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All Journal JUPE : Jurnal Pendidikan Mandala Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Banua Science Education Empiricism Journal Biocaster : Jurnal Kajian Biologi Educatoria : Jurnal Ilmiah Ilmu Pendidikan Nuras : Jurnal Pengabdian Kepada Masyarakat Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Jurnal Pendidikan dan Pengabdian Masyarakat
Utami, Septiana Dwi
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Penerapan Model Pembelajaran Inquiry Based Learning untuk Meningkatkan Aktivitas dan Hasil Belajar Kognitif Siswa Lukas Liku Kadiwone; Iwan Doddy Dharmawibawa; Septiana Dwi Utami
Bioscientist : Jurnal Ilmiah Biologi Vol 10, No 1 (2022): June
Publisher : Department of Biology Education, FSTT, Mandalika University of Education, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/bioscientist.v10i1.4647

Abstract

This study aims to increase the activity and cognitive learning outcomes of students through the application of the Inquiry Based Learning model. This type of research is Classroom Action Research (CAR). The subjects in this study were all seventh grade students of SMP Negeri 5 Mataram in the 2021/2022 academic year. The instruments used in this study were lesson plans implementation sheets, student activity observation sheets, and student cognitive learning outcomes tests. The results showed that the implementation of the lesson plan increased in the first cycle of the first meeting reaching 80.98%, at the second meeting it reached 85.71% with a very good category. The implementation of the lesson plans in the second cycle of the first meeting reached 80.71%, and at the second meeting it reached 90.47% with a very good category. The student activity sheets in the first cycle reached 55% with a fairly good category, while the student activity sheets in the second cycle reached 72% in the good category. The results of the student's cognitive learning test in the first cycle obtained an average value of 56 with a classical completeness score achieved 40% in the incomplete category. The test of students' cognitive learning outcomes in the second cycle obtained an average value of 77, with the classical completeness score achieved 90% in the complete category. Thus, it can be concluded that, there is an increase in the activity and cognitive learning outcomes of students through the application of the Inquiry Based Learning learning model.
PELATIHAN PEMBUATAN RUBRIK SKOR PENILAIAN BAGI GURU NON KEPENDIDIKAN DI SMK NEGERI 8 MATARAM TAHUN PELAJARAN 2017/2018 Titi Laily Hajiriah; Septiana Dwi Utami; Siti Rabiatul Fajri; Saidil Mursali
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 1 No. 2 (2018): Agustus
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.436 KB) | DOI: 10.29303/jppm.v1i2.1027

Abstract

Dalam membuat penskoran dan pembobotan butir soal suatu tes, maka yang harus diperhatikan adalah tingkatan dalam setiap domain (kognitif, afektif, dan psikomotor). Bentuk perangkat tes yang baik adalah tes yang butir-butir soalnya disusun dengan memperhatikan komponen-komponen tingkatan dalam suatu domain dan tersusun lebih dari satu bentuk tes. Sebelum atau selama pembuatan soal tes, guru harus merencanakan bentuk-bentuk penskoran yang akan diberlakukan. Hal ini akan dapat membantu guru dalam melaksanakan prinsip objektif dan metodik dalam kegiatan penskoran sehingga tidak terkesan asal memberi skor. Hasil penskoran yang terencana akan memudahkan kegiatan berikutnya dalam penilaian, yaitu mengkonversi skor hasil belajar menjadi skor prestasi atau nilai standar. Kegiatan pengabdian ini diperuntukkan bagi guru-guru non kependidikan di SMK Negeri 8 Mataram untuk lebih mengutamakan kearifan dalam memberikan skor penilaian hasil belajar sesuai mata pelajaran yang mereka kuasai. Target dan luaran dalam pengabdian ialah akan menghasilkan guru SMK Negeri 8 Mataram yang memiliki kemampuan dalam membuat rubrik skor. Luaran yang diharapkan dalam pengabdian ialah mampu memberikan pengetahuan akan pentingnya pembuatan rubrik skor dalam penilaian hasil belajar siswa, serta laporan mengenai terlaksananya kegiatan ini bagi institusi dan publikasi pada jurnal pengabdian kepada masyarakat. Hasil dari kegiatan ini mendapat respon yang sangat baik dengan adanya perubahan pemahaman guru-guru non kependidikan dalam membuat rubrik skor.
PENDAMPINGAN SISWA MTs ALAM SAYANG IBU DALAM MENGGUNAKAN GUA SEBAGAI SUMBER BELAJAR Siti Rabiatul Fajri; Septiana Dwi Utami; Titi Laily Hajiriah
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 2 No. 2 (2019): Mei
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.662 KB) | DOI: 10.29303/jppm.v2i2.1211

