The The Effect of Problem Based Learning Model on Students' Science Literacy and Learning Motivation on Climate Change Material Oriented to SDGs

Abstract

This study aims to determine the effect of implementing the Problem Based Learning (PBL) model on climate change material oriented to Sustainable Development Goals (SDGs) on students' science literacy and learning motivation. The type of research used is a quasi-experiment with a Pretest-Posttest Nonequivalent Control Group design. The research sample consisted of two groups selected using the Purposive Sampling technique, namely class XA as the experimental class (N=33) and class XB as the control class (N=32). The instruments used included a science literacy test, a learning motivation questionnaire, and a student response questionnaire. Data analysis used the Mann-Whitney test, N-Gain, and correlation test. The results showed that the implementation of the PBL model had a significant effect on improving science literacy skills with an average N-Gain of the experimental group of 0.55 (moderate category), higher than the control group's 0.36 (low category), and had an effect size of 0.63 (large category). The learning motivation of the experimental group also showed higher results (82.00) compared to the control group (74.63). There is a significant positive relationship between science literacy and learning motivation (p < 0.05). Students gave a positive response (76.31%) to learning using the SDGs-oriented PBL model.