 60 fifth-grade students, who were entirely used asthe research sample and divided into four groups: two experimental groups and twocontrol groups.The findings revealed that: (1) the learning model had a significant effect on studentoutcomes (Fh = 6.830; Sig. = 0.011 < 0.05); (2) digital literacy significantly influencedlearning outcomes (Fh = 6.601; Sig. = 0.015 < 0.05); (3) there was no significantdifference in outcomes between students with high digital literacy taught using PjBLand those taught with the lecture method (th = -0.945; Sig. = 0.361 > 0.05); (4) therewas a significant difference in outcomes among students with low digital literacy,with PjBL proving more effective than the lecture method (th = 2.452; Sig. = 0.028< 0.05); and (5) no interaction effect was found between learning models and digitalliteracy on outcomes (Fh = 6.830; Sig. = 0.011 > 0.05).In conclusion, both the learning model and digital literacy independently influenceIPAS learning outcomes, while their interaction does not significantly affect results.