The Impact of Daily Life Based Project Based Learning on Elementary Students Multiliteracy

Authors

  • Sri Hanipah Universitas Musamus , Indonesia
  • Fredy Universitas Musamus , Indonesia
  • Ratna Purwanty Universitas Musamus , Indonesia
  • Wa Ode Siti Hamsinah Day Universitas Musamus , Indonesia

DOI:

https://doi.org/10.33394/jp.v13i4.20139

Keywords:

Project based learning, multiliteracy, Daily Life Activities

Abstract

This study aims to evaluate the effectiveness of daily-life-based Project-Based Learning (PjBL) in improving elementary school students’ multiliteracy skills. The study employed a quasi-experimental design with a posttest-only control group design. The sample consisted of 35 students, with 18 assigned to the experimental group and 17 to the control group. Data were collected using an observation sheet comprising 30 items and were analyzed using descriptive and inferential statistical techniques. An independent-samples t-test was conducted to examine differences in multiliteracy skills between the two groups. The findings revealed that daily-life-based PjBL was associated with significantly higher multiliteracy skills among students in the experimental group than among those in the control group. The experimental group (M = 140.78, SD = 7.06) outperformed the control group (M = 115.18, SD = 7.29), t(33) = 12.09, p < .001, with a very large effect size (Cohen’s d = 3.57). These findings indicate that daily-life-based PjBL may be an effective approach for supporting the development of elementary school students’ multiliteracy skills. For elementary school teachers in Merauke, South Papua, integrating students’ everyday experiences and local environments into PjBL may help make learning more relevant, contextual, and meaningful. Projects can be adapted to available local resources to support the development of multiliteracy skills within authentic learning contexts.

References

Darmawan, A. (2020). The Influence of Project Based Learning Model on Student Writing Skills. Jurnal Pena Sains, 7(2). https://doi.org/10.21107/jps.v7i2.6443

Efendi, D., Sumarmi, & Utomo, D. H. (2020). The effect of PjBL plus 4Cs learning model on critical thinking skills. Journal for the Education of Gifted Young Scientists, 8(4), 1509–1521. https://doi.org/10.17478/jegys.768134

Firdausiyah, M., Kironoratri, L., & Ermawati, D. (2024). Efektivitas Model Multiliterasi Terhadap Kemampuan Membaca Pemahaman Materi Cerita Rakyat. ALFABETA: Jurnal Bahasa, Sastra, dan Pembelajaran, 7(1), 270-280. https://doi.org/https://doi.org/10.3 3503/alfabeta.v7i1.4071

Harahap, D. G. S., Nasution, F., Nst, E. S., & Sormin, S. A. (2022). Analisis Kemampuan Literasi Siswa Sekolah Dasar. Jurnal Basicedu, 6(2), 2089–2098. https://doi.org/10.31004/basicedu .v6i2.2400

Hart, C., Da Costa, C., D’Souza, D., Kimpton, A., & Ljbusic, J. (2021). Exploring higher education students’ critical thinking skills through content analysis. Thinking Skills and Creativity, 41(May), 100877. https://doi.org/10.1016/j.tsc.2021.100877

Hernáiz-Pérez, M., Álvarez-Hornos, J., Badia, J. D., Giménez, J. B., Robles, Á., Ruano, V., & San-Valero, P. (2021). Contextualized project-based learning for training chemical engineers in graphic expression. Education for Chemical Engineers, 34, 57–67. https://doi.org/10.1016/j.ece.2020.11.003

Hidayatulloh, M. K. Y., Muslim, S., Rahmadyanti, E., Ismayati, E., & Kusumawati, N. (2020). Level of Creative Thinking Effect through Multiple Solution Task Type Problem-Solving On Learning Outcomes. Journal of Education, Teaching, and Learning Volume, 5(1), 177–184. https://doi.org/10.26737/jetl.v5i1.1821

Meilana, S. F., Aulia, N., Zulherman, Z., & Aji, G. B. (2020). Pengaruh Model Pembelajaran Think Pair Share (TPS) terhadap Kemampuan Berpikir Kritis di Sekolah Dasar. Jurnal Basicedu, 5(1), 218–226. https://doi.org/10.31004/basicedu.v5i1.644

Muttaqin, M. F., & Rizkiyah, H. (2022). Efektifitas Budaya Literasi dalam Meningkatkan Keterampilan 4C Siswa Sekolah Dasar. Dawuh Guru: Jurnal Pendidikan MI/SD, 2(1), 43–54. https://doi.org/10.35878/guru.v2i 1.342

Natalia, D., Herpratiwi, H., Nurwahidin, M., & Riswandi, R. (2023). Pengembangan Modul IPAS Berbasis Proyek Untuk Meningkatkan Kreativitas Belajar Peserta Didik. Jurnal Teknologi Pendidikan: Jurnal Penelitian Dan Pengembangan Pembelajaran, 8(2), 327. https://doi.org/10.33394/jtp.v8i2.6459

Nuryani, P., Abidin, Y., & Herlambang, Y. T. (2019). Model Pedagogik Multiliterasi Dalam Mengembangkan Keterampilan Berpikir Abad Ke-21. EduHumaniora Jurnal Pendidikan Dasar Kampus Cibiru, 11(2), 117–126. https://doi.org/10.17509/eh.v11i2 .18821

Odebiyi, O. M., & Odebiyi, A. T. (2021). Critical thinking in social contexts: A trajectory analysis of states’ K-5 social studies content standards. Journal of Social Studies Research, 45(4), 277–288. https://doi.org/10.1016/j.jssr.2021.05.002

