Science process skills in learning environmental pollution using PBL models

Abstract

Learning environmental pollution in the Problem-based learning (PBL) model allows students to improve their science process skills. This research is quasi-experimental due to students were remaining in their classes. In the experimental class, PBL models and control classes were given conventional models. The sample was chosen by simple cluster random sampling technique. Before be implemented, the research instrument was tested for its validity and reliability. Data analysis used descriptive and inferential techniques. Descriptive techniques are used to see of sample representation. Inferential techniques are used to see normality and homogeneous data. Descriptive analysis results show that the score of all indicators of science process skills consists of: observing, interpreting, predicting, using devices and materials, applying concepts, planning experiments and communicating quantitatively is higher in the PBL model group than the conventional model group. The inferential analysis results show that the data obtained is normally distributed and homogeneous. One way ANOVA test results in a significance value = 0.033 < α = 0.05, H0 is rejected. There is a significant effect of the PBL model on science process skills in learning about environmental pollution.