IJIS Edu : Indonesian J.
Integr.
Sci.
Education, 5 .
2023 Relevance of Problem Based Learning based on Science Education for Sustainability Development towards Problem Solving Ability Reni Indah Ayu Pratiwi 1 .
Wirawan Fadly 2.
Ulinnuha Nur Faizah3 .
Rawaa Yasir Mahdi Al Ethari4 1,2,3 Department of Science Education.
IAIN Ponorogo.
Ponorogo.
Jawa Timur.
Indonesia 4 Ministry of Planning.
Iraq Coressponding Author.
E-mail:
1 reniindah139@gmail.
2 wira1fadly@iainponorogo.
3ulinnuhanurfaizah@iainponorogo.
4 rawaayaser1990@gmail.
Received: November 24th, 2022 Accepted: January 28th, 2023 Online Published: January 31st, 2023 Abstract One of the skills that students must master is problem solving abilities, in which students will learn to solve problems in their surroundings.
This study aims to determine the effectiveness of the PBL (Problem Based Learnin.
model integrated with the Science Education for Sustainability Development (SESD) approach to students' problem solving abilities.
The use of the SESD-integrated PBL model in problem solving ability is something new that has never been done.
The study used a quasi-experimental design quantitative method with a pretest-posttest design.
The research sample was 24 students of grade 8th junior high school as an experimental class that applied the integrated PBL model with SESD and 24 students of grade 8th junior high school as the control class that applied the non-PBL model integrated with SESD.
Data collection techniques used observation sheets, tests, and questionnaires, which were analyzed using descriptive and inferential statistics.
The results of the two-tailed t-test yielded a P-Value of 001, where if the P-Value < = 5% .
, then H0 was rejected.
So it shows that there is a significant difference in problem solving ability between the experimental class and the control class.
The results of the one-tailed t-test that has been carried out produce a P-Value of 0.
001 so that H0 is accepted.
The results of the one-tailed t-test also show an estimate for a difference of 13.
Therefore, the test decision can be stated that the problem solving abilities of students in the experimental class are better than those in the control class.
The ANCOVA test shows that the value of Sig.
010 < .
shows that the PBL model integrated with SESD is considered effective for problem solving abilities.
So it can be concluded that students' problem solving abilities using integrated PBL models with SESD are more effective than students' problem solving abilities using non-PBL models integrated with SESD.
Keywords: Problem Based Learning.
Problem Solving.
Science Education for Sustainability Development.
How to cite this article :
Pratiwi.
Fadly.
, & Faizah.
Relevance of Problem Based Learning based on Science Education for Sustainability Development towards Problem Solving Ability.
IJIS Edu : Indonesian Journal of Integrated Science Education, 5.
, 68-75.
doi:http://dx.
org/10.
29300/ijisedu.
_________________________________________________________________________________
Copyright A 2023.
Reni Indah Ayu Pratiwi.
Wirawan Fadly.
Ulinnuha Nur Faizah IJIS Edu : Indonesian J.
Integr.
Sci.
Education.
Vol 5 .
2023 page 68-75 http://ejournal.
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Integr.
Sci.
Education.
Vol 5 .
2023 page 68-75
INTRODUCTION
the problem.
dividing a plan.
carrying out the plan.
looking at back (Isnaeni et al.
The context of science learning which These four indicators will later be used as investigates and examines the natural a basis for helping students create and develop surroundings in an organized manner makes problem-solving processes.
science education a vital component to balance Research by Kelly et al.
shows that the life of an increasingly modern society.
The problem-solving will be easily formed if students rapid development of science and technology work together and collaborate.
High curiosity makes science the foundation for developing the accompanied by interdisciplinary knowledge, learning process.
Science covers expertise and experience, and insight also plays a role in proficiency and includes a process in an training problem-solving abilities.
Safithri et al.
invention (Pratiwi et al.
, 2019.
