Problem based learning on wetland socioscientific issue: A pathway to enhance scientific literacy and collaborative skill

This study aims to determine the effect of the Problem Based Learning (PBL) learning model on the Biological Cognitive Learning Outcomes of students at SMA Negeri 2 Rejang Lebong. This type of research is a quasi-experimental research (quasi experimental research) with a Randomized Control-Group Pretest-Posttest design. Technique of sample used is a random sampling technique. The data collection techniques in this study consisted of tests in the form of pretest and posttest. The results of this study indicate that there is an effect of the Problem Based Learning (PBL) learning model on the cognitive biology learning outcomes of class XI students at SMAN 02 Rejang Lebong, namely the significance level obtained using SPSS 21 which shows the t-test <0.05, which is 0.000. Based on the results, it can be concluded that the Problem Based Learning (PBL) learning model affects the cognitive biology learning outcomes of class XI students at SMAN 02 Rejang Lebong.
 Keywords: Cognitive Learning Outcomes, Problem Based Learning (PBL)

This study aims to improve students' literacy skills and scientific collaboration in learning using SSI-based electronic student worksheets. The method used in this research is the descriptive method. The study population was one teacher and one hundred students each from ten secondary schools. Data collection involves a questionnaire with percentages. The results of this study provide an understanding that teachers' perceptions of learning using SSI-based electronic worksheets at the implementation level are still in the low category because teachers still prefer conventional worksheets and books. Teachers' perceptions seen from the perspective of scientific literacy are still categorized as low, but at least teachers have tried to involve them in learning activities. The teacher's perception of student collaboration skills is in a low category too. Likewise, students' perceptions of learning involving SSI-based electronic worksheets for scientific literacy and collaboration skills were also categorized as very low. On the other hand, the percentage of students who need SSI-based electronic student worksheets in learning is in the high category. Considering the results, it is acceptable to conclude that the use of SSI based electronic student worksheets in learning is important for the improvement of students' scientific literacy and collaboration skills.

Digital literacy and scientific literacy are needed in the world of education as an effort to make students have 21st century competencies. This study aims to determine the relationship between digital literacy and scientific literacy together with cognitive biology learning outcomes of SMA N 16 Semarang students during the COVID-19 pandemic. This research is correlational quantitative research. The population of this study were students of class XI SMAN 16 Semarang with a total of 108 students. Sampling technique was using saturated sampling. Data collecting techniques were using questionnaires for digital literacy variables and tests for scientific literacy and cognitive biology learning outcomes. Hypothesis testing was using multiple correlation. The results showed that there was a positive and significant relationship between digital literacy and scientific literacy with cognitive biology learning outcomes, with a significance value of 0.00 ˂ 0.05, a large correlation value of 0.474 (medium correlation), and a coefficient of determination of 20.4%. It is important for teachers and students to apply digital literacy and scientific literacy to improve cognitive learning outcomes.

This study aims to measure students' scientific literacy and collaboration skills. The method used was survey research on 267 high school students in Jakarta. The instrument in this study was a scientific literacy test of 40 multiple-choice PISA items developed by Moore and Foy (1997) and a non-test instrument in a rubric observation sheet to measure students' collaboration skills. The results show that students' scientific literacy is at a moderate level. Of 27 students, there are 3% of students with very high scientific literacy skills, 7% of students with high scientific literacy skills, 64% of students with moderate scientific literacy skills, 11% of students with low scientific literacy skills, and 15% of students with very low scientific literacy skills. The research concludes that scientific literacy is a skill that students must possess. Scientific literacy and collaboration skills are needed to face the demands of 21st-century learning with the rapid development of technology and knowledge.

This study examines the effectiveness of the Problem-Based Learning (PBL) model supported by video learning in improving science literacy skills and students' cognitive learning outcomes. A qualitative approach is used to gain a deep understanding of student's experiences and perceptions during the problem-based learning process with video media. Data collection techniques include in-depth interviews with students and teachers, direct observation during classroom learning, and documentation of learning materials and student discussion results. Data analysis was carried out through the stages of data collection, categorization, and interpretation of findings to reveal the influence of the use of video in PBL on student motivation, engagement, and understanding of science concepts. The results show that the integration of video as a learning medium in the PBL model not only increases students' motivation and active engagement but also enriches a more authentic and interactive learning experience. These findings confirm that the video-assisted PBL model improves students' science literacy skills and cognitive learning outcomes. This study ends with a conclusion that affirms the benefits of using video in PBL and provides practical recommendations for teachers and suggestions for further research in developing learning media and PBL methods.

