Penerapan Model PBL Terintegrasi Pendidikan Lingkungan pada Materi Suhu dan Kalor untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

Implementation of the Integrated PBL Model of Environmental Education on Temperature and Heat Materials to Improve Students Critical Thinking Skills

                Penelitian ini bertujuan untuk mengetahui keterlaksanaan pembelajaran, peningkatan keterampilan berpikir kritis, dan respon peserta didik terhadap penerapan model Problem Based Learning (PBL) terintegrasi pendidikan lingkungan pada materi suhu dan kalor. Penelitian menggunakan metode kuantitatif dengan desain quasi experimental tipe pretest-posttest control group design. Subjek penelitian terdiri atas peserta didik kelas XI-1 sebagai kelas eksperimen dan XI-2 sebagai kelas kontrol di SMAN 22 Surabaya. Instrumen penelitian meliputi lembar observasi keterlaksanaan pembelajaran, tes keterampilan berpikir kritis, dan angket respon peserta didik. Data dianalisis menggunakan uji paired sample t-test, N-Gain, dan effect size. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran memperoleh rata-rata persentase 91,33% dengan kategori sangat baik. Hasil uji paired sample t-test menunjukkan nilai signifikansi 0,000 (<0,05) yang menandakan adanya peningkatan keterampilan berpikir kritis yang signifikan. Rata-rata nilai kelas eksperimen meningkat dari 49,41 menjadi 84,82, sedangkan kelas kontrol dari 47,72 menjadi 62,17. Nilai N-Gain kelas eksperimen sebesar 0,702 lebih tinggi dibandingkan kelas kontrol sebesar 0,269. Selain itu, effect size kelas eksperimen sebesar 4,405 termasuk kategori besar dan respon peserta didik terhadap pembelajaran berada pada kategori sangat baik. Dengan demikian, model PBL terintegrasi pendidikan lingkungan efektif dalam meningkatkan keterampilan berpikir kritis peserta didik pada materi suhu dan kalor.

Kata kunci: Problem Based Learning, pendidikan lingkungan, keterampilan berpikir kritis, suhu dan kalor.

This study aimed to determine the implementation of learning activities, the improvement of students critical thinking skills, and students responses toward the Environmental Education-Integrated Problem Based Learning (PBL) model on temperature and heat topics. This research employed a quantitative approach with a quasi-experimental pretest-posttest control group design. The subjects were students of class XI-1 as the experimental group and XI-2 as the control group at SMAN 22 Surabaya. Research instruments included learning implementation observation sheets, critical thinking tests, and student response questionnaires. Data were analyzed using paired sample t-tests, N-Gain analysis, and effect size analysis. The results showed that the implementation of learning activities reached 91.33% and was categorized as very good. The paired sample t-test yielded a significance value of 0.000 (<0.05), indicating a significant improvement in students critical thinking skills. The average score of the experimental class increased from 49.41 to 84.82, while the control class increased from 47.72 to 62.17. The experimental class obtained an N-Gain score of 0.702, higher than the control class score of 0.269. Furthermore, the effect size of the experimental class was 4.405, categorized as large, and students showed very positive responses toward the learning process. Therefore, the Environmental Education-Integrated Problem Based Learning model is effective in improving students critical thinking skills on temperature and heat topics.

Keywords: Problem Based Learning, environmental education, critical thinking skills, temperature and heat.