Efektivitas pembelajaran berbasis proyek dalam meningkatkan kewarganegaraan ekologis dan kepedulian lingkungan siswa SMA: Studi kuasi-eksperimen

Vinna Dinda Kemala (Universitas Negeri Yogyakarta)
Mukhamad Murdiono (Universitas Negeri Yogyakarta)
Suyato (Universitas Negeri Yogyakarta)

Jurnal Ilmiah Profesi Guru (JIPG)
Vol 7 No 1 (2026): Volume 7. No 1 Februari 2026

Penelitian ini bertujuan menguji efektivitas Project-Based Learning (PjBL) berbasis kewarganegaraan ekologis dalam meningkatkan kewarganegaraan ekologis dan kepedulian lingkungan siswa SMA. Kebaruan penelitian terletak pada integrasi kerangka ecological citizenship ke dalam sintaks PjBL serta pengujian simultan kedua variabel hasil pada jenjang SMA. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental melalui Non-equivalent Control Group Design. Sampel terdiri atas 136 siswa kelas X dari dua sekolah, masing-masing 68 siswa pada kelompok eksperimen dan kontrol, yang dipilih melalui cluster random sampling. Selama delapan minggu, kelompok eksperimen memperoleh pembelajaran PjBL berbasis kewarganegaraan ekologis, sedangkan kelompok kontrol mengikuti pembelajaran konvensional dengan materi setara. Data dikumpulkan menggunakan tes pemecahan masalah ekologis dan angket Likert 46 item dengan validitas CFA dan reliabilitas Cronbach’s Alpha > 0,88. Analisis menggunakan N-gain dan MANOVA. Hasil menunjukkan peningkatan kewarganegaraan ekologis sebesar 0,66 pada kelompok eksperimen dibandingkan 0,32 pada kontrol, sedangkan kepedulian lingkungan meningkat 0,65 dibandingkan 0,28. MANOVA menunjukkan pengaruh simultan yang signifikan (Wilks’ Lambda = 0,412; F(2,133) = 94,85; p < 0,001; ηp² = 0,588). Temuan menegaskan efektivitas PjBL berbasis kewarganegaraan ekologis dalam meningkatkan capaian kognitif-afektif siswa terkait lingkungan. The Effectiveness of Project-Based Learning on Ecological Citizenship and Environmental Concern Among High School Students: A Quasi-Experimental Study This study aims to examine the effectiveness of an ecological citizenship-based Project-Based Learning (PjBL) approach in enhancing the ecological citizenship and environmental awareness of high school students. The study’s novelty lies in integrating the ecological citizenship framework into the PjBL syntax and simultaneously testing both outcome variables at the high school level. A quantitative approach was employed using a quasi-experimental design specifically, a non-equivalent control group design. The sample comprised 136 tenth-grade students from two schools (68 in the experimental group and 68 in the control group), selected via cluster random sampling. Over eight weeks, the experimental group received ecological citizenship-based PjBL instruction, while the control group underwent conventional instruction covering equivalent material. Data were collected using an ecological problem-solving test and a 46-item Likert scale questionnaire, demonstrating CFA validity and Cronbach’s Alpha reliability exceeding 0.88. Analysis was conducted using N-gain and MANOVA. Results showed an increase in ecological citizenship of 0.66 in the experimental group compared to 0.32 in the control group, while environmental awareness increased by 0.65 compared to 0.28. MANOVA results indicated a significant simultaneous effect (Wilks’ Lambda = 0.412; F (2,133) = 94.85; p < 0.001; ηp² = 0.588). These findings confirm the effectiveness of ecological citizenship-based PjBL in enhancing students' cognitive-affective outcomes regarding the environment.