The Effectiveness of Integrating Various Learning Models in Science Education to Enhance Scientific Literacy (2015–2026): A Systematic Literature Review

Abstract

Science literacy is one of the abilities that students must have to compete in the international world. Various efforts are made to improve science literacy. The purpose of this research is to review, summarize, and analyze the results of primary research on various learning models to improve science literacy through a comprehensive Systematic Literature Review. This research was conducted at the elementary, junior high, and high school levels using the PRISMA (Preferred Reporting Items for Systematic Review and Meta Analysis) method. Data was collected from the Google Scholar database published from 2015 to May 2026 with the keywords "Effectiveness", "Learning model", "Science", "improving science literacy". The first search results using Publish on Perish obtained as many as 200 articles. Several inclusion and exclusion criteria were applied so that 18 articles were analyzed and synthesized according to the research focus. This study found that the guided inquiry model was proven to be effective in improving science literacy with an average N-Gain value of 0.89 with a high category, the most frequently used learning model in this study was Problem Based Learning (44%), the combination of STEM approaches and PhET platforms with a learning model was widely carried out with a frequency of 2 studies (29%), and research was widely applied at the junior high school level (61%).