Advancing Science Literacy Through Problem-Based Learning and Digital Interactive Media in Primary Education

Abstract

Low Integrated Science and Social Studies (IPAS) literacy in Indonesian elementary schools, evidenced by Indonesia's 67th-place ranking in PISA 2022 science, reflects persistent inadequacies in conventional, teacher-centered instruction. This study employed a Systematic Literature Review (SLR) design guided by the PRISMA 2020 protocol. Searches were conducted across three databases (Google Scholar, Garuda, and DOAJ) using structured keyword combinations in Indonesian and English. From an initial pool of 550 records, 12 empirical articles published between 2022 and 2025 met the inclusion criteria and were analyzed using thematic and comparative qualitative synthesis. All 12 studies reported positive outcomes on at least one IPAS literacy indicator following the integration of Problem-Based Learning (PBL) with interactive digital media, including Android-based applications, Canva, interactive e-books, and PowerPoint-assisted digital worksheets. Student learning motivation increased significantly in one study (mean score: 3.0 to 4.5 out of 5), and two R&D studies confirmed media feasibility through expert validation. PBL–interactive media integration consistently enhances conceptual understanding, higher-order thinking, and scientific communication, supporting constructivist and cognitive load theoretical frameworks. This review provides the first comprehensive synthesis focused specifically on elementary-level IPAS literacy, offering evidence-based guidance for educators and policymakers while recommending future longitudinal experimental studies across diverse contexts.