Supiyati et al.
stated that the combination of applying The process emphasizes hands-on the Problem-Based Learning model and the experience to develop students' process Project Based Learning model was able to So it can be understood that improve students' problem-solving abilities through science education, students can improve obtained from the results of the pretest and and develop their cognitive, affective, and posttest that had been carried out.
psychomotor competence.
Problem based learning is very effectively Through From previous research, it is characteristics of students will indirectly be known that problem based learning will train formed from the experiences they get in students' skills in collaborating and critical everyday life (Pratiwi et al.
, 2.
Therefore.
In addition, problem based learning, through science education, students are required which tends to prepare students to deal with to master and understand various skills, problems in everyday life, also adds to the including the ability to solve problems.
The meaning implied in learning activities.
As stated ability to solve problems is a skill that is by John Dewey, education will be significant if it synonymous with the process of solving is related to the context of everyday life (Sulastri problems, where problems will be solved by & Pertiwi, 2.
feeling through various phenomena in everyday Based on the initial observation and life (Rahma & Windyariani, 2.
In line with preliminary data which was carried out through Dwiyogo's opinion that a student must have a test with several high order thinking skill skills and abilities in critical thinking to explore questions that were applied to grade 8th at and analyze various information and knowledge SMPN 2 Jetis Ponorogo.
Shows that the average (Ariyanto et al.
, 2020.
Rahma & Windyariani, value of the test results that have been carried It can be understood that the skills and out is still in the low category.
This is indicated abilities possessed will make it easier for by the student's average score of 58.
42, which is students to produce a solution.
still below the Minimum Completeness Criteria The ability of students to problem solving in Science, which is 75.
These data show that the is crucial.
According to Pepkin, solving is a problem solving ability of grade 8 students of model as well as a strategy that focuses on the SMPN 2 Jetis is still relatively low.
Based on the ability to solve problems with support from results of interviews conducted with one of the other skill areas, and through these skills, teachers supporting the science subject, the students will be assisted and guided to learning methods, models and strategies used at collaborate between knowledge (Roy et al.
the school are still flexible and conventional.
That knowledge be used later to generate The model or method used has learning various creative ideas to solve problems.
When activities that are still teacher-centered.
In fact, students have plunged into the community according to the 2013 curriculum reference and environment and are faced with a problem, they scientific literacy in the 21st century, it is better are indirectly ready and able to develop their if the center of learning is in the students mindset by bringing in new and creative ideas to .
tudent cente.
Therefore, based on these make solutions.
problems, innovative PBL model effectiveness is There are four indicators of problem offered, integrated with the SESD approach to solving skills based on Polya's steps, so that students' problem solving abilities.
students are said to be proficient in the process Using the PBL model, students will gain of solving problems, namely: .
understanding new skills and knowledge and equip students to 70 http://ejournal.
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php/ijisedu IJIS Edu : Indonesian J.
Integr.
Sci.
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Vol 5 .
2023 page 68-75 be able to think critically, collaborate, communicate, and solve problems (Roy et al.
In line with research conducted by Hmelo-Silver & Barrows.
Polk & Knutsson, and Ramadier that the context of PBL is connecting students with an activity carried out as a means to develop critical thinking attitudes to then collaborate with various knowledge to formulate and shape problem solving.
The PBL model focuses on the analysis, evaluation, and coordination between theory, data, and patterns of reasoning in argumentation (Kim & Pegg.
It can be understood that the PBL model can train students to develop various attitudes, skills, and build interpersonal relationships and the character of students who always think The SESD (Science Education for Sustainability Developmen.
approach is related to issues that exist in society (Masruroh & Arif.
So, students are expected to be able to explore the process of solving problems by connecting and evaluating data in analysis activities to justify the information obtained.
Problem-solving skills must be mastered by students, where students will learn to solve problems in the surrounding environment.
As a result, by integrating these models and approaches, it is hoped that in addition to developing skills, it will also train students to prepare for life in the future.
METHOD
This research is a quantitative study which aims to determine the effectiveness of the integrated PBL model with the SESD approach on students' problem solving abilities.