: Learning must be able to develop knowledge, skills, and mindsets so that the graduates produced have attitudes, abilities and knowledge that are integrated and skilled in life. One way to achieve learning can be done through habits of mind because the success of learning is strongly influenced by habits of mind. The purpose of this study is to as certain how habits of mind and cognitive learning outcomes in biology are affected by learning process oriented guided inquiry learning with blended learning support. A pretest-postest design wih a non-equivalent control group was employed in this study. The trial ran from February to June 2022. Utilizing the habits of mind questionnaire, pupils’ thought patterns were assessed. Essay tests are also used to evaluate the results of cognitive learning. In this study, google form, LMS, and google meet were used for data collection. Statistical Product and Service Solutions software version 23 is used for data analysis and the results of covariance analysis (ANCOVA) showed a p value < 0,005, meaning that POGIL-supported blended learning can empower habits of mind and cognitive learning outcomes in biology learning. There is a substantial difference between the outcomes of the least significant difference and increasing habits of mind and cognitive learning outcomes. As a result, POGIL with moodle support can be used to enhance students’ habits of mind and cognitive learning results in biology classes.

Education for sustainable development (ESD) has become a focus in learning in line with demand in biology learning outcomes in the merdeka curriculum. Problem based learning (PBL) with the integration of ESD prepare students with science abilities considering the fact that students' scientific literacy in Indonesia is still very low. This research aims to develop ESD-integrated PBL learning tool as a reference that teachers can use in implementing learning with ESD approach and to determine the effectiveness of learning tool in improving students' scientific literacy. This research used ADDIE model; analysis, design, development, implementation and evaluation. The developed learning tool consists of lesson plan, worksheet and learning assessment instruments. This research instrument consists of validation questionnaire by expert validators and teachers, students’ response questionnaire, and scientific literacy questions. The results of this research showed that the developed learning tool was feasible and could be used in classroom based on the assessments of expert validators and teachers. The worksheet developed received a good response from students. Based on the n gain analysis, the application of PBL integrated ESD learning tool increases students' scientific literacy skills in the medium category

This research is expected to be able to decide whether the use of a mentimeter has an effect on student learning outcomes in learning biology. The population in this research is third Class (XI) of Mipa 1 with a sample of 30 students as the experimental class and third Class XI of Mipa 2 with a sample of 30 students as the control class. The method in this study uses quantitative methods. The data analysis method was tested with normality test, homogeneity test and Mann-Whitney test then tested the hypothesis with the provisions of Ho; There is no influence of the mentometer on the learning outcomes of students in biology learning. Ha; There is an influence of the mentometer on the learning outcomes of students in learning biology. The results of data analysis were obtained from the normality test with a significance value of not up to 0.05 and a homogeneity test with a value of 0.647 which stated that the data were not normally distributed and not homogeneous. The results of the data from the Mann-Whitney test obtained a result of 0.000 where the results obtained were not up to 0.05 (0.000 <0.05) with the conclusion that the hypothesis was accepted that the mentimeter media affected the learning outcomes of students in biology learning. The conclusion of this study states that the meter basically affects student learning outcomes in learning biology.

