Building children’s scientific literacy through nature based problem based learning integrated with naturalistic intelligence

Abstract

This study investigates the effectiveness of a Naturalistic Intelligence Based Problem Based Learning model in improving scientific literacy among elementary school students. A quantitative experimental approach was used, employing a one group pretest posttest design involving 20 fourth grade students from SD Muhammadiyah Inovatif. Scientific literacy was measured across four domains conceptual understanding, explanation of scientific phenomena, data interpretation, and application of scientific knowledge in everyday situations using a validated instrument that demonstrated acceptable reliability. The intervention combined inquiry based tasks with direct engagement in natural environments, enabling students to approach scientific problems through observation, exploration, and contextual reasoning. Data analysis was conducted using a paired sample t-test to determine the impact of the learning model. The findings revealed a notable improvement in scientific literacy following the intervention. The mean difference between the pretest and posttest scores was 15.48 points, with a standard deviation of 7.84 and a standard error of 1.71. The 95% confidence interval ranged from 19.04 to 11.91, and the t-value of –9.046 (df = 20) with p < 0.001 confirmed that the learning model produced a statistically significant effect. These results indicate that integrating naturalistic intelligence within the PBL framework supports deeper inquiry, enriches students’ scientific thinking, and enhances their ability to relate scientific concepts to real-life contexts. In light of ongoing curriculum reforms that promote student-centered and context-oriented learning, this study provides meaningful insights for teachers and schools seeking to strengthen science instruction in primary education. Wider application of this model is recommended to further advance students’ scientific literacy.