Abstract

Madrasah Tsanawiyah Alam Sayang Ibu (MSI) merupakan salah satu sekolah alam yang menggunakan metode pembelajaran Project Based Learning (PBL). Dengan demikian berbagai jenis proyek pembelajaran dilakukan disekolah ini, baik pembelajaran sains, sosial dan agama. Kegiatan pengabdian bertujuan untuk melakukan pendampingan kepada siswa/siswi MTs Alam Sayang Ibu untuk melaksanakan proyek pembelajaran yang bertemakan “Ashabul Kahfi”. Kegiatan ini menggabungkan 3 matapelajaran yaitu PAI (Pendidikan agama Islam), matematika dan fisika. Kegiatan pengabdian dilaksanakan di Gua Gale-Gale Bangkang 4-6 Maret 2019. Metode pelaksanaan pengabdian diantaranya; a) Tahap persiapan, meliputi; survey lokasi gua dan koordinasi dengan pihak sekolah, b) Tahap pelaksanaan, meliputi sosialisasi kegiatan dan penyampaian materi proyek yang akan dilaksanakan dengan peserta pengabdian (Siswa kelas 7 dan kelas 8), dan pelaksanaan kegiatan pengabdian, c) Tahap penyelesaian, meliputi penyusunan laporan kegiatan dan pembuatan artikel. Hasil yang diperoleh dalam pelaksanaan kegiatan pengabdian ialah siswa mampu bekerja sama dengan tim, siswa mampu menyimpulkan makna dari Ashabul Kahfi, siswa mampu mengukur faktor fisika kondisi dalam gua dan siswa bersemangat mengikuti kegiatan ini
WORKSHOP PENILAIAN KURIKULUM 2013 BAGI GURU SEKOLAH MENENGAH DI YAYASAN AL-AZHAR NW KAYANGAN Ika Nurani Dewi; Septiana Dwi Utami; Ismail Efendi; Baiq Muli Harisanti; Ita Chairun Nissa
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 2 No. 4 (2019): November
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (294.393 KB) | DOI: 10.29303/jppm.v2i4.1502

Abstract

Yayasan Al-Azhar NW Kayangan merupakan salah satu pondok pesantren di Kabupaten Lombok Barat yang telah menerapkan Kurikulum 2013 sejak tahun 2015. Pelaksanaan penilaian dalam Kurikulum 2013 secara eksplisit mengharuskan guru di sekolah melakukan penilaian menyeluruh di ranah kognitif, afektif, dan psikomotor, sehingga dipandang memiliki kerumitan yang lebih dibandingkan dengan instrumen penilaian pada kurikulum sebelumnya. Melalui program pengabdian kepada masyarakat berupa kegiatan workshop penilaian kurikulum 2013 diharapkan dapat meningkatkan wawasan guru dalam mengembangkan instrumen penilaian K13 yang dinilai masih kurang. Adapun metode yang digunakan adalah Lesson Study meliputi  tahapan, 1) perencanaan (plan), 2) pelaksanaan (do), 3) refleksi (see). Kegiatan workshop melibatkan seluruh guru SMP dan SMA Islam Al Azhar NW Kayangan. Hasil kegiatan pengabdian menunjukkan bahwa para peserta telah mampu memahami implementasi instrumen penilaian kurikulum 2013 dan berpartisipasi secara aktif dalam kegiatan workshop. Hal tersebut dapat dilihat dari persentase kehadiran peserta sebesar 82.85% dan jumlah peserta yang telah berhasil menyusun instrumen penilaian sebesar 86.20%. Peserta juga memberikan respon positif terhadap kegiatan workshop yang meliputi aspek perhatian, keterkaitan, kepercayaan, dan kepuasan masing-masing sebesar 90.32%, 72.11%, 82.22%, dan 87.67%. Dengan demikian, adanya kegiatan pengabdian berupa workshop penilaian kurikulum 2013 dapat meningkatkan keterampilan guru dalam pembelajaran K13, khususnya pada instrumen penilaian.
Pembuatan Hidroponik Sistem Nutrient Film Technique (NFT) dengan Memanfaatkan Limbah Botol Plastik untuk Tanaman Pakcoy di Dusun Nunggal II Desa Dakung Kabupaten Lombok Tengah Aziz, Faizul Bayani; Harisanti, Baiq Muli; Primawati, Sri Nopita; Jannah, Husnul; Masiah, Masiah; Mursali, Saidil; Utami, Septiana Dwi
Nuras : Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2024): April
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/nuras.v4i2.278

