<![CDATA[Mastering integrated problem-solving skills is essential in 21st-century learning and Education for Sustainable Development (ESD). However, students often struggle to connect physics concepts with real-world environmental issues, such as global warming. This study aims to examine the effect of Problem-Based Learning (PBL) on students’ integrated problem-solving skills in physics learning. A quantitative approach with a quasi-experimental Nonequivalent Control Group Design was employed, involving eleventh-grade students at MAN 5 Bireuen. Two classes were selected through purposive sampling: XI-1 as the experimental group using PBL and XI-2 as the control group using direct instruction. Data were collected through essay-type pretests and posttests assessing three indicators of integrated problem-solving. Due to initial pretest differences and the violation of ANCOVA’s homogeneity of regression slopes assumption, hypothesis testing used normalized gain scores and an independent-samples t-test. The results showed a statistically significant difference in normalized gain between the groups, with the experimental group achieving a higher gain than the control group. The effect size indicated a medium practical effect. Improvements were observed across all indicators: framework application (68.9%), solution formulation (71.0%), and competency application (71.6%). These findings suggest that PBL effectively improves students’ integrated problem-solving skills in global warming instruction.]]>
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