Experimental research is a suitable quantitative method used to determine the effect of treatment on results under controlled conditions (Sugiyono, 2.
This type of research uses a quasi-experimental design with a pretest-posttest design in which the researcher will give treatment to a group.
Designs can be seen in Table 1.
Table 1.
Quasi Experimental Design Group Pretest Treatment Posttest Control O1 Experiment O2 Information :
X1 : control class .
sing Non Problem Based Learning based on Science Education for Sustainability Development mode.
X2 : treatment class .
sing Problem Based Learning based on Science Education for Sustainability Development O1 : Pretest given to control class O2 : Posttest given to experiment class O3 : Pretest given to control class O4 : Posttest given to treatment class The population in this study were grade 8th students at SMPN 2 Jetis Ponorogo for the 2021/2022 Academic Year.
The sample used two classes divided into an experimental group and a control group with a total of 48 students.
Data collection techniques and instruments used implementation of learning and student activities, problem solving ability test questions .
retest-posttes.
, and questionnaires to determine student responses after participating in the learning process using the integrated PBL model with SESD in the form of a Likert scale.
The instrument test questions in the form of 8 description questions have been adjusted to the material of the human respiratory system.
Each question is grouped based on indicators of problem solving ability.
Data analysis techniques in this study were carried out using descriptive quantitative and inferential analysis through statistical tests.
Table 2 contains indicators of problem solving ability accompanied by their The four indicators of problem solving skills based on Polya's steps used in this study are as follows: .
understanding problems whose descriptors are triggering problems and explaining problems.
understanding a problem whose descriptor is identifying a problem and explaining the problem.
dividing plans that have descriptors, namely simplifying problems and designing strategies.
carrying out the plan whose descriptors are information organizing and strategy implementation.
review whose descriptors are using alternative solutions and reconsider (Isnaini.
Duskri.
RESULT AND DISCUSION The research analysis revealed that the research was carried out using the PBL model with syntax, namely, orienting students to problems, organizing students to research and developing investigation results, and evaluating.
As for the implementation, the integration domain of the SESD approach was also raised.
http://ejournal.
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php/ijisedu IJIS Edu : Indonesian J.
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Education.
Vol 5 .
2023 page 68-75 Then the integrated PBL model with the SESD approach is directed towards focusing on student skills, namely problem solving abilities.
The indicators of problem solving ability are understanding the problem, developing plans, implementing plans, and reviewing them (Cahyani & Setyawati, 2.
Research on students' problem solving abilities was carried out by giving test questions at the time of the pretest and posttest in the form of essays that contained natural science subject matter, namely the human respiratory The test questions have also been adjusted and linked to the focus of the research, namely indicators of problem solving ability, namely understanding the problem, devising a plan, implementing the plan, and looking at back The pretest and posttest results were then analyzed through normality tests and homogeneity tests as prerequisite tests assisted by the SPSS 25 for Windows software.
As for the normality test, the pretest results for the experimental class obtained a significance of 035 and for the control class 0.
068, while the normality test for the post-test results showed a significance of 0.
189 for the experimental class and a significance of 0.
173 for the control class.
Based on the results of the analysis of the normality test, it can be stated that the results of the pretest-posttest of the experimental class and the control class come from the distribution of normally distributed data.
The results of the pretest-posttest homogeneity test for the experimental class and the control class also showed a significance of 0.
632 and 0.
458 which could mean that the variance of the pretestposttest data from the experimental class and the control class was homogeneous.
Based on the results of the prerequisite test that has been carried out through the normality test and homogeneity test, if the data distribution proves normal and homogeneous, then proceed with the inferential statistical test through the t-test hypothesis test.
Hypothesis testing was carried out using a two-tailed t-test assisted by Minitab 16 software to see and know that there is an average difference between two independent population groups.
Based on the output of the results of statistical descriptions using Minitab 16, it is known that the results of the two-tailed t-test yield a P-Value of 0.
