Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan MIPA
Putri, Siska Widiana
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Integrating Problem-Based Learning and SSI-ESD Context to Foster Chemical Literacy and Environmental Awareness in Secondary Education Putri, Siska Widiana; Handayani, Sri; Ramadanty, Restyani
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp1988-2002

Abstract

This study aimed to examine the differences in students’ chemical literacy and environmental awareness, both jointly and separately, between those taught using problem-based learning (PBL) contextualized with Socio-Scientific Issues and Education for Sustainable Development (SSI-ESD) and those taught using a conventional scientific approach on the topic of climate change. The integration of PBL, SSI, and ESD creates a synergistic learning model that emphasizes real-world problem-solving, critical thinking, and sustainability awareness, which are essential competencies for 21st-century learning. A quasi-experimental design with a pre-test and post-test control group was employed to ensure a valid comparison. The research involved 144 Grade X students from two public senior high schools in Yogyakarta City, selected using class-level random sampling, consisting of two experimental classes (n = 72) and two control classes (n = 72). The experimental group was taught using a PBL-based SSI-ESD approach, while the control group received instruction through a traditional scientific approach. Research instruments included a validated chemical literacy test and an environmental awareness questionnaire. Data were analyzed using N-gain, MANOVA, and descriptive statistics to assess both improvement and effect size. The findings revealed significant differences in students’ chemical literacy and environmental awareness between the two groups, as determined by MANOVA (Hotelling’s Trace = 0.392; p < 0.05). The experimental group achieved higher N-gain scores in chemical literacy (0.52) and environmental awareness (0.53) compared to the control group (0.39 and 0.31, respectively). This learning approach demonstrated a large effect size on both skills simultaneously (0.282) and separately (0.183; 0.240). These results indicate that PBL-based SSI-ESD learning effectively enhances both students’ chemical literacy and environmental awareness while supporting the implementation of current educational policies that promote Education for Sustainable Development (ESD) and competency-based learning in Indonesia, aligning with the Merdeka Belajar curriculum framework.   Keywords: chemical literacy, environmental awareness, PBL-SSI-ESD, student worksheet, climate change.
Contextual Socio-Scientific Issues and Education for Sustainable Development (SSI-ESD) Climate Change Module: Improving Chemical Literacy and Environmental Awareness among High School Students in Ketapang, Indonesia Ramadanty, Restyani; Handayani, Sri; Putri, Siska Widiana
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December (IN PROGRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.17615

Abstract

This study investigates the effectiveness of a contextual Socio-Scientific Issues and Education for Sustainable Development (SSI-ESD) learning module on climate change in enhancing students’ chemical literacy and environmental awareness. A quantitative quasi-experimental design was employed, involving 143 tenth-grade students from public secondary schools in Ketapang Regency, Indonesia, assigned to experimental and control groups through class-based random sampling. Data were collected using a validated chemical literacy test and an environmental awareness questionnaire, and analyzed using Multivariate Analysis of Variance (MANOVA). The results revealed significant multivariate and univariate differences between the two groups, favoring the experimental group. The intervention produced a moderate effect size (η² = 0.127), indicating that contextual SSI-ESD learning improved students’ conceptual understanding and pro-environmental attitudes. The module created meaningful connections between abstract chemistry concepts and students’ real-world experiences by integrating local environmental issues such as forest fires and haze. This study provides novel evidence that locally contextualized SSI-ESD modules can strengthen chemistry education in Indonesia while embedding sustainability values, offering implications for curriculum development, teacher training, and education policy.
Co-Authors Handayani, Sri Ramadanty, Restyani