Abstract

Packaging waste for products or goods that are no longer used can still be recycled into goods that are useful and economically valuable. In general, inorganic waste is very difficult to decompose naturally. The problem of increasing waste volumes needs to be handled wisely so that environmental pollution can be avoided, especially inorganic waste in the form of plastic bottles. The state of society in handling waste, especially plastic bottles, is still very low. One way that can be done is by providing education and direct assistance to the public regarding techniques for managing inorganic waste, especially used bottles or other plastic containers into more useful products. Utilizing used bottles as a medium for hydroponic plants is an effective way to raise public interest and awareness about the importance of managing plastic bottle waste. This activity is also a means of learning and motivating the community about hydroponic business opportunities using plastic bottles. Apart from that, this can be a very productive alternative activity for society.
Profil Kesulitan Guru IPA dalam Penyusunan Rencana Pelaksanaan Pembelajaran (RPP) Kurikulum 2013 Adha, Ranika; Utami, Septiana Dwi; Samsuri, Taufik
Empiricism Journal Vol. 4 No. 1: June 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v4i1.1249

Abstract

Penelitian ini bertujuan untuk mengidentifikasi kesulitan yang dihadapi oleh guru IPA dalam menyusun Rencana Pelaksanaan Pembelajaran (RPP) Kurikulum 2013 di SMP Kecamatan Kediri Kabupaten Lombok Barat, serta mendeskripsikan solusi yang diberikan oleh guru IPA untuk mengatasi kesulitan tersebut. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan metode deskriptif. Sebanyak 10 guru IPA dari 6 sekolah SMP di Kecamatan Kediri Lombok Barat menjadi partisipan penelitian ini dan diwawancarai menggunakan angket untuk memperoleh gambaran kesulitan yang dialami oleh mereka. Hasil penelitian menunjukkan bahwa guru IPA menghadapi kesulitan dalam berbagai komponen RPP Kurikulum 2013, seperti judul (30%), alokasi waktu (60%), kompetensi inti (35%), kompetensi dasar dan indikator (35%), tujuan pembelajaran (40%), materi pembelajaran (10%), model pembelajaran (26,7%), media dan sumber pembelajaran (15%), kegiatan pembelajaran (30%), dan instrumen penilaian (24%). Guru IPA menyarankan beberapa solusi untuk mengatasi kesulitan ini, antara lain bergabung dalam Kelompok Kerja Guru (KKG), mengikuti Musyawarah Guru Mata Pelajaran (MGMP), dan mengikuti pertemuan workshop penyusunan RPP, dengan penyesuaian yang sesuai dengan kondisi sekolah masing-masing. Profile of Difficulties of Science Teachers in Preparation of 2013 Curriculum Learning Implementation Plans (RPP) Abstract This research aims to identify the difficulties faced by science teachers in developing Lesson Implementation Plans (RPP) based on the 2013 Curriculum in junior high schools in the Kediri District of West Lombok Regency. It also describes the solutions proposed by the science teachers to overcome these difficulties. The research methodology employed a qualitative approach with a descriptive method. A total of 10 science teachers from 6 junior high schools in the Kediri District of West Lombok Regency participated in this study and were interviewed using a questionnaire to obtain an overview of the difficulties they encountered. The research findings indicate that science teachers face difficulties in various components of the RPP based on the 2013 Curriculum, including the title (30%), time allocation (60%), core competencies (35%), basic competencies and indicators (35%), learning objectives (40%), teaching materials (10%), teaching models (26.7%), learning media and resources (15%), learning activities (30%), and assessment instruments (24%). The science teachers suggested several solutions to address these difficulties, such as joining Teacher Working Groups (KKG), participating in Subject Teacher Meetings (MGMP), and attending workshops on RPP development, with adjustments according to the respective school's conditions.
Penyuluhan Keamanan Pangan dan Pendampingan Sertifikasi Halal Gratis (SEHATI) pada UMK Susu Kambing Amaq Farm Desa Penujak Kurnia, Nova; Utami, Septiana Dwi; Rohmatillah, Laila Mardiana; Rohmatillah, Ismail Efendi :; Purwati, Duwi; Marjan, Marjan; Ariansyah, Ariansyah; Aptini, Mipa; Soma, Raden Arya
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 9 No. 3 (2024): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v9i3.2087

