Implementation of a problem-based learning model assisted with scaffolding to improve scientific literacy and student cognitive learning outcomes

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Students' scientific literacy improved from 70.4 to 81.3, indicating significant growth in understanding scientific concepts.
The N-gain for scientific literacy was calculated at 0.37, reflecting moderate improvement in students' abilities.
Cognitive learning outcomes rose from 78.8 to 86.4 during the intervention, demonstrating effective educational strategies in action research settings. This study involved 34 students over two cycles, focusing on respiratory and excretory systems.

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Classroom action research improves scientific literacy and cognitive learning in students, suggesting effective teaching methods.

Sari et al. (2024) studied this question.

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