Sri Ngabekti, BIOLOGI UNNES (2019) The Effect of Problem-Based Learning for Environmental Change Concept on Students’ Learning Outcomes. Journal of Biology Education, 8 (1). pp. 8-14. ISSN 2252-6579

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Abstract

The interview at SMA Negeri 1 Petarukan showed that learning for environmental change was almost done by lecturing. The glecturin made students less active in, so that student learning outcomes were low.. The learning was also not linked to environmental awareness. One of learning models could be applied to improve learning outcomes and environmental awareness attitudes is problem-based learning (PBL). This study would determine the effect of PBL learning material on ecological changes to learning outcomes and environmental care attitudes. This research is a Quasi-Experimental Design with Nonequivalent Control Group Design. The samples in this study were class X MIPA 1 (experiment) and X MIPA 2 (control) taken by objective sampling technique. The results of the t-test show that t-count = 3.28 > t-table (df = 68) = 1.99 means that the learning outcomes of the experimental class on environmental change material are higher than the control class. The N-gain test show that the experimental class obtains the N- gain category with high criteria, while the control class obtained the N-gain category with moderate criteria. The classical completeness of learning outcomes in the experimental class is 91.1% while the control class is 75%. PBL learning can also foster an attitude of caring for the students as indicated by the results of the environmental awareness questionnaire obtaining very good criteria. Based on the results of the study it is concluded that learning material changes in the environment of the PBL model had a significant effect on student learning outcomes in SMAN 1 Petarukan.

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