The demands of today's workforce for knowledge and flexible, cross-disciplinary skills have changed. Through problem-based learning, students can develop the skills necessary for a range of careers. This kind of research employs a pretest-posttest control-group design and is a quasi-experiment. One hundred and twenty-nine students from SMA Negeri 1 South Dampal XI MIPA class made up the study population. Simple random sampling was used to produce the sample. Thirty-two students from class XI MIPA 1 made up the experimental group, while 32 students from class XI MIPA 4 made up the control group. Students using the problem-based learning implementation model exhibited science process abilities with an effect size of 8.92 (M=71.84, SD=7.956), whereas those using the discovery learning model had an effect size of 8.33 (M=72.34, SD=7.872). For both the problem-based learning implementation model (M = 77.03, SD = 3.961) and the discovery learning model (M = 77.62, SD = 2.738), the effect size value of students’ metacognitive awareness was 5.56. An independent-samples t-test indicated that the difference between the two groups was not statistically significant (t(62) = 0.67, p > 0.05). As a result of the problem-based learning approach, students' science process skills in the salt hydrolysis material improved significantly. Their metacognitive awareness of the material was affected, and there is a positive correlation between students' science process skills and their metacognitive awareness.
Research on identifying 4C skills using the Pj4CS model remains limited, especially in biology education. Preliminary studies indicate that the 4C skills of prospective biology teachers still need improvement and optimal utilization in classroom learning. This study aims to analyze the potential of the Integrated Project-Based and 4C-Scaffolding (Pj4CS) model to increase global 4C skills (Critical Thinking, Communication, Collaboration, and Creativity). This research type is a quasi-experiment. The research instrument was valid and reliable before data collection. The research results showed differences in 4C skills between the pretest and posttest in the Pj4CS model. The t-test results showed significance at the 0.000 level for critical thinking, communication, collaboration, and creativity. A significance value of less than 0.05 indicated that the Pj4CS model effectively improved students’ critical thinking, communication, collaboration, and creativity. Providing appropriate scaffolding in project-based learning helps students produce more creative project products. The Pj4CS model has been shown to positively impact improving aspects of critical thinking, communication skills, collaboration skills, and creativity, which are important life skills that must be developed in today's learning. Students are trained to develop critical thinking and communication skills through collaborative project design. The syntax of the Pj4CS model positively empowers 4C skills in biology learning. The research concludes that the Pj4CS model can improve 4C global skills (critical thinking, communication, collaboration, and creativity).
This study examines the role of conservation education in moderating the relationship between pro-environmental behavior and sustainable lifestyles among students at Semarang State University, Indonesia. The findings indicate that conservation education does not significantly moderate this relationship, suggesting that while students develop pro-environmental behavior, it does not necessarily lead to a sustainable lifestyle. The R-Square test results show that the model explains 45.7% of the variance in sustainable lifestyles, while external factors influence 54.3%. Discriminant validity analysis confirms that the constructs used meet the necessary validity criteria. Several factors may contribute to the limited moderating effect of conservation education, including curriculum limitations, insufficient behavioral interventions, and students' pre-existing environmental attitudes. While environmental education increases knowledge about sustainability, it does not automatically translate into behavioral change. To enhance its effectiveness, conservation education should incorporate experiential learning, hands-on activities, and social reinforcement mechanisms. Universities can implement service-learning projects, eco-campus initiatives, and internships with environmental organizations to bridge the gap between knowledge and action. This study highlights the need for a multi-dimensional approach to sustainability education. Future research should explore longitudinal studies to assess long-term behavioral changes and examine additional institutional and social factors that influence sustainable lifestyles. These findings contribute to the ongoing discourse on sustainability education by emphasizing the importance of integrating theoretical knowledge with practical applications to foster meaningful environmental behavior change.
To align with Assessment and Teaching of 21st-Century Skills (ATC21S), especially in the area of Critical Thinking Skills (CTS), it is crucial to embrace educational innovations that depart from traditional approaches and to incorporate technological advancements into the educational process. This study seeks to (1) elucidate how the PBL model, with the support of PHysBook, is employed to enhance students' CTS, (2) delineate the enhancements in students' CTS resulting from the implementation of the PBL model with PHysBook assistance, and (3) characterize the student responses following the adoption of the PBL model supported by PHysBook to boost learners' CTS. This research follows a true experimental design with randomly assigned subject control groups and pre-test and post-test evaluations. The study encompassed 140 tenth-grade high school students, with a sample size of 104 students. The assessment of student activity in the control class has sufficient categories—the value of observation of student activities on CTS in the high category. There is a difference between O1 and O2 in class with the PBL model assisted by PHysBook in improving CTS with an increased rate in the high category with strong effect scores. The incorporation of PBL learning with PHysBook assistance to enhance CTS garnered positive feedback from students, making it a valuable innovation in the realm of education. In light of the study's limitations, it is recommended that future researchers explore similar investigations in different educational institutions or at various academic levels to compare the outcomes of CTS improvement.
The research aimed to test the effectiveness of problem-based learning in improving science problem-solving skills through a meta-analysis of summary effect-size data. The sample in this study included 25 articles that discussed learners’ science problem-solving skills through problem-based learning (PBL) application at the primary, lower secondary, upper secondary, and university levels. The fields of study include integrated science, physics, chemistry, biology, and ICT. This study used the group contrast meta-analysis method. The research consisted of an effect size analysis of the experimental and control classes of articles. The analysis used JASP software to test heterogeneity, summary effect size, and publication bias. The results showed that the summary effect size using the random effect model was 1.33, with a lower limit interval of 0.58 and an upper limit interval of 2.08. This value is in the high category with Cohen's U₃ (%) 90,82%. Therefore, it can be concluded that problem-based learning is effective for improving science problem-solving skills. The overall moderator test shows that educational level (p > 0.05) and science discipline (p > 0.05) do not have significant differences. Thus, the level of education and scientific disciplines in the application of PBL does not affect problem-solving skills. Therefore, PBL can be applied at various levels of education and scientific disciplines. The novelty of this study is that there are significant differences between individual studies (p < 0.001), which indicates the possible influence of other factors or variables that occur during the implementation of PBL in the classroom.
