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Islawati
Department Of Chemistry, Faculty Of Mathematics And Natural Sciences (FMIPA), Universitas Negeri Makassar
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Journal : Chemedu: Jurnal Ilmiah Pendidikan Kimia

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Pengaruh Model Problem-Based Learning Berbasis Kejujuran Akademik terhadap Kemampuan Literasi Sains Kimia Siswa SMA Negeri 23 Makassar Sugiarti, Sugiarti; Islawati, Islawati; Almur, Faathir; Yohan, Benekdita; Ruad, Inna Raehana
ChemEdu Vol 6, No 2 (2025)
Publisher : Jurusan Kimia FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/chemedu.v6i2.76297

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengkaji pengaruh model Problem-Based Learning (PBL) berbasis kejujuran akademik terhadap kemampuan literasi sains siswa pada materi reaksi redoks di SMA Negeri 23 Makassar. Metode yang digunakan adalah kuantitatif dengan desain quasi-experimental tipe pretest-posttest control group design. Instrumen penelitian meliputi tes literasi sains dan lembar observasi kejujuran akademik. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan antara kelompok eksperimen dan kontrol baik pada skor posttest maupun peningkatan N-Gain, dengan effect size yang besar. Penerapan model PBL yang mengintegrasikan nilai kejujuran akademik terbukti mampu meningkatkan pemahaman konseptual siswa, memperkuat sikap ilmiah, dan mendorong perilaku belajar yang etis. Temuan ini mendukung pentingnya integrasi karakter dalam pembelajaran sains abad ke-21. ABSTRACT This study aims to examine the effect of the Problem-Based Learning (PBL) model infused with academic honesty on students’ scientific literacy in redox chemistry at SMA Negeri 23 Makassar. A quantitative method with a quasi-experimental pretest-posttest control group design was employed. Research instruments included a scientific literacy test and an academic honesty observation sheet. The results revealed significant differences between the experimental and control groups in both posttest scores and N-Gain, with a large effect size. The implementation of PBL integrated with academic honesty effectively enhanced students’ conceptual understanding, strengthened scientific attitudes, and encouraged ethical learning behavior. These findings highlight the importance of character integration in 21st-century science education.
Co-Authors A.R. Pratiwi Hasanuddin AB, Azsrul Adam Adam Afriani Nur Ainul Fira Al Baihaq, Muhammad Raihan Alimin Alimin, Alimin Andi Harmawati Novriani HS Army Auliah Artati Asdinar Asnidar Asnidar Asnidar Asriani Ridwan Asyahra, St. Fatima Awalia, Rizki B, Artika Cahyani, Vika Darma Dewi B , Ade Risma Zagina Dewiyanti Fadly Dzikra Arwie, Dzikra Elfira Jumrah Erni Rismawanti Faathir Almur Fandi Ahmad Fandi Ahmad Fatimah Fatimah Febrianti, Nining Fikroh, Retno Aliyatul Fitriadi Hardin Hasbi Hasmidar, Hasmidar Hujemiati Idaryanti JUMARDI Khusnul Fahima, Aufiq Lukmanul Hakim Samada, Lukmanul Hakim Samada Maryono Muhammad Yunus Muhammad Zainal Arifin, Muhammad Zainal Munawwarah Munawwarah Munawwarah Munawwarah, Munawwarah Muriyati Murni Djabar Murniati, A. Mus, Rosdiana Nur Aina Nur Indah Sari NURLAELA NURLAELA NURUL HIDAYAH Nurul Ilmi, Nurul Ilmi Oktaviyani , Tariska Inka Priyadharmadi Purnama, Andry Purnama, Andry Priyadharmadi Rahmat Aryandi Rahmat Aryandi Rahmat Aryandi Aryandi Rahmi Faradisya Ekapti, Rahmi Faradisya Ekapti Rasul, Rasul Resky Dwijayanti Riska Andriani Riskiyani Risnawati Risnawati Ruad, Inna Raehana Safruddin Salnus, Subakir Samsul, Wahyu Musdalifah Samsul Sitti Hadijah, Sitti Subakhir Salnus Sugeng, Santoso Sugiarti Sugiarti Tahir, Rahmawati Titin Agustina Trisnawati Arwien, Rizky Upyt handayani Vika Puji Cahyani Widiastini Arifuddin Widyaningsih, Arrifah Tri Wiwi Salmiati Yanti Hikma Yati BT Samsuddin Yohan, Benekdita Yunus, Muh Yusran