Empowering learners with 21st-century skills are necessary to prepare them for the future. Argumentation and collaboration skills are essential 21st-century skills for students to master and cultivate in school. This study aimed to determine the correlation between (a) argumentation skills and biology learning outcomes; (b) collaboration skills and biology learning outcomes; and (c) argumentation skills and collaboration skills simultaneously on biology learning outcomes. This quasi-experimental study was performed on eleventh-grade students enrolled in the Natural Sciences department at SMA Negeri 4 Malang during the 2019/2020 academic year. Sixty-five students were selected for the study via the homogeneity test and then studied using the Remap-NHT learning model. A homogeneity test was used to select study participants. Written exams were used to assess argumentation skills, observation sheets were used to determine collaboration skills, and written tests for biology learning outcomes were employed in data collection. Data analysis was carried out using multiple regression analysis. Assumption tests were conducted before determining the hypotheses, including normality, linearity, and homogeneity tests. The findings indicated that: (a) there was a significant correlation between argumentation skills and biology learning outcomes; (b) there was a significant correlation between collaboration skills and biology learning outcomes; and (c) there was a significant correlation between argumentation skills and collaboration skills, which together contributed 30% to biology learning outcomes. The regression equation resulting from the correlation between argumentation skills, collaboration skills, and students’ learning outcomes is Y = 0.341X1 + 0.149X2 + 48.192. In conclusion, argumentation and collaboration skills contribute, in part or concurrently, to students’ biology learning outcomes.

The Implementation of the Project Based Learning (PjBL) Model in Improving Student Learning Outcomes in Biology at SMAN 2 Taliwang. Undergraduate thesis, Biology Education Study Program, Faculty of Teacher Training and Education, Cordova University. Supervised by Fitri Rahmawati, S.Pd., M.Pd. as the first advisor, and Siska Diah Ayu Permatasari, S.Pd., M.Pd. as the second advisor.This research aims to investigate the effect of the Project Based Learning (PjBL) model on students' learning outcomes in Biology at SMAN 2 Taliwang. Problems observed in biology learning include low academic achievement, the dominance of lecture methods, and a lack of active student participation. This study used a quantitative approach with a quasi-experimental design in the form of a pretest-posttest control group. The sample consisted of two classes: an experimental class applying the PjBL model and a control class using conventional teaching methods. The instrument used was a learning outcome test that had been validated and proven reliable. Data analysis included normality test, homogeneity test, and two-way ANOVA.The findings showed a significant difference in student learning outcomes between those taught using PjBL and those with conventional learning. The significance value was 0.004 (< 0.05), with a mean gain score difference of 110.767. Therefore, the PjBL model is proven effective in improving students’ cognitive learning outcomes on the topic of viruses.

The Socio-Scientific Issues (SSI)-based learning approach has been recognized as an effective method in science education to develop students' essential skills. This study aims to explore the impact of SSI learning on six key skills: scientific literacy, critical thinking, problem-solving, social awareness and responsibility, argumentation, and collaborative and communicative skills. This research method uses the PRISMA guideline to review relevant literature. Articles were obtained from the Scopus database with the keywords "socio-scientific issues," "socioscientific issues," and "science education" which were limited to publications from 2014 to 2024. The results of the analysis of 46 articles showed that SSI-based learning can improve students' scientific literacy through the context of global issues, such as climate change and renewable energy, which provide a deeper scientific understanding. This learning also hones students' critical thinking skills by encouraging evaluation of evidence and analysis of multiple perspectives. In addition, the SSI approach encourages problem-solving skills by inviting students to find innovative solutions to environmental and health issues, as well as increasing their social awareness and responsibility. Students also develop argumentation skills through discussions and debates, as well as collaborative skills through SSI-based projects. In conclusion, SSI learning not only enriches students' scientific understanding but also prepares them with essential skills to face global challenges in the modern era.

Scientific literacy as a part of the 21st century skill set has a strategic position at the vocational level in preparing graduates who are competent, ready to work, and have skills in communicating and collaboration in work. This study will provide an overview of the role of e-modules which are the most widely developed as teaching materials in improving the student’ scientific literacy skills.. The research method used is a literature review by analyzing 5 most relevant national publication articles using the Google Scholar database. The results of the analysis of 5 articles show that e-modules not only answer the challenges of education in responding to technology, but also proven to play an active role in improving the scientific literacy skills of SMK students including critical and creative thinking skills in order to solve the problem. The e-modules contains aspects of scientific literacy and can be integrated with various learning approach according to the characteristic of vocational student, such as Problem Based Learning (PBL), Socio-Scientific Issues (SSI), Science Technology Engineering Mathematics (STEM) and Problem Based Learning (PBL) by the related occurency in daily life to help student build abilities which support scientific literacy skills.


