A Students' Perceptions of Green Chemistry Through a Culture-Integrated Project-Based Learning (PjBL) Model

Familia Novita Simanjuntak (Prodi Pendidikan Kimia FKIP Universitas Kristen Indonesia)
Candra Ditasona (Department of Mathematics Education, Faculty of Teacher Training and Education, Indonesian Christian University, East Jakarta, Indonesia)
Sri Rejeki Ignasia Sitohang (Don Bosco 1 Senior High School, East Jakarta, Indonesia)
Angelia Patricia Situmorang (Kalam Kudus Senior High School, Surabaya, Indonesia)

Journal of Science Education Research
Vol. 10 No. 2 (2026): J. Sc. Edu. Research (In Progress)

Education plays an important role in shaping competitive and characterful human resources. Cultural integration in learning is key to building environmental awareness and sustainability, particularly through the application of green chemistry principles. This study aims to analyze students' perceptions of green chemistry material through a culture-integrated Project-Based Learning (PjBL) model. The study was conducted as qualitative descriptive research involving 35 tenth-grade students at SMA Don Bosco 1 Jakarta Utara. The learning process was carried out in six PjBL stages, focusing on a project-based activity rooted in green chemistry principles and cultural context. Data was collected through a survey using Google Forms and analyzed qualitatively. The results of the study indicate that the culturally integrated PjBL approach can enhance students' understanding of green chemistry concepts, foster an environmentally conscious attitude, and transform students' perceptions of chemistry into more positive, enjoyable, and meaningful ones. Keywords: green chemistry; student perceptions; Project-Based Learning (PjBL)