Integrating Science Literacy in Elementary Education: Teachers’ Perspectives and Practices in a Rural Indonesian Madrasah

Abstract

This study investigates teachers’ perspectives in fostering science literacy among students at Madrasah Ibtidaiyah Miftahul Ulum Kesamben Wetan Driyorejo Gresik. The research is grounded in the importance of science literacy as a key competency in 21st-century education, particularly at the elementary level. A qualitative case study approach was employed, with data collected through interviews, observation, and documentation involving the principal, teachers, and students. The findings indicate that science literacy implementation is reflected in three main dimensions: identifying scientific problems, explaining scientific phenomena, and using scientific evidence. In identifying scientific problems, teachers utilize environmental observation and community context due to limited school facilities. In explaining phenomena, students engage in contextual learning activities such as analyzing food content, visiting educational sites, and conducting simple plant experiments, supported by differentiated learning based on student abilities and learning styles. In using scientific evidence, students are actively involved in learning processes that emphasize critical thinking, experimentation, and conclusion drawing through interactive and enjoyable learning experiences. The study concludes that despite infrastructural limitations, teachers effectively integrate science literacy through contextual and experiential learning strategies. These findings contribute to strengthening PISA-based science literacy theory and highlight practical implications for improving elementary science education in resource-limited settings. Further research is recommended to expand the scope across multiple institutions using comparative or mixed-method approaches.