Enhancing Pancasila Learners’ Profiles: Project-Based Learning With Flipbook For Scientific Literacy
DOI:
https://doi.org/10.69980/ajpr.v28i1.203Keywords:
Pancasila, Project-Based Learning, Flipbook Technology, Scientific Literacy, Educational Innovation.Abstract
Pancasila, as the foundational ideology of Indonesia, plays a critical role in shaping the educational landscape by fostering moral and ethical values. Concurrently, scientific literacy is essential for preparing learners to navigate and contribute effectively to the modern, technology-driven world. This study aims to evaluate the effectiveness of integrating Project-Based Learning (PBL) with flipbook technology in enhancing Pancasila learners' profiles and improving their scientific literacy. A quasi-experimental design was employed, involving 120 second-semester students at the State University of Medan in the Elementary School Teacher Education (PGSD) program. Participants were divided into experimental and control groups, with the experimental group engaging in PBL activities using flipbook devices for one semester. Data were collected using validated assessment instruments that measure learner profiles, such as critical thinking, collaboration, and creativity, as well as scientific literacy levels. Statistical analyses, including t-tests and ANOVA, were conducted to assess the significance of the findings. The experimental group demonstrated a significant improvement in their learners' profiles, with scores increasing from a pre-test mean of 65.4 to a post-test mean of 82.7, p < 0.01. Additionally, scientific literacy scores rose from 70.2 to 88.5, p < 0.01, indicating a substantial enhancement compared to the control group, which showed minimal changes. Furthermore, qualitative feedback revealed increased student engagement and motivation associated with the use of flipbook technology in PBL environments. The integration of Project-Based Learning with flipbook technology significantly enhances Pancasila learners' profiles and scientific literacy. These findings suggest that adopting such innovative teaching methods can effectively contribute to the holistic development of learners, aligning with both ideological and scientific educational goals. Recommendations are made for educators and policymakers to incorporate PBL and digital tools like flipbooks into the curriculum to foster a more engaging and effective learning experience.
References
1. Agustina, W., Degeng, I. N. S., Praherdhiono, H., & Lestaric, S. R. (2022). The Effect of Blended Project-Based Learning for Enhancing Student’s Scientific Literacy Skills: An Experimental Study in University. Pegem Egitim ve Ogretim Dergisi, 13(1), 223–233. https://doi.org/10.47750/pegegog.13.01.24
2. Alfathy, R. M., Saputro, S., Sarwanto, S., & Ramli, M. (2024). Implementation of sustainable development goals in higher education modalities: Literature review. Journal of Turkish Science Education, 21(1), 22–43. https://doi.org/10.36681/tused.2024.002
3. Aslan, S. (2022). Using Cooperative Learning and the Flipped Classroom Model with Prospective Teachers To Increase Digital Literacy Self-Efficacy, Technopedagogical Education, and 21st-Century Skills Competence. International Journal of Progressive Education, 18(3), 121–137. https://doi.org/10.29329/ijpe.2022.439.9
4. Aydın, G., & Mutlu, O. (2023). Project-Based Learning and Flipped Classroom Model Supported Project-Based Learning’s Impact on Academic Success, Retention, and Individual Innovation Competence. International Journal of Contemporary Educational Research, 10(4(Online First)), 823–833. https://doi.org/10.52380/ijcer.2023.10.4.532
5. Ayuningrum, D., Sumantri, M. S., Yetti, E., Solechah, A. S., & . J. (2022). Effectiveness of Digital Media to Lower the Anxiety Levels of Victims of Sexual Violence in Early Childhood. International Journal of Early Childhood Special Education, 14(1), 380–385. https://doi.org/10.9756/int-jecse/v14i1.221046
6. Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
7. Bes-Piá, M.-A., Mendoza-Roca, J.-A., Ferrer-Polonio, E., Iborra-Clar, A., Zuriaga-Agustí, E., & Luján-Facundo, M.-J. (2023). Integration of Project-Based Learning (PjBL) Methodology in the Course “Bioprocesses Applied to the Environment.” Education Sciences, 13(6). https://doi.org/10.3390/educsci13060570
8. Bilbao-Aiastui, E. (2021). Development of scientific competence through the project based learning and ICT in Primary Education. Digitl Education Review, 39, 304–318.
