Perbedaan Hasil Belajar, Kesadaran Lingkungan, dan Keterampilan Kolaborasi Siswa antara PjBL Berbasis Green Chemistry dan Direct Instruction - Hasibuan, Anggi Putri Fadila; Syafriani , Dewi (Lembaga Penelitian dan Pemberdayaan Masyarakat, 2026)
Kesulitan siswa dalam memahami materi asam-basa, rendahnya kesadaran lingkungan, dan belum optimalnya keterampilan kolaborasi menunjukkan perlunya model pembelajaran kimia yang kontekstual dan berorientasi pada masalah nyata. Penelitian ini bertujuan untuk menganalisis perbedaan hasil belajar, kesadaran lingkungan, dan keterampilan kolaborasi siswa yang dibelajarkan menggunakan model Project-Based Learning (PjBL) berbasis green chemistry dan Direct Instruction pada materi asam-basa. Penelitian ini menggunakan desain kuasi-eksperimen dengan rancangan pretest-posttest control group. Populasi penelitian adalah seluruh siswa kelas XI MAN 2 Model Medan tahun ajaran 2025/2026 yang terdiri atas 344 siswa. Sampel penelitian terdiri atas dua kelas yang dipilih menggunakan cluster random sampling, yaitu kelas eksperimen sebanyak 37 siswa dan kelas kontrol sebanyak 30 siswa. Instrumen penelitian meliputi tes hasil belajar berupa 20 soal pilihan ganda, angket kesadaran lingkungan, dan lembar observasi keterampilan kolaborasi. Data dianalisis menggunakan N-Gain, uji normalitas, uji homogenitas, uji-t satu pihak, dan Cohen’s d. Hasil penelitian menunjukkan bahwa N-Gain kelas eksperimen sebesar 0,61 lebih tinggi daripada kelas kontrol sebesar 0,48. Uji-t menghasilkan thitung 2,700 > ttabel 1,669, sehingga hasil belajar siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Rata-rata kesadaran lingkungan kelas eksperimen sebesar 77, sedangkan kelas kontrol sebesar 70. Rata-rata keterampilan kolaborasi kelas eksperimen sebesar 72, sedangkan kelas kontrol sebesar 61. Effect size hasil belajar sebesar 0,649, kesadaran lingkungan sebesar 0,378, dan keterampilan kolaborasi sebesar 0,480. Dengan demikian, PjBL berbasis green chemistry efektif meningkatkan hasil belajar dan menunjukkan kecenderungan positif terhadap kesadaran lingkungan serta keterampilan kolaborasi siswa. Difference In Student Learning Outcomes, Environmental Awareness, and Collaboration Skills Between PjBL Based On Green Chemistry and Direct Instruction Students’ difficulties in understanding acid-base concepts, limited environmental awareness, and suboptimal collaboration skills indicate the need for contextual chemistry learning that is connected to real-world problems. This study aimed to analyze differences in students’ learning outcomes, environmental awareness, and collaboration skills between those taught using green chemistry-based Project-Based Learning (PjBL) and those taught using Direct Instruction on acid-base material. This research employed a quasi-experimental design with a pretest-posttest control group design. The population consisted of all grade XI students at MAN 2 Model Medan in the 2025/2026 academic year, totaling 344 students. The sample comprised two classes selected using cluster random sampling: an experimental class with 37 students and a control class with 30 students. The research instruments included a 20-item multiple-choice learning outcome test, an environmental awareness questionnaire, and a collaboration skills observation sheet. Data were analyzed using N-Gain, normality test, homogeneity test, right-tailed t-test, and Cohen’s d. The results showed that the experimental class obtained an N-Gain score of 0.61, which was higher than the control class score of 0.48. The t-test result showed that tcount 2.700 > ttable 1.669, indicating that students’ learning outcomes in the experimental class were higher than those in the control class. The mean environmental awareness score was 77 in the experimental class and 70 in the control class. The mean collaboration skills score was 72 in the experimental class and 61 in the control class. The effect size was 0.649 for learning outcomes, 0.378 for environmental awareness, and 0.480 for collaboration skills. Therefore, green chemistry-based PjBL effectively improved students’ learning outcomes and showed positive tendencies toward students’ environmental awareness and collaboration skills