Scientific Literacy Development in Elementary Schools through Biodiversity Subtopics within the Merdeka Curriculum Framework
Keywords:
Scientific Literacy, Elementary School, Science Education, Biodiversity, Merdeka Curriculum
Abstract
This study aims to analyze the development of scientific literacy among elementary school students through biodiversity subtopics in science (IPA) learning within the Merdeka Curriculum framework. In Indonesian elementary education, science is taught as an integrated subject without separating biology as a distinct discipline. Biological concepts are introduced through contextual subtopics such as characteristics of living organisms, life cycles, and biodiversity. This study employs a qualitative descriptive approach using classroom observations, learning document analysis, and literature review. The findings indicate that biodiversity-based science learning supports students’ understanding of scientific concepts, enhances inquiry skills, and promotes the ability to relate scientific knowledge to everyday life. Contextual learning activities aligned with the Merdeka Curriculum encourage active student participation and meaningful learning experiences. This study contributes to elementary science education by providing insights into effective instructional practices for strengthening scientific literacy through integrated biological subtopics.
References
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Rahmawati, Y., Anwar, S., & Ridwan, A. (2025). Inquiry-oriented learning and scientific literacy development in primary education. International Journal of Instruction, 18(1), 245–260.
Setiawan, B., & Wulandari, S. (2022). Contextual teaching and learning in elementary science education. Journal of Primary Education, 11(3), 312–320.
Treagust, D. F., & Tsui, C. Y. (2025). Applying scientific knowledge in classroom and everyday contexts. Research in Science Education, 55(1), 95–110. https://doi.org/10.1007/s11165-024-10123-9
van de Pol, J., Volman, M., & Beishuizen, J. (2022). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 34(1), 1–27. https://doi.org/10.1007/s10648-021-09634-0
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Bell, R. L., Smetana, L., & Binns, I. (2021). Simplifying inquiry instruction in elementary science classrooms. Science Teacher, 88(3), 40–45.
Bybee, R. W. (2021). Advancing STEM education: A 2020 vision. Science Education, 105(6), 1187–1196. https://doi.org/10.1002/sce.21664
Fives, H., Huebner, W., Birnbaum, A. S., & Nicolich, M. (2021). Developing scientific literacy in elementary education: Cognitive and motivational perspectives. Educational Psychologist, 56(3), 176–191. https://doi.org/10.1080/00461520.2021.1912997
Furtak, E. M. (2024). Supporting sensemaking through scaffolding in elementary science instruction. Journal of Research in Science Teaching, 61(1), 3–26. https://doi.org/10.1002/tea.21865
Gilbert, J. K. (2022). Context-based science education: Linking learning with everyday experiences. International Journal of Science Education, 44(8), 1219–1234. https://doi.org/10.1080/09500693.2022.2052268
Handayani, T., & Saputro, S. (2023). Scientific literacy development through contextual learning in Indonesian elementary schools. Jurnal Pendidikan IPA Indonesia, 12(2), 221–230. https://doi.org/10.15294/jpii.v12i2.35621
Holbrook, J. (2022). Scientific literacy and meaningful science education for daily life. Science Education International, 33(1), 1–9.
Jose, S., Patrick, P. G., & Moseley, C. (2023). Learning science through nature-based experiences in elementary education. Environmental Education Research, 29(4), 556–572. https://doi.org/10.1080/13504622.2022.2120193
Kaya, S., & Rice, D. C. (2022). Integrating life science concepts in elementary classrooms: A contextual learning approach. Journal of Elementary Science Education, 34(1), 45–60.
Kemdikbudristek. (2023). Kurikulum Merdeka: Kebijakan dan implementasi pada jenjang pendidikan dasar. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Larkin, S. (2024). Developing explanation and reasoning in primary science learning. Education Sciences, 14(2), 156. https://doi.org/10.3390/educsci14020156
Minner, D. D. (2021). Learning science through hands-on and inquiry-based approaches. Science and Children, 58(5), 16–21.
OECD. (2022). PISA 2022 results: Creative minds, creative schools. Paris: OECD Publishing.
Osborne, J. (2021). Science education and scientific literacy: Re-thinking the meaning for the 21st century. Studies in Science Education, 57(1), 1–27. https://doi.org/10.1080/03057267.2020.1808922
Priestley, M., & Biesta, G. (2024). Curriculum making and teacher agency in competency-based education. Curriculum Journal, 35(1), 1–18. https://doi.org/10.1080/09585176.2023.2252987
Putri, R. A., & Nugraha, D. A. (2024). Contextual science learning to enhance elementary students’ scientific literacy. Jurnal Pendidikan Dasar, 15(1), 89–98.
Rahmawati, Y., Anwar, S., & Ridwan, A. (2025). Inquiry-oriented learning and scientific literacy development in primary education. International Journal of Instruction, 18(1), 245–260.
Setiawan, B., & Wulandari, S. (2022). Contextual teaching and learning in elementary science education. Journal of Primary Education, 11(3), 312–320.
Treagust, D. F., & Tsui, C. Y. (2025). Applying scientific knowledge in classroom and everyday contexts. Research in Science Education, 55(1), 95–110. https://doi.org/10.1007/s11165-024-10123-9
van de Pol, J., Volman, M., & Beishuizen, J. (2022). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 34(1), 1–27. https://doi.org/10.1007/s10648-021-09634-0
Yuliana, E., & Prasetyo, Z. K. (2025). Inquiry-based science learning aligned with the Merdeka Curriculum. Jurnal Inovasi Pendidikan IPA, 11(1), 14–25.
Zion, M., & Mendelovici, R. (2023). Moving from structured to open inquiry in primary science education. Journal of Science Education and Technology, 32(2), 214–226. https://doi.org/10.1007/s10956-022-09987-1
Published
2026-02-03
How to Cite
Tuti Liana, Afkar, Fatemah Rosma, Maizura Fauzie, & Faizah M. Nur. (2026). Scientific Literacy Development in Elementary Schools through Biodiversity Subtopics within the Merdeka Curriculum Framework. Journal Informatic, Education and Management (JIEM), 8(1), 1026~1038. https://doi.org/10.61992/jiem.v8i1.296
Section
Articles
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