THE EFFECT OF THE PROBLEM BASED LEARNING (PBL) LEARNING MODEL INTEGRATED WITH SOCIOSCIENCE ON STUDENTS' INTEGRATED PROBLEM-SOLVING ABILITIES

Socio-scientific integrated problem based learning on renewable energy topics

Abstract

This study aims to determine the effect of the Integrated Problem Based Learning Socioscience learning model on students' integrated problem solving abilities on renewable energy material. The study uses a quantitative approach with an experimental method. The research design uses a Quasi-experimental design with a Nonequivalent Control Group Design form. The population in this study were all students of class X. The sampling technique used purposive sampling, which selected 2 classes, namely class X-1 as the experimental class and X-5 as the control class. To obtain research data, a test instrument for students' integrated problem solving abilities was used in the form of 8 essay questions. Data processing results average control pretest obtained 51.7 and the average experimental pretest obtained 59.6. For the average control posttest results obtained 67.1 while the average experimental posttest obtained 83.8. Data analysis using descriptive and inferential with Welch's t-test as an alternative to the independent sample t-test with the help of the SPSS application obtained a significant post-test value of 0.000. The value of 0.000 is smaller than 0.05 (0.00 > 0.05) so it can be concluded that there is an influence of the Integrated Socioscience Problem Based Learning learning model on students' integrated problem solving abilities.