001, referring to the hypothesis that has been made if the P-Value < = 5% .
then H0 is rejected, and H1 is Because the P-Value .
< = 5%
, then H0 is rejected.
So, it can be understood that there is a significant difference in problem solving abilities between classes that use PBL models integrated with SESD .
xperimental clas.
and classes that use nonPBL models integrated with SESD .
ontrol Furthermore, to find out whether the interval between groups is better, it is continued with the one-tailed t-test.
Based on the output of the results of the statistical description using Minitab 16, it shows that the results of the one-tailed t-test that has been carried out produce a P-Value of 0.
Because P-Value .
< = 5% .
, then H0 is accepted.
The results of the one-tailed ttest also show an estimate for a difference of Therefore the test decision can be stated that the problem solving abilities of students in the experimental class using the integrated PBL model with SESD are better than the learning outcomes of students' problem solving abilities in the control class using a non-PBL model integrated with SESD.
Tabel 3.
Parameter Estimates Uji Covarian Parameter Estimates Dependent Variable: Posttest Parameter Std.
Error Sig.
Intercept [Model=.
http://ejournal.
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php/ijisedu 95% Confidence Interval Lower Bound Upper Bound IJIS Edu : Indonesian J.
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Vol 5 .
2023 page 68-75 [Model=.
Pretest [Model=.
* Pretest [Model=.
* Pretest This parameter is set to zero because it is redundant.
Then it is continued with the ANCOVA test to determine whether the PBL model integrated with SESD effectively affects problem solving abilities.
The test results can be seen through the parameter estimates presented in Table 3.
Table 3 shows that with the value of Sig.
010 < .
, it can be stated that the PBL model integrated with SESD is considered effective for problem solving abilities in the material of the human respiratory system.
Furthermore, the N-gain test was carried out on each indicator of problem solving ability to compare the results of both the pretest and post-test in the experimental class, which is presented in Figure 1.
Score Average Comparison of Pretest.
Posttest, and N-Gain Scores for Each Problem Solving Ability Indicator Pretest Posttest Understand The Problem Devise a Plan N-Gain Carry Out The Plan Looking at Back Indicator Figure 1.
Comparison of Pretest.
Posttest, and N-Gain Scores for Each Problem Solving Ability Indicator Figure 1 shows that the N-Gain test has been carried out on the results of the pretest and posttest tests, which refer to each indicator of problem solving ability in the experimental class.
It is known that the indicator of understanding the problem gets an N-Gain Score of 0.
making plans of 0.
7, implementing plans of 0.
and the indicator of reviewing obtains an NGain Score of 0.
The results of the comparison of the average pretest and posttest scores contained in Figure 3 show that the test results for each indicator of problem solving ability have increased.
First, the indicator of understanding the problem gets an average score 9 for the pretest score, then increases to 0 for the post-test score.
Second, the previous planning indicator at the time of the pretest got an average of 9.
8, then at the time of the posttest it increased to 16.
Third, the indicator of carrying out the previous plan during the pretest got an average of 12.
2, then at the time of the posttest, it increased to 18.
Fourth, the review indicator gets an average score of 9.
3 for the pretest score, then increases 3 for the post-test score.
The highest average pretest value is found in the indicator of implementing plans, with an average of 12.
2, while the lowest pretest value is found in the indicator of making plans, with an average of 9.
The highest posttest score was found in the indicator of understanding the problem with an average of 19.
0, while the lowest posttest score is found in the review indicator with an average of 14.
The results of the data analysis stated that the indicator of understanding the problem has a higher average compared to the other indicators and is included in the effective http://ejournal.
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php/ijisedu IJIS Edu : Indonesian J.
Integr.
Sci.
Education.
Vol 5 .
2023 page 68-75 This is because the indicator of solutions to solving problems (Ediansyah et al.
understanding the problem on students' The review indicator is basically problem-solving abilities is in accordance with considered quite effective, but students seem to the PBL syntax, namely organizing students to ignore things that should be the key to a Implementing this syntax involves students As for other indicators, such as making being given problems through the articles listed plans and carrying out plans based on data in the Student Worksheet.