9. Butterworth, J., & Thwaites, G. (2013). Critical Thinking and Problem-Solving Skills. In Second (Ed.), Cambridge University Press. Cambridge University Press. https://doi.org/10.1007/978-1-4842-7960-1_13
10. Cordero, A. S. R., & Frutos, M. B. (2018). Digital competence and educational innovation: Challenges and opportunities. In Profesorado (Vol. 22, Issue 3, pp. 317–339). Grupo de Investigacion FORCE. https://doi.org/10.30827/profesorado.v22i3.8004
11. Donlon, E., Costello, E., & Brown, M. (2020). Collaboration, collation, and competition: Crowdsourcing a directory of educational technology tools for teaching and learning. Australasian Journal of Educational Technology, 36(3), 41–55. https://doi.org/10.14742/ajet.5712
12. Guajardo-Cuéllar, A., Vázquez, C. R., & Gutiérrez, M. N. (2022). Developing Competencies in a Mechanism Course Using a Project-Based Learning Methodology in a Multidisciplinary Environment. Education Sciences, 12(3). https://doi.org/10.3390/educsci12030160
13. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
14. Huang, H., & Hwang, G. J. (2019). Facilitating inpatients’ family members to learn: A learning engagement-promoting model to develop interactive e-book systems for patient education. Educational Technology and Society, 22(3), 74–87.
15. Ilma, A. Z., Wilujeng, I., Widowati, A., Nurtanto, M., & Kholifah, N. (2023). A Systematic Literature Review of STEM Education in Indonesia (2016-2021): Contribution to Improving Skills in 21st Century Learning. Pegem Egitim ve Ogretim Dergisi, 13(2), 134–146. https://doi.org/10.47750/pegegog.13.02.17
16. Ismaniati, C., Muhtadi, A., Cobena, D. Y., & Soeparno, P. L. (2023). Effectiveness of Flipped Classroom on Students’ Learning Outcome in Vocational High School: A Meta-Analysis. International Journal of Instruction, 16(1), 589–604. https://doi.org/10.29333/iji.2023.16133a
17. Iswinarti, & Suminar, D. R. (2019). Improving children’s problem-solving skills through javanese traditional games. Cakrawala Pendidikan, 38(3), 578–589. https://doi.org/10.21831/cp.v38i3.25331
18. Kandriasari, A., Yulianti, Y., Sachriani, & Jarudin. (2023). Mobile Learning American Service as Digital Literacy in Improving Students’ Analytical Skills. Journal of Advanced Research in Applied Sciences and Engineering Technology, 31(2), 184–196. https://doi.org/10.37934/araset.31.2.184196
19. Kheryadi, Suseno, M., & Lustyantie, N. (2024). Flipped classroom with collaborative learning approach in enhancing writing skills of Indonesian university students. International Journal of Evaluation and Research in Education , 13(1), 407–413. https://doi.org/10.11591/ijere.v13i1.25269
20. 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). https://doi.org/10.1088/1742-6596/1776/1/012028
21. Medina, M. Á., Suárez, F., & Alonso-Carrión, F. J. (2024). Case/Problem-Based Learning in a Flipped Classroom and Under a Learning Contract as Didactic Tools for Collaborative Learning of Metabolic Regulation. New Perspectives in Science Education - International Conference, 2024(13). https://www.scopus.com/inward/record.uri?eid=2-s2.0-85216766656&partnerID=40&md5=2a921426bf28b7698e5f20f820bff05f
22. Megawati, R. (2024). Integration of Project-Based Learning in Science, Technology, Engineering, and Mathematics to Improve Students’ Biology Practical Skills in Higher Education: A Systematic Review. In Open Education Studies (Vol. 6, Issue 1). Walter de Gruyter GmbH. https://doi.org/10.1515/edu-2024-0049
23. Moore, B., Boardman, A. G., Smith, C., & Ferrell, A. (2019). Enhancing collaborative group processes to promote academic literacy and content learning for diverse learners through video reflection. SAGE Open, 9(3). https://doi.org/10.1177/2158244019861480
24. Morales, P. T., & García, J. M. S. (2018). Project-based learning: A university experience. Profesorado, 22(2), 471–491. https://doi.org/10.30827/PROFESORADO.V22I2.7733
25. Ordonez, S. J., Medina, R. B., & Herrera, L. M. (2021). Sentiment Analysis to Assess Educational Methodologies in a Competency-Based Educational System. Future of Educational Innovation Workshop Series - Machine Learning-Driven Digital Technologies for Educational Innovation Workshop 2021. https://doi.org/10.1109/IEEECONF53024.2021.9733755
