Penerapan Model PBL dengan Pemanfaatan Weather Station dalam Meningkatkan Climate Change Awareness terhadap Mitigasi Bencana Hidrometeorologi di SMA

Implementation of The PBL Model With The Utilization of Weather Stations in Increasing Climate Change Awareness of Hydrometeorological Disaster Mitigation in High Schools

Climate change awareness merupakan keadaan mengerti yang terwujud dalam pemikiran, sikap, dan tingkah laku mendukung dalam mengatasi perubahan iklim. Kesadaran tersebut yang memberikan dorongan karena adanya perubahan iklim yang memiliki dampak terjadinya bencana atau keadaan realistis di lingkungan sehingga melakukan tidakan-tindakan sebagai upaya mitigasi bencana dalam mengurangi risiko dampak bencana. Climate change awareness ranah kognitif (CCA-K) merupakan bentuk kesadaran iklim dalam pemikiran pada aspek pengetahuan.

Problem Based Learning (PBL) merupakan proses pembelajaran yang berbasiskan suatu masalah yang inovasi dikarenakan kemampuan peserta didik benar- benar harus optimal dalam berpikir untuk menyelesaikan suatu masalah tersbut secara sistematis dan dikerjakan berkelompok. PBL merupakan kegiatan guru yang mengorientasi peserta didik pada masalah, mengorganisasikan peserta didik untuk belajar, membimbing penyelidikan individu maupun kelompok, mengembangkan dan menyajikan hasil karya dan menganalisis dan mengevaluasi proses pemecahan masalah.

Tujuan dalam penelitian ini mendeskripsikan tentang (1) keterlaksanaan penerapan model PBL dengan pemanfaatan Weather Station dalam meningkatkan Climate Change Awareness terhadap mitigasi bencana hidrometeorologi di SMA (2) peningkatan climate change awareness peserta didik setelah menerapkan model PBL dengan pemanfaatan Weather Station terhadap mitigasi bencana hidrometeorologi di SMA dan (3) respon peserta didik setelah diterapkan model PBL dengan pemanfaatan Weather Station dalam meningkatkan Climate Change Awareness terhadap mitigasi bencana hidrometeorologi di SMA Negeri 21 Surabaya pada materi perubahan iklim.

Metode yang digunakan dengan desain Pre-Experimental One-Group Pre-test-Post-test pada kelas eksperimen dan replikasi, yaitu deskriptif kualitatif dan kuantitatif. Terdapat tiga teknik pengumpulan data yang terdiri dari observasi, tes dan penyebaran angket. Dalam memperoleh data kualitatif, teknik observasi dan penyebaran angket. Teknik observasi digunakan untuk mengetahui keterlaksanaan kegiatan guru dan peserta didik saat pembelajaran PBL dengan pemanfaatan weather station. Dalam mengetahui respon peserta didik menggunakan teknik penyebaran angket melalui gform. Data kuantitatif yang didapat dari penggunaan teknik tes, digunakan untuk mengetahui climate change awareness ranah kognitif (CCA-K) peseta didik.

Hasil penelitian menggambarkan keterlaksanaan proses pembelajaran yang layak dengan persentase 78%; kelas eksperiman dan replikasi memiliki climate change awareness level 77,34% dan 80,27% dalam kategori cukup kuat; dan respon positif dari peserta didik pada materi perubahan iklim dengan persentase kedua kelas sebesar 76% dan 79% dengan kriteria baik. Oleh karena itu, dapat disimpulkan penerapan model PBL dengan pemanfaatan weather station dapat meningkatkan climate change awareness terhadap mitigasi bencana hidrometeorologi di SMA.

Kata kunci : problem based learning, perubahan iklim, weather station, climate change awareness, mitigasi bencana hidrometeorologi

Climate change awareness is a state of understanding that is manifested in thoughts, attitudes, and behaviors that support the fight against climate change. This awareness gives impetus because of climate change which has an impact on the occurrence of disasters or realistic conditions in the environment so that actions are taken as disaster mitigation efforts in reducing the risk of disaster impacts. Climate change awareness in the cognitive domain (CCA-K) is a form of climate awareness in thinking about the knowledge aspect.

Problem-Based Learning (PBL) is a learning process based on an innovative problem because the ability of students has to be optimal in thinking to solve a problem systematically and work in groups. PBL is a teaching activity that orients students to problems, organizes students for learning, guides individual and group investigations, develops and presents work, and analyzes and evaluates the problem-solving process.

This study aims to describe (1) the implementation of the PBL model by utilizing the Weather Station in increasing Climate Change Awareness of hydrometeorological disaster mitigation in high school (2) increasing the climate change awareness of students after implementing the PBL model by utilizing the Weather Station for hydrometeorological disaster mitigation in SMA and (3) student responses after applying the PBL model with the use of Weather Stations in increasing Climate Change Awareness of hydrometeorological disaster mitigation at SMA Negeri 21 Surabaya on climate change material.

The method used with the Pre-Experimental One-Group Pre-test-Posttest design in the experimental and replication classes, namely descriptive qualitative and quantitative. There are three data collection techniques consisting of observation, testing, and questionnaires. In obtaining qualitative data, observation techniques and questionnaires were distributed. Observation techniques are used to determine the implementation of teacher and student activities during PBL learning by utilizing the weather station. In knowing the response of students using the technique of distributing questionnaires through Google Forms. The quantitative data obtained from the use of test techniques are used to determine students' cognitive domain climate change awareness (CCA-K).

The results of the study describe the appropriate implementation of the learning process with a percentage of 78%; the experimental and replication classes have climate change awareness levels of 77.34% and 80.27% in the fairly strong category; and positive responses from students on climate change material with a percentage of both classes of 76% and 79% with good criteria. Therefore, it can be concluded that the application of the PBL model with the use of weather stations can increase climate change awareness of hydrometeorological disaster mitigation in high school.

Keywords: problem-based learning, climate change, weather station, climate change awareness, hydrometeorological disaster mitigation