Implementation of Digital Project Based Learning Model to Enhance Science Literacy in Physics Learning

Introduction. Digital project based learning (DPjBL) model implementation is closely related with technology in learning. This model involves students in complex projects that encourage in-depth exploration of a particular topic using digital technology. In DPjBL, students work collaboratively to complete projects that are relevant to the real world, and use technology to help solve problems, thus encouraging student involvement in the learning process. DPjBL model encourages the implementation of digitalization in education and brings students closer to the times. The use of technology can help students to explore more deeply the problems of physics. The aim of this research is to develop a model DPjBL to improve science literacy skills in high school physics learning. Study participants and methods. This study utilized a development research methodology based on the Plomp model, which consists of preliminary investigation, design, realization/construction, testing, evaluation, and revision. The research was conducted with 60 senior high school students in Padang, Indonesia. To evaluate the effectiveness and practicality of the developed digital project-based learning model, several instruments were employed, including expert validation sheets, practicality assessment forms completed by both teachers and students, student questionnaires, and a scientific literacy test designed to measure key competencies. KEYWORDS digital, project based learning, science literacy, physics learning Results. The results indicate that average score percentage is in the competence of explaining phenomena scientifically, which is 89.5%, meaning that students can understand phenomena well and have basic concepts. Competency of evaluating and designing scientific investigations has the lowest average score percentage compared to other competencies, which is 82.3%, competency of data interpretation and scientific proof, an average score of 86.3% was obtained, so that the scientific literacy skills of students can be categorized as very good. Conclusion. The findings of this study indicate that the integration of DPjBL model contributes meaningfully to the development of students’ scientific literacy, particularly within high school physics instruction. This approach not only fosters a deeper understanding of scientific concepts but also promotes critical thinking, collaboration, and the practical application of knowledge in real-world contexts.