Abstract

Keamanan pangan menjadi syarat utama dalam mengkonsumsi produk pangan. Selain itu yang lebih utama adalah terjaminnya kehalalan produk. UMK Amaq Farm yang memproduksi susu kambing perah belum memiliki pengetahuan yang memadai terkait praktik hygiene dan sertifikasi halal produknya. Kegiatan ini bertujuan untuk memberikan: 1) penyuluhan praktik baik keamanan pangan produksi susu kambing perah; dan 2) pendampingan sertifikasi halal gratis (SEHATI) melalui skema self declare. Metode pelaksanaan menggunakan metode kombinasi Participatory  Rapid  Appraisal  (PRA) dan Participatory  Learning and Action (PLA). Tahapan kegiatan antara lain analisis kebutuhan, analisis dan perencanaan, penyuluhan dan pendampingan, dan evaluasi. Hasil pengabdian ini menunjukkan 1) UMK Amaq Farm telah mampu melakukan praktik baik keamanan pangan setelah diberikan penyuluhan; dan 2) UMK Amaq Farm telah memperoleh sertifikasi halal atas produk susu kambing perahnya melalui skema self declare dengan nomor ID52110009293610823. Diharapkan setelah kegiatan pendampingan keamanan pangan dan terbitnya sertifikat halal ini, produk susu kambing UMK Amaq Farm jangkauan pemasarannya semakin luas. Food Safety Counseling and Free Halal Certification Assistance (SEHATI) at Amaq Farm Goat Milk MSEs in Penujak Village Abstract Food safety is the key requirement when consuming food. More importantly, the product must be guaranteed halal. Amaq Farm Micro Small Enterprise (MSEs) producing goat milk do not have sufficient knowledge about hygiene practices and halal certification of their products. This program aims to provide: 1) advice on good handling practices for goat milk production; and 2) support for free halal certification (SEHATI) through a self-declare scheme. The implementation methodology combines Participatory Rapid Appraisal (PRA) and Participatory Learning and Action (PLA) methods. The stages of activity include needs assessment, analysis and planning, guidance and mentoring, and evaluation. The results of this service showed that 1) Amaq Farm MSEs were able to implement good food safety practices after being advised, and 2) Amaq Farm MSEs obtained Halal certification for their goat milk dairy products through a self-declaration scheme with the number ID52110009293610823. It is expected that the Amaq Farm MSEs' goat milk products will have a wider marketing reach following the food safety assistance activities and the issuance of halal certificates.
Struktur Komunitas Mangrove di Pesisir Pantai Cemara Kabupaten Lombok Barat dalam Upaya Penyusunan Modul Ekologi Utami, Fidiati; Utami, Septiana Dwi; Safnowandi, Safnowandi
Biocaster : Jurnal Kajian Biologi Vol. 3 No. 4 (2023): October
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/biocaster.v3i4.213

