ENVIRONMENTAL PROBLEM-BASED LEARNING BOOTS SKILLS IN RIVER PROBLEM SOLVING AND ECOLOGICAL AWARENESS

Evalia Nurul Kholifah; Alfyananda Kurnia Putra; Batchuluun Yembuu

doi:10.31764/paedagoria.v15i4.25866

ENVIRONMENTAL PROBLEM-BASED LEARNING BOOTS SKILLS IN RIVER PROBLEM SOLVING AND ECOLOGICAL AWARENESS

Evalia Nurul Kholifah, Alfyananda Kurnia Putra, Batchuluun Yembuu

Abstract

Abstrak: Peningkatan permasalahan sungai semakin kompleks memerlukan pembelajaran kontekstual yang dapat mengaitkan pembelajaran pada isu-isu lingkungan nyata dan relevan. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemecahan masalah dan kesadaran ekologis diri siswa melalui Environmental-Oriented Problem-Based Learning (EoPBL) berdasarkan indikator variabel dan jenis kelamin siswa. Jenis penelitian quasi experimental melibatkan siswa kelas X3 dan X5 di SMA Islam Kepanjen, Kabupaten Malang, Indonesia. Pengumpulan data menggunakan tes dan kuesioner untuk menilai kemampuan pemecahan masalah dan kesadaran ekologis diri. Hasil penelitian bahwa uji non parametrik Mann-Whitney U menunjukkan adanya perbedaan yang signifikan pada kemampuan pemecahan masalah (sig. (2-tailed) = 0.000 < 0.05) dan kesadaran ekologis diri (sig. (2-tailed) = 0.002 < 0.05) antara kelas eksperimen dan kontrol. Namun, tidak ada perbedaan yang signifikan dalam kemampuan pemecahan masalah (sig. (2-tailed) = p > 0.05) dan kesadaran ekologis diri (sig. (2-tailed) = p > 0.05) berdasarkan jenis kelamin pada kelompok eksperimen dan kelas kontrol. Implementasi model EoPBL memberikan perbedaan signifikan kemampuan pemecahan masalah dan kesadaran ekologis siswa kelas eksperimen, nilai rata-rata indikator variabel 90.16 dan 79.14 lebih tinggi dibandingkan siswa kelas kontrol 68.45 dan 70.92 yang menggunakan model pembelajaran konvensional. Perbedaan jenis kelamin siswa mempengaruhi tidak adanya perbedaan signifikan antara siswa laki-laki dan siswa perempuan.

Abstract: Increasingly complex river problems require contextual learning that can link learning to real and relevant environmental issues. This study aims to determine the differences in problem solving skills and ecological self-awareness of students through Environmental-Oriented Problem-Based Learning (EoPBL) based on variable indicators and student gender. The quasi-experimental study involved students from classes X-3 and X-5 at Kepanjen Islamic High School in Malang Regency, Indonesia. Data were collected using tests and questionnaires to assess problem-solving and self-ecological awareness abilities. The results showed that the Mann-Whitney U non-parametric test showed a significant difference in problem solving ability (sig. (2-tailed) = 0.000 < 0.05) and self-ecological awareness (sig. (2-tailed) = 0.002 < 0.05) between the experimental and control classes. However, there were no significant differences in problem-solving abilities (sig. (2-tailed) = p > 0.05) and self-ecological awareness (sig. (2-tailed) = p > 0.05) based on gender within the experimental and control classes. The implementation of the EoPBL model provides a significant difference in the problem solving ability and ecological awareness of experimental class students, the average value of variable indicators 90.16 and 79.14 is higher than the control class students 68.45 and 70.92 who use conventional learning models. The difference in student gender affects the absence of significant differences between male students and female students.

Keywords

Environmental-Oriented Problem-Based Learning; Gender; Problem Solving; Self-Ecological Awareness

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DOI: https://doi.org/10.31764/paedagoria.v15i4.25866