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All Journal Jurnal Pendidikan dan Pembelajaran Journal of Media, Sciences and Education
Shilla Safitri
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

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Konsepsi dan Hak Asasi Manusia Atas Lingkungan Hidup yang Sehat dan Baik Ahmad Arif Fadilah; Muhammad Rohim; Hayla Erian; Shilla Safitri
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2025): Januari 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i1.2381

Abstract

Environmental human rights violations have occurred in almost all levels of society. These violations are considered to threaten Indonesian human civilization. In turn, the violated economic, social, and cultural rights, as well as civil and political rights, will be fulfilled and resolved. Human rights to a good, healthy, and balanced environment have not been implemented in environmental management in Indonesia. In relation to the problem of environmental damage, it is important to study human rights from a human rights perspective. The aim is to explain the definition of human rights and environmental rights, how human rights are regulated in Indonesian law and how human rights are considered as rights to a good and healthy environment. The results of the study explain two things. First, humans are part of the ecosystem, where they have a strong relationship with their environment. Given to them by God as humans, the right to a healthy environment is a basic human right. Second, the right to a good and healthy environment has become a norm throughout the world and in the region. Third, although there have been resolutions, covenants, and regulations of the Universal Declaration of Human Rights at the national level, the right to a good and healthy environment is still poorly respected at both the global and national levels. Developed countries contribute significantly to global warming, climate change, and environmental degradation globally, and they also make significant contributions nationally.
Penerapan Strategi Pembelajaran Berbasis Proyek (Project-Based Learning) Untuk Meningkatkan Kemampuaan Berpikir Kritis Siswa SD Yeni Nuraeni; Zulfa Muthia Bilqis; Shilla Safitri; Muhammad Rohim
Jurnal Pengetahuan dan Pendidikan Vol 4 No 4 (2025)
Publisher : Yayasan Baru Haji Samsudin

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Abstract

This study aims to examine the application of Project Based Learning (PjBL) strategies in improving the critical thinking skills of elementary school students. PjBL is a learning model that is oriented towards real-life activities and is student-centered, where students are actively involved in completing projects that require them to use analytical, evaluation, and problem-solving skills—the main components of critical thinking. This model not only emphasizes mastery of concepts, but also the development of higher-order thinking skills through collaborative and exploratory activities that are relevant to students' real-world situations. Data analysis involved comparing critical thinking test scores before and after learning using PjBL as well as qualitative descriptions of changes in student attitudes and engagement. The results showed that the implementation of the PjBL strategy significantly improved students' critical thinking skills. Students became more active in asking questions, discussing, and solving problems independently and collaboratively during the project work. In addition to improving critical thinking test scores, students were also able to apply learning concepts in real contexts through project products such as life cycle models or ecosystem maps, which served as concrete evidence of their understanding and critical thinking skills. In addition, the project-based learning process fostered students' learning motivation and self-confidence. Project-Based Learning (PjBL) also helps teachers manage learning that focuses on 21st-century skills, such as collaboration, creativity, and decision-making. Challenges, such as time management and varying student abilities, can be addressed with careful planning and teacher guidance throughout the project cycle. Overall, the Project-Based Learning strategy is effective as a learning approach in elementary schools to develop students' critical thinking skills while enriching learning experiences that are meaningful and applicable to everyday life
Co-Authors Ahmad Arif Fadilah Hayla Erian Muhammad Rohim Yeni Nuraeni Zulfa Muthia Bilqis