The problem-based learning effect on student learning outcomes about environmental change in vocational high schools

Novita Rezki Kamali; Melisa Pakaya; Elya Nusantari; Masra Latjompoh

doi:10.30862/jri.v6i2.3

Authors

Novita Rezki Kamali Universitas Negeri Gorontalo, Indonesia Author
Melisa Pakaya Universitas Negeri Gorontalo, Indonesia Author
Elya Nusantari Universitas Negeri Gorontalo, Indonesia Author
Masra Latjompoh Universitas Negeri Gorontalo, Indonesia Author

DOI:

https://doi.org/10.30862/jri.v6i2.3

Keywords:

Envrionmental change, environmental learning, biology learning

Abstract

Understanding environmental change is crucial for students; however, the continued use of conventional teaching methods has led to low student learning outcomes in this area. This study aimed to analyze the impact of the Problem-Based Learning (PBL) model on improving the learning outcomes of Grade X students at SMK Negeri 1 Paguyaman concerning the subject of environmental change. A pre-experimental research design specifically the One-Group Pretest-Posttest Design was employed. The study population consisted of Grade X students at SMK Negeri 1 Paguyaman, with a purposively selected sample of 40 students. Learning outcome data were collected through written tests (pretest and posttest) that had undergone validity and reliability testing. The data were analyzed using a paired-sample t-test. The results indicate that the PBL model was effective in improving student learning outcomes regarding environmental change (p < 0.05), and the N-Gain test yielded an average score of 0.71, placing it in the high category. PBL enhances student learning outcomes by fostering active engagement in inquiry, discussion, and the resolution of real-world environmental problems related to environmental change.

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