Problem-Based Learning (PBL) Model Integrated with Social-Scientific Issues (SSI): Enhancing Students’ Environmental Literacy

Abstract

Environmental literacy and collaboration skills are skills needed in 21st century life, so they need to be empowered in learning. However, the reality is that at SMA Negeri 3 Temanggung, environmental literacy is still considered adequate and collaboration skills are still considered low. Therefore, learning that can empower these skills is needed, one of which is through the application of an integrated Problem Based Learning model with Socio-Scientific Issues This study aims to analyze the impact of the Problem-Based Learning model integrated with Socio-Scientific Issues on students' environmental literacy and collaboration skills. The research method used is a quasi-experimental design with a nonequivalent control group design. The sampling technique employed in this study is purposive sampling, with students from class X6 as the control group and students from class X8 as the experimental group. Data collection techniques and instruments included interview guidelines, questions (environmental literacy), questionnaires (environmental literacy and collaboration skills), and observation sheets (observation skills). Hypothesis testing used the ANCOVA test. The results of the study indicate that (1) there is an effect of the Problem-Based Learning model integrated with Socio-Scientific Issues on the environmental literacy of 10th-grade high school students, as seen from the significance value (0.000 < 0.05); (2) there is an effect of the Problem-Based Learning model integrated with Socio-Scientific Issues on the collaboration skills of 10th-grade high school students, as indicated by the significance value (0.005 < 0.05).