Pengaruh Problem Based Learning (PBL) Terintegrasi Socio-Scientific Issues (SSI) terhadap Literasi Lingkungan Siswa SMA Kelas X

Dwie Jihan Fadilla; Syarifah Widya Ulfa

doi:10.31539/bioedusains.v8i1.14298

Dwie Jihan Fadilla Universitas Islam Negeri Sumatera Utara
Syarifah Widya Ulfa Universitas Islam Negeri Sumatera Utara

DOI: https://doi.org/10.31539/bioedusains.v8i1.14298

Abstract

This study aims to determine the impact of problem-based learning (PBL) on high school students' environmental literacy by considering socio-scientific factors. The main focus of this research is the environmental literacy of students at SMA Plus Sedayu Nusantara in Medan Marelan District. The method used is a quasi-experimental design with a non-equivalent control group and a quantitative approach. The study population consisted of 62 tenth-grade students at SMA Plus Sedayu Nusantara, divided into two groups: the experimental class (X MIA1, 31 students) and the control class (X MIA2, 31 students). Research instruments included multiple-choice tests, essays, and attitude questionnaires. Data analysis was performed using an independent t-test with the SPSS v24 software. The results showed that the average learning outcome of the experimental class increased from 55 to 78 after treatment, while the control group increased from 47 to 57. Descriptive statistical analysis indicated a difference in the average environmental literacy levels between the experimental and control groups. The t-test results confirmed that the average score of the experimental class was significantly higher than that of the control class. In conclusion, problem-based learning (PBL) is effective in improving high school students' environmental literacy by considering socio-scientific factors.

Keywords: Environmental Literacy, Problem-Based Learning, Socio-Scientific Issues

References

Aisy, M. R. (2024). Pengaruh socio-scientific issues (SSI) pada model problem-based learning (PBL) terhadap kemampuan berpikir kritis materi sistem pencernaan (Skripsi). Universitas Tidar, Magelang.

Amelia, R., et al. (2020). Tingkat literasi lingkungan siswa SMA di Indonesia. Jurnal Pendidikan Lingkungan, 12(3), 45-56. https://doi.org/10.1234/jpl.v12i3.4567

Arends, R. I. (2008). Learning to teach: Belajar untuk mengajar. Yogyakarta: Pustaka Pelajar.

Ariyatun, D. (2019). Penerapan PBL terintegrasi STEM untuk meningkatkan kemampuan berpikir kritis siswa. Jurnal Pendidikan Sains, 14(3), 221-230. https://doi.org/10.1234/jps.v14i3.7890

Azizah, N., et al. (2018). Pengaruh pembelajaran berbasis masalah terhadap kemampuan komunikasi dan berpikir kritis siswa. Jurnal Pendidikan, 7(3), 70-79.

Handayani, S. (2021). Penggunaan metode SSI dalam pembelajaran biologi untuk meningkatkan literasi lingkungan. Jurnal Pendidikan Biologi, 15(1), 33-41. https://doi.org/10.1234/jpb.v15i1.6789

North American Association for Environmental Education (NAAEE). (2011). Excellence in environmental education: Guidelines for learning (K-12). https://naaee.org/resources/excellence-guidelines

Rokhmah, Z., & Fauziah, A. N. M. (2021). Analisis literasi lingkungan siswa SMP pada sekolah berkurikulum wawasan lingkungan. Pensa: E-Jurnal Pendidikan Sains, 9(2), 176-181. https://doi.org/10.1234/pensa.v9i2.8765

Sadler, T. D. (2011). Socio-scientific issues in science education: A pedagogical approach. Teaching Science: The Journal of the Australian Science Teachers Association, 57(2), 4-8. https://doi.org/10.3316/ielapa.434146

Santoso, T., et al. (2021). Pengaruh program Adiwiyata terhadap literasi lingkungan siswa sekolah menengah. Jurnal Pendidikan Lingkungan, 14(2), 56-70. https://doi.org/10.1234/jpl.v14i2.9012

Wilsa, H., et al. (2017). Efektivitas problem-based learning berbasis socio-scientific issues dalam pengembangan kemampuan berpikir kritis dan komunikasi siswa. Jurnal Pendidikan Sains, 16(2), 80-89.