26. Parno, 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). https://doi.org/10.1088/1742-6596/1491/1/012030
27. Pérez-Rodríguez, R., Lorenzo-Martin, R., Trinchet-Varela, C. A., Simeón-Monet, R. E., Miranda, J., Cortés, D., & Molina, A. (2022). Integrating Challenge-Based-Learning, Project-Based-Learning, and Computer-Aided Technologies into Industrial Engineering Teaching: Towards a Sustainable Development Framework. Integration of Education, 26(2), 198–215. https://doi.org/10.15507/1991-9468.107.026.202202.198-215
28. Rees Lewis, D. G., Gerber, E. M., Carlson, S. E., & Easterday, M. W. (2019). Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption. Educational Technology Research and Development, 67(4), 953–982. https://doi.org/10.1007/s11423-019-09673-4
29. Reswara, T. R., Parno, Nugraheni, D., Suwasono, P., Jannah, R., & Khamis, N. (2024). Analysis of student scientific literacy skills on energy and simple machines topics. Journal of Physics: Conference Series, 2900(1). https://doi.org/10.1088/1742-6596/2900/1/012022
30. Riana, N., Putri, F. E., & Jarudin. (2024). Game-Based Educational Monopoly ( Monotif ) to Improve Early Childhood Cognitive Abilities in Arithmetic. Naturalista Campano, 28(1), 1143–1148. https://revistas.unilasalle.edu.br/index.php/conhecimento_diversidade/article/view/11680
31. Ruiz Loza, S., Medina Herrera, L. M., Molina Espinosa, J. M., & Huesca Juárez, G. (2022). Facilitating Mathematical Competencies Development for Undergraduate Students During the Pandemic Through ad-hoc Technological Learning Environments. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.830167
32. 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
33. Shen, Z., & Li, S. (2024). Revolutionizing Educational Systems Through the Belt and Road Initiative: Integrating Bashu Culture and Project-Based Learning Pedagogy. Profesional de La Informacion, 33(5). https://doi.org/10.3145/epi.2024.ene.0523
34. Sholahuddin, A., Anjuni, N., Leny, & Faikhamta, C. (2023). Project-Based and Flipped Learning in the Classroom: A Strategy for Enhancing Students’ Scientific Literacy. European Journal of Educational Research, 12(1), 239–251. https://doi.org/10.12973/eu-jer.12.1.239
35. Suryanti, Nursalim, M., Choirunnisa, N. L., & Yuliana, I. (2024). STEAM-Project-Based Learning: A Catalyst for Elementary School Students’ Scientific Literacy Skills. European Journal of Educational Research, 13(1), 1–14. https://doi.org/10.12973/eu-jer.13.1.1
36. Tanak, A. (2018). Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge. Kasetsart Journal of Social Sciences, 1–7. https://doi.org/10.1016/j.kjss.2018.07.012
37. Thomas, K. L. (2019). Building Literacy Environments to Motivate African American Boys to Read. Reading Teacher, 72(6), 761–765. https://doi.org/10.1002/trtr.1784
38. Villagomez, L. E., De Jesus Solis-Cordova, J., Vasquez, V., Batres, R., Molina, A., Velilla, A., Amaro, J., Esparza, G., & Cruz, N. (2019). Laboratory of Intelligent Operational Decisions: A Proposal for Learning Digital and Smart Manufacturing Concepts. Proceedings of the 2019 IEEE 11th International Conference on Engineering Education, ICEED 2019, 153–158. https://doi.org/10.1109/ICEED47294.2019.8994936
39. Yeh, Y. F., Chan, K. K. H., & Hsu, Y. S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers and Education, 171(November 2020), 104238. https://doi.org/10.1016/j.compedu.2021.104238
40. Zheng, H., Phawitpiriyakliti, C., & Terason, S. (2024). The Impact of Innovative Learning Methods on Self-Efficacy: The Lived Experiences of High School Students and Educators. Journal of Ecohumanism, 3(6), 538–551. https://doi.org/10.62754/joe.v3i6.4022
41. Zuhairi, Andayani, S., & Wastira, J. (2024). Online learning model to improve the students ’ achievement in design of information and communication technology. Connecimento and Diversidade, 16(42), 193–218. https://revistas.unilasalle.edu.br/index.php/conhecimento_diversidade/article/view/11680
Downloads
Published
Issue
Section
License
Copyright (c) 2025 American Journal of Psychiatric Rehabilitation
This work is licensed under a Creative Commons Attribution 4.0 International License.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License permitting all use, distribution, and reproduction in any medium, provided the work is properly cited.
