<![CDATA[This study aimed to analyze the improvement in students’ science communication skills after participating in learning through a Problem-Based Learning (PBL) model based on Gallery Walk and incorporating Environmental-STREAM in environmental pollution topics. Environmental-STREAM was used as an integrative framework that extends STREAM by positioning the environmental dimension as the primary learning context. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of 34 seventh-grade students divided into an experimental group and a control group through purposive sampling. Data were collected using a science communication skills essay test and descriptively analyzed based on N-Gain scores. The results showed that the experimental group obtained a mean N-Gain of 0.315, categorized as moderate, while the control group obtained a mean N-Gain of 0.297, categorized as low. In the experimental group, the Cognitive Categories indicator obtained the highest N-Gain of 0.491, followed by Content Knowledge at 0.268 and Volitional Change at 0.204. The relatively small difference in N-Gain between the groups indicates that the advantage of the experimental group was primarily evident in the Cognitive Categories indicator, while Content Knowledge and Volitional Change did not demonstrate substantial differences compared with the control group. Based on these findings, the PBL model based on Gallery Walk and incorporating Environmental-STREAM has the potential to support the improvement of students’ science communication skills, particularly in the cognitive dimension of environmental pollution learning. Keywords: Environmental-STREAM, Environmental Pollution, Gallery Walk, Problem-Based Learning, Science Communication Skills .]]>
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