Abstract

The mangrove habitat found on the coast of Cemara Beach, West Lombok Regency is a river that meets a forest area that merges with the sea. The objectives of this research include: 1) identifying the types of plants that make up the mangrove forest on the Cemara Coast; 2) analyze the abundance of mangroves on the Cemara Coast; 3) analyze the diversity and evenness index of mangroves on the Cemara Coast; 4) reveal the population of species that dominate the mangrove community on the Cemara Coast; 5) analyze differences in mangrove abundance on sandy and muddy substrates on the Cemara Coast; 6) analyze differences in mangrove species diversity on sandy and muddy substrates on the Cemara Coast; 7) analyze the differences in mangrove dominance on sandy and muddy substrates on the Cemara Coast; and 8) develop research results on mangrove community structure as material in preparing ecological modules. This type of research is comparative descriptive. The design in this research uses a plot method with a total of 20 plots, namely 10 plots on a sandy substrate and 10 plots on a muddy substrate with 1 plot measuring 10 x 10 m. Development research using the 4D model from Thiagarajan et al. (1974) which was modified into 3P (Definition, Design and Development). The results of the research showed that there were 5 species of mangroves found on sandy substrates, while there were 4 species on muddy substrates. The abundance of mangrove plants on sandy substrates is 292 species of Sonneratia alba, while on muddy substrates there are 219 species of Rhizophora mucronata. The diversity index for sandy substrates and muddy substrates is 0, so the diversity index is categorized as low species diversity because H'<1. The evenness of mangrove plants is the uneven distribution of organisms in the community. The species that dominates on sandy substrates is Sonneratia alba, while on muddy substrates it is Rhizophora mucronata. The important value index for the level of poles and trees as well as the level of seedlings and saplings on sandy substrates is included in the medium category, because the important value index value ranges between 101% - 200% which is categorized as medium. Based on the results of the analysis of teaching materials, analysis of expert validation results and student readability tests (small group tests), the average achievement level reached 81.15% with very good qualifications. Thus, the plant ecology module teaching materials are suitable for use without revision.
A Conjoint Analysis of Student Preferences for Teaching and Learning Process Utami, Septiana Dwi; Masiah, Masiah; Firdaus, Laras; Primawati, Sri Nopita; Royani, Ida
Biocaster : Jurnal Kajian Biologi Vol. 4 No. 3 (2024): July
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/biocaster.v4i3.303

Abstract

Assessments carried out by education quality monitoring institutions often ignore student assessments, the results of which are not relevant to what students need. Therefore, the assessment of the teaching and learning process must be carried out transparently and accountable by involving students in the assessment of teaching and learning process. Actions like this are nothing more than an effort to adapt the teaching and learning process to student needs. This descriptive research aims to explain students' preferences for the quality of teaching and learning. A total of 65 prospective biology teachers were respondents, consisting of 17 students in 1st semester, 23 (3rd semester), 7 (5th semester), and 18 (7th semester). From the results obtained, our respondents consider that increasing competence is the most essential attribute or factor related to the teaching and learning process, with an important value percentage of 21.931. Then, teaching organizations (19.901) and learning opportunities (19.662). We use this information regarding student preferences as a guide to improving the teaching and learning process in the future while still correcting several existing deficiencies, such as involving active student participation and providing maximum academic assistance, as well as allowing students to develop their thinking abilities.
Efektivitas Model Problem Based Learning (PBL) Berorientasi Kearifan Lokal Pada Materi Keanekaragaman Hayati Terhadap Literasi Lingkungan Siswa Bidahyani, Ranti Yuliana; Utami, Septiana Dwi; Dewi , Ika Nurani
Empiricism Journal Vol. 5 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v5i2.2316