Therefore, through analysis carried out, the results of the N-Gain Student Worksheets adapted to the PBL syntax test were obtained above the review indicator.
students can understand the problems given as Obtaining the N-Gain score also shows the well as possible.
The use of problem-based significance of an effective value.
This is because student worksheets can improve problem there is also an influence from the syntax of the solving abilities and learning outcomes, and this PBL model.
As for the implementation to is because students can identify and solve achieve the indicators of planning and problems (Melawati & Halim, 2022.
Rini, 2.
implementing this plan, it has been adapted to Student worksheets are also seen as increasing student activities that are in the syntax of the student activity.
Student worksheets based on PBL model, namely conducting investigations PBL syntax can make students active in learning and developing the results of investigations.
because students are directed to solve problems can be understood that the stage of investigation related to the learning topics given and are and development of results is something that is taught how to solve problems (Kardena & at the core of the problem solving process.
This Mawardi, 2021.
Umbaryati, 2016.
Yanto, 2.
is because, in the process of investigation and In addition, the reason why the indicator development, students discuss and work understands the problem of getting the highest In line with the opinion of Kelly, et al.
N-Gain score is because, at this indicator stage, that working in groups and collaborating with students also receive guidance and direction others can improve the quality of learning from the teacher.
This is because directing and outcomes (Kelly et al.
, 2.
guiding indirectly will result in an understanding The integration of the SESD approach related to the interests of students (Batuadji et with the PBL model towards students' problemal.
, 2015.
Hidayati et al.
, 2021.
Priyanto & solving abilities in this study provides a Permatasari, 2.
It can be understood that distinctive feature in which students are directed the learning process also determines student to use a variety of interdisciplinary knowledge.
In accordance with research by Kelly that the The lowest indicator is found in the multidimensional variety of knowledge, in review indicator.
The review indicator is the addition to adding insight, also leads students to lowest indicator because when applying the be able to solve a problem by looking at it from syntax of the PBL model students are less able various points of view (Kelly et al.
, 2.
It can to make these indicators actually materialize in be understood that the integration of various an activity.
In fact, if examined more deeply, the knowledge is very effective in making decisions indicators of reviewing it are not just checking to shape problem solving.
In addition, the the results of discussions or mere analysis.
But if integration of the SESD approach into the PBL it is connected with the evaluation syntax in the model also adds its own points in realizing the PBL model, this indicator is really very achievement of indicators in problem solving influential in the problem solving process.
Its connection with contextual learning, line with the opinion of Hixson.
Ravitz, and which is the hallmark of PBL learning, makes Whisman, reviewing is one of the direction skills the learning achievement process of students' in which students take responsibility for their problem-solving abilities more effective.
In line learning process by re-identifying learning topics with what was expressed by Elly, integrating the (Siahaan & Meilani, 2.
From the analysis of SESD approach is able to train students to this statement, it can be understood that as a provide opportunities to understand various student in following the learning process, one issues or topical issues directly (Eilks, 2.
cannot simply ignore the small things.
Accuracy Based on this statement, it can be understood and foresight need to be instilled in students, that the integrated PBL model with SESD is and they must understand and understand the effectively used to support science learning learning topics given, especially to form (Eilks, 2.
Based on this statement, the 74 http://ejournal.
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CONCLUSION
The results of the two-tailed t-test show a significant difference in the ability to solve problems between groups that use PBL models integrated with SESD and those that use nonPBL models integrated with SESD.
Therefore the one-tailed t-test decision can be stated that the problem-solving abilities of students in the group with the integrated PBL model with SESD are better than the problem-solving abilities of students in the control group using non-PBL models integrated with SESD.
The ANCOVA test shows that the PBL model integrated with SESD is considered effective for problem solving abilities.
REFERENCES