Patras, Y. E., Iqbal, A., Papat, P., & Rahman, Y. (2019). Meningkatkan Kualitas Pendidikan Melalui Kebijakan Manajemen Berbasis Sekolah dan Tantangannya. Jurnal Manajemen Pendidikan, 7(2), 800–807. https://doi.org/10.33751/jmp.v7i2.1329

Polat, Ö., & Aydın, E. (2020). The Effect of Mind Mapping on Young Children’s Critical Thinking Skills. Thinking Skills and Creativity, 38, 1–17. https://doi.org/10.1016/j.tsc.2020.100743

Pramestika, N. P. D., Wulandari, I. G. A. A., & Sujana, I. W. (2020). Enhancement of Mathematics Critical Thinking Skills through Problem Based Learning Assisted with Concrete Media. Journal of Education Technology, 4(3), 254. https://doi.org/10.23887/jet.v4i3.25552

Puspita, A. M. ika. (2019). A Efektivitas Model Pembelajaran Berbasis Multiliterasi Untuk Meningkatkan Keterampilan Menulis Kreatif Siswa Sekolah Dasar. MADROSATUNA: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 2(2), 31–37. https://doi.org/10.47971/mjpgmi.v 2i2.136

Redifer, J. L., Bae, C. L., & Zhao, Q. (2021). Self-efficacy and performance feedback : Impacts on cognitive load during creative thinking. Learning and Instruction, 71(february 2021), 101395. https://doi.org/10.1016/j.learninstruc.2020.101395

Resien, R., Sitompul, H., & Situmorang, J. (2020). The Effect of Blended Learning Strategy and Creative Thinking of Students on the Results of Learning Information and Communication Technology by Controlling Initial Knowledge. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(2), 879–893. https://doi.org/10.33258/birle.v3i2.997

Risdiany, H. (2021). Pengembangan Profesionalisme Guru dalam Mewujudkan Kualitas Pendidikan di Indonesia. Jurnal Al-Hikmah, 3(2), 194–202. https://doi.org/doi.org/10.36378/al-hikmah.v3i2.1236

Rogers, J., & Revesz, A. (2019). Experimental and Quasi-Experimental. ResearchGate, July, 133–143. https://www.researchgate.net/publication/334250281%0AExperimental

Safaruddin, S., Ibrahim, N., Juhaeni, J., Harmilawati, H., & Qadrianti, L. (2020). The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills. Journal of Innovation in Educational and Cultural Research, 1(1), 22–29. https://doi.org/10.46843/jiecr.v1i1.5

Silberman, D., Carpenter, R., Takemoto, J. K., & Coyne, L. (2021). The impact of team-based learning on the critical thinking skills of pharmacy students. Currents in Pharmacy Teaching and Learning, 13(2), 116–121. https://doi.org/10.1016/j.cptl.2020.09.008

Sinaga, M.N., Ringo, S.S., Netrallia, M.C. (2024). Teori Belajar Sebagai Landasan Bagi Pengembangan Teknologi Pendidikan. Jurnal Pendiidkan Indonesia: Teori, Penelitian dan Inovasi, 4(1), 2807-3878.

Susanto, E., Susanta, A., & Rusdi. (2020). Efektivitas Project Based Learning Terhadap Kemampuan Pemecahan Masalah Dan Berpikir Kritis Mahasiswa. Jurnal THEOREMS (The Original Research of Mathematics), 5(1), 61. https://doi.org/10.31949/th.v5i1.2219

Winarni, E. W., & Purwandari, E. P. (2020). Project-based learning to improve scientific literacy for primary education postgraduate students in science subject. Jurnal Prima Edukasia, 8(1), 67–77. https://doi.org/10.21831/jpe.v8i1.30618

Yanti, R. A., & Novaliyosi, N. (2023). Systematic Literature Review: Model Pembelajaran Project Based Learning (PjBL) terhadap Skill yang dikembangkan dalam Tingkatan Satuan Pendidikan. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(3), 2191–2207. https://doi.org/10.31004/cendekia.v7i3.2463

Yuliati, Y., Febriyanto, B., & Saputra, D. S. (2021). Efektivitas Model Pembelajaran Multiliterasi Terhadap Literasi Sains Siswa Kelas V Sekolah Dasar. Jurnal Elementaria Edukasia, 4(2), 339– 344. https://doi.org/10.31949/jee.v4i2. 3397

Yu, Z., Hu, R., Ling, S., Zhuang, J., Chen, Y., Chen, M., & Lin, Y. (2021). Effects of blended versus offline case-centred learning on the academic performance and critical thinking ability of undergraduate nursing students: A cluster randomised controlled trial. Nurse Education in Practice, 53(May), 103080. https://doi.org/10.1016/j.nepr.2021.103080

Downloads

Published

2026-10-07

How to Cite

Hanipah, S., Fredy, Ratna Purwanty, & Wa Ode Siti Hamsinah Day. (2026). The Impact of Daily Life Based Project Based Learning on Elementary Students Multiliteracy . Jurnal Paedagogy, 13(4). https://doi.org/10.33394/jp.v13i4.20139

Issue

Vol. 13 No. 4 (2026): October (IN PRESS)

Section

Articles

Citation Check

License

Copyright (c) 2026 The Author(s)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jurnal Paedagogy agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Jurnal Paedagogy use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.