Abstract

Literasi lingkungan perlu diukur karena pengetahuan mengenai lingkungan dapat berdampak pada lingkungan sekitarnya sehingga pentingnya menjaga lingkungan merupakan salah satu bentuk dari literasi lingkungan. Pada literasi lingkungan dapat dilatih melalui problem based learning, siswa diminta untuk menganalisis permasalahan yang berkaitan dengan lingkungan alam. Tujuan penelitian ini yaitu (1) mengetahui keefektifan penerapan model problem based learning berorientasi kearifan lokal terhadap literasi lingkungan siswa, (2) mengetahui pengaruh model problem based learning berorientasi kearifan lokal terhadap literasi lingkungan siswa. Jenis penelitian ini yaitu pra eksperimen. Rancangan penelitian yang digunakan dalam penelitian ini adalah one group pretest-posttest design. Populasi yang digunakan dalam penelitian ini yaitu seluruh siswa kelas X di SMAN 1 Gangga Tahun Ajaran 2023/2024 dan sampel yang digunakan yaitu kelas X.3 dan X.4 dengan teknik pengambilan sampel berupa purposive sampling. Teknik pengumpulan data ini menggunakan tes, validasi ahli, dan non tes berupa; tes literasi lingkungan, lembar validasi instrumen, N-Gain, Uji Wilcoxon, dan penilaian sikap siswa. Hasil literasi lingkungan setelah adanya penerapan problem based learning memperoleh nilai N-Gain kelas X.3 sebesar 0,28 (rendah) dan X.4 sebesar 0,68 (sedang), dan hasil Uji Wilcoxon memperoleh ? = 0,001 ? ? = 0,05. Dengan demikian dapat disimpulkan bahwa model problem based learning berorientasi kearifan lokal efektif dalam meningkatkan literasi lingkungan siswa, serta berpengaruh signifikan terhadap literasi lingkungan siswa. The Effectiveness of a Problem Based Learning (PBL) Model Oriented by Local Wisdom in Biodiversity Materials on Students' Environmental LiteracyAbstractEnvironmental literacy needs to be measured because knowledge about the environment can have an impact on the surrounding environment so the importance of protecting the environment is a form of environmental literacy. Environmental literacy can be trained through problem based learning, students are asked to analyze problems related to the natural environment. The objectives of this research are (1) to determine the effectiveness of implementing a local wisdom-oriented problem based learning model on students' environmental literacy, (2) to determine the influence of a local wisdom-oriented problem based learning model on students' environmental literacy. This type of research is pre-experimental. The research design used in this research is one group pretest-posttest design. The population used in this research were all class X students at SMAN 1 Gangga for the 2023/2024 academic year and the samples used were classes X.3 and This data collection technique uses tests, expert validation, and non-tests in the form of; environmental literacy test, instrument validation sheet, N-Gain, Wilcoxon Test, and assessment of student attitudes. The environmental literacy results after implementing problem based learning obtained an N-Gain class X.3 of 0.28 (low) and 05. Thus, it can be concluded that the local wisdom-oriented problem based learning model is effective in increasing students' environmental literacy, And Influential significant effect on students' environmental literacy.
Co-Authors Adha, Ranika Aptini, Mipa Ariansyah Ariansyah, Ariansyah Atmaja, Gde Dharma Aziz, Faizul Bayani Baiq Muli Harisanti Bidahyani, Ranti Yuliana Dewi , Ika Nurani Duwi Purwati Efendi, Ismail Firdaus, Laras Harisanti, Baiq Muli Husnul Khatimah Husnul Khatimah Ida Royani Ida Yuliani Ika Nurani Dewi Islami, Izwaldi Ita Chairun Nissa Iwan Doddy Dharmawibawa Jamaluddin Jamaluddin Jamaluddin Jamaluddin Jannah, Husnul Jaya, Satriya Kurnia, Nova Lukas Liku Kadiwone Marjan, Marjan Marlangen, Endang Wahyu Masiah, Masiah Norma Lita Sari Nurhamida, Ida Nyoman Sridana Nyoman Sridana Primawati, Sri Nopita Rohmatillah, Ismail Efendi : Rohmatillah, Laila Mardiana Safnowandi, Safnowandi Saidil Mursali Siti Halimah Khaerani Siti Mariana Siti Mariana Siti Nurhidayati Siti Rabiatul Adawiyah, Siti Rabiatul siti rabiatul fajri, siti rabiatul Soma, Raden Arya Sumarjan Sumarjan, Sumarjan Syafaruddin Syafaruddin Taufik Samsuri Titi Laily Hajiriah Utami, Fidiati Wijaya, Ahmad Ihrom Yuliani, Ida Yuliani, Ida Zainal Abidin