The Influence of the Problem-Based Learning Model on Scientific Literacy and Science Learning Outcomes of Grade VII Students at SMP IT Bina Insan Mulia on the Topic of Global Warming.
DOI:
https://doi.org/10.58355/dirosat.v4i4.280Keywords:
Problem Based Learning, Scientific Literacy, Science Learning Outcomes, Global Warming.Abstract
This study aimed to describe students’ scientific literacy and cognitive science learning outcomes before and after the implementation of the Problem Based Learning (PBL) model, and to analyze differences in scientific literacy and cognitive science learning outcomes between students who learned through PBL and those who received conventional instruction on the topic of Global Warming. This study employed a quantitative approach with a quasi-experimental design. The participants were seventh-grade students of SMP IT Bina Insan Mulia, divided into an experimental group and a control group, with 32 students in each group. Data were collected using scientific literacy tests and cognitive science learning outcome tests. The data were analyzed using descriptive statistics, difference tests, and analysis of covariance (ANCOVA). The results showed that the mean scientific literacy score of the experimental group increased from 51.00 to 69.04, while the control group increased from 50.00 to 50.88. The mean science learning outcome score of the experimental group increased from 52.00 to 71.44, while the control group increased from 46.00 to 48.25. The analysis indicated significant differences in scientific literacy and cognitive science learning outcomes between the two groups, with a significance value of p < 0.001. Therefore, PBL was more effective than conventional instruction in improving students’ scientific literacy and cognitive science learning outcomes on the topic of Global Warming.
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