Implementasi Model Problem-Based Learning pada Materi Perubahan Iklim Terintegrasi Fenomena Antropogenik untuk Meningkatkan Literasi Sains Peserta Didik

Implementation of the Problem-Based Learning Model on Integrated Anthropogenic Phenomena Climate Change Material to Improve Students' Science Literacy

Perubahan iklim merupakan suatu isu global yang kompleks dan memerlukan pemahaman yang mendalam, khususnya terkait fenomena antropogenik yang menjadi salah satu faktor utamanya. Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, peningkatan kemampuan literasi sains, dan respon peserta didik terhadap perlakuan yang diterapkan. Penelitian ini termasuk penelitian deskriptif kuantitatif dengan desain penelitian one group pretest-posttest. Penelitian ini menggunakan sampel peserta didik kelas X SMA Negeri 13 Surabaya, yang terbagi dalam satu kelas eksperimen, dan dua kelas replikasi. Teknik pengumpulan data melalui observasi, tes, dan angket. Hasil data penelitian diuji dan dianalisis menggunakan uji validitas dan reliabilitas, perhitungan lembar keterlaksanaan pembelajaran, uji normalitas dan uji homogenitas, uji-t berpasangan (paired sample t test), perhitungan n-gain, uji ANOVA (Analysis of Variance), serta perhitungan angket respon peserta didik. Hasil penelitian menunjukkan bahwa (1) pembelajaran fisika dengan model Problem Based Learning pada materi perubahan iklim terintegrasi fenomena antropogenik terlaksana dengan kategori sangat baik, (2) kemampuan literasi sains peserta didik setelah diterapkan model Problem Based Learning pada materi perubahan iklim terintegrasi fenomena antropogenik berkategori tinggi dan hasilnya konsisten pada ketiga kelas, (3) respon peserta didik setelah diterapkan model Problem Based Learning pada materi perubahan iklim terintegrasi fenomena antropogenik mendapatkan kategori sangat positif. Berdasarkan hasil penelitian, maka dapat diambil kesimpulan bahwa implementasi model pembelajaran Problem Based Learning pada materi perubahan iklim terintegrasi fenomena antropogenik efektif dalam meningkatkan literasi sains peserta didik.

Climate change is a complex global issue that requires in-depth understanding, particularly in relation to anthropogenic phenomena, which are one of its main factors. This study aims to describe the implementation of learning, the improvement of science literacy, and students' responses to the treatment applied. This study is a quantitative descriptive study with a one-group pretest-posttest design. The study used a sample of 10th-grade students from SMA Negeri 13 Surabaya, divided into one experimental class and two replication classes. Data collection techniques included observation, tests, and questionnaires. The research data were tested and analyzed using validity and reliability tests, learning implementation sheet calculations, normality and homogeneity tests, paired sample t-tests, n-gain calculations, ANOVA (Analysis of Variance) tests, and student response questionnaire calculations. The research results indicate that (1) physics learning using the Problem-Based Learning model on climate change material integrated with anthropogenic phenomena was implemented with a very good category, (2) students' science literacy skills after applying the Problem-Based Learning model on climate change material integrated with anthropogenic phenomena were categorized as high and consistent across all three classes, (3) student responses after applying the Problem-Based Learning model to climate change material integrated with anthropogenic phenomena were categorized as very positive. Based on the research results, it can be concluded that the implementation of the Problem-Based Learning model on climate change material integrated with anthropogenic phenomena is effective in improving students' science literacy.