 
 
 
 This research aims to investigate the development of the interactive e- Module in the context of improving students' scientific literacy skills. The approach employed in this research involved a systematic literature review, detailing the latest developments from 2019 to 2023 in the use of interactive e-Modules to enhance scientific literacy among students in Indonesia and abroad. The Meta-synthesis techniques were applied in this research. The samples utilized were sourced from 2019-2023 and were retrieved from international journals Google Scholar, Scopus, and Eric with the keyword "Interactive e-module and Scientific literacy”. A total of 233 journal articles were obtained and after being reviewed 209 articles were eliminated because they did not include international articles relevant to this research. Consequently, only 24 articles were used in this research. This type of research used Systematic Literature Review (SLR). The research findings indicate that the E-Module is based on Discovery Learning, STEM (Science, Technology, Engineering, and Mathematics), PBL (Problem-Based Learning), PjBL (Project-Based Learning), IBL (Inquiry-Based Learning), SETS (Science, Environment, Technology, Society), SSI (Socio Scientific Issues), and Flipped classroom can improve students' Scientific Literacy. The type of technology used in making E-Modules included Macromedia Flash, Virtual Laboratory, Flip PDF Professional, PhET Applications, and Articulate Storyline. The implications of this literature review are anticipated to provide direction for the development of educational policies, curriculum design, and further research to increase scientific literacy in the digital era.
 
 
 

The 21st-century skills needed by students today are science literacy and collaboration skills. One model that can empower science literacy and collaboration skills is the Complexity Science Problem-Based Learning (CS-PBL) model. The CS-PBL model is supported by the GitMind application, which addresses the limitations of CS-PBL by leveraging technology for collaboration. The purpose of this study was to determine the effect of the CS-PBL model assisted by GitMind on science literacy and collaboration skills of high school students in biology learning. Independent variables in this study were the CS-PBL model assisted by GitMind as an experimental group, the PBL model as a positive control, and conventional learning as a negative control. The dependent variables in this study are science literacy and collaboration skills. The research was conducted at SMAN 6 Malang, East Java, Indonesia. The population of the study was Grade XI students who were in the odd semester of the 2024/2025 school year. The sample taken from the population was grade XI students, consisting of 3 Biology specialization classes. The quasi-experimental research design used a pretest-posttest nonequivalent control group design. Students were given a pretest and a posttest in the experimental group and control group using the same instrument. Data were collected using essay tests to measure science literacy, questionnaires, and observation sheets to measure collaboration skills. Data were analyzed using a one-way ANCOVA test and followed by an LSD test before the ANCOVA test, a prerequisite test was conducted, namely a normality test and a homogeneity test. Novelty/new findings in this research are the integration of the CS-PBL model with GitMind. The results showed that the CS-PBL model assisted by GitMind was more effective in improving students' science literacy and collaboration skills than PBL and conventional learning, with the highest increase of 88.11% for science literacy and 88.53% for collaboration. Suggestions for the implementation of the CS-PBL model assisted by GitMind need to provide a more in-depth explanation of the description of the mind map task to students before learning.

Objective: This study aimed to describe the improvement of scientific literacy after learning based on Socio-scientific Issues using the Problem-Based Learning model. Method: This study was analyzed quantitatively descriptively using N-Gain to determine the student's scientific literacy improvement. Using a one-group pre-posttest design, 29 undergraduate students of the science education department from a university in Indonesia participated in this pre-experimental study. The data was collected using an observation sheet of learning implementation and scientific literacy tests given before and after the learning. Finding: The results of this study showed that students' scientific literacy was improved after participating in learning based on Socio-scientific Issues using the Problem-Based Learning model. The scientific literacy was improved from (category low) in the pretest to (category medium) in the posttest, and the average N-gain score was 0,64 (medium category). Improving scientific literacy is also supported by the Socio-scientific Issues of learning using the Problem-Based Learning model implemented very well. Novelty: This study’s novelty was to describe each indicator of scientific literacy of the undergraduate students that was improved by using Socio-Scientific Issues in Problem-Based Learning. Hopefully, this study will be helpful for further research and give a solution for science teachers to improve students' scientific literacy.