Examining the influence of the Problem Based Learning science, environment, technology, society model on 7th grade students' science literacy competencies
DOI:
https://doi.org/10.20961/7gdhhq76Keywords:
Environment, Learning Method, Science LiteracyAbstract
This study aims to analyze the effect of the PBL model integrated with SETS on the science literacy skills of 7th-grade junior high school students in understanding ecology and biodiversity. This pre-experimental research used a one-group pretest-Post-test design. The sample was selected using convenience sampling. Data were collected through multiple-choice tests with science literacy indicators. Descriptive and inferential data analysis techniques were employed. The results showed that students who learned using the PBL model integrated with SETS experienced a significantly higher improvement in science literacy. A significance value (sig) of 0.000 was obtained, indicating that the application of this model is effective in improving science literacy. Learning with the PBL-SETS model enhanced students' competence in explaining scientific phenomena, evaluating and designing scientific research, and interpreting scientific data. The science knowledge aspect, including content, procedural, and epistemic knowledge, improved, although the context aspect remained low. Factors influencing students' science literacy include textbook selection, teaching models, and reading habits.
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