Abstract—This study aims to determine the role of design action adapted from design thinking with project-based learning on the scientific literacy of elementary school students related to the theme of food. The subjects of the study were elementary school students from grade V of several State schools in Bandung District, West Java – Indonesia, consisting of 70 students who were then divided into 20 high-scoring students and 50 average-scoring students. The research method used was quasi-experiment with design one group pretest-posttest design. Instruments used include questions of scientific literacy tests, observation guidelines, attitude scales, and questionnaires. The results showed that there was a significant increase in the scientific literacy of high-scoring and average-scoring students based on the results of the test seen from the statistical calculations through t-test, where p-value (2-tailed) = 0,000 <0.05. However, in term of attitude, although there was an increase, the difference between two groups was not significant.
 

Index Terms—design action, food themes, literacy

Cite: Lidya Mustikasari, Tatat N. Hartati, and Rinita Rosalinda Dewi, "Design Action in Primary School Students Class V for High and Medium Group Related Food Themes," International Journal of Learning and Teaching, Vol. 5, No. 4, pp. 322-326, December 2019. doi: 10.18178/ijlt.5.4.322-326