177
Environmental Education Practices: Project-Based Learning
178 expected to be able to; provide a positive influence on students’ understanding of the environment, create an atmosphere of active learning, motivate students to build their knowledge, work together in groups so as to improve science process skills.
II. Material and Methods
This type of research is a pre-experimental design with a one-group pretest-posttest design. The research samples were 30 students of class X Go Green schools in Denpasar, determined by purposive sampling technique. The main instrument used in this study is a rubric to measure science process skills (SPS) to make recycling products. This assessment used a Likert scale with a maximum score of 24.
Other supporting instruments are lesson plans and worksheet. The data analyzed in this study were science process skills which is quantitative data. The data were first calculated to figure out the mean. After tabulating, the Range and Gained Score were also searched, then statistically test using the Wilcoxon Matched Pairs test with the help of the SPSS for Windows Program.
III. Result and Discussion
Plastic waste that threatens the environment can be transformed into a variety of useful things through learning in schools. This is an integrated form of environmental education in biology subject, pollution, and sub-material about waste taught in class X. The stages of the research namely; 1) designing lesson plans and worksheets to introduce the model and recycling, 2) giving a pretest, 3) teaching according to the lesson plan and using the worksheets, 4) giving a posttest, 5) giving an assessment. Teachers who teach recycling should know how to recycle before teach, so that they can practice directly on students.
There are six aspects observed from science process skills in making recycling products, namely: (1) predicting (MRL), (2) making hypotheses (MHI), (3) designing manufacturing (MPN), (4) asking questions (MPY) ,(5) communicating the results of observations (MHP), and (6) drawing
conclusions (MKN). When students start to make reycling products, science process skills begin to be observed. Based on the assessment carried out, it can be seen the scores of the six aspects of the science process skills between before apply the PjBL (pretest) model and after apply the PjBL (posttest) model. The comparison of the science process skills can be seen in Table 1 as follows.
Tabel 1. Student science process skills through Range Formula
No. Interval Category Pretest Posttest n f(%) n f(%) 1 6 – 9.5 Unskillful 9 30 0 0 2 10.5 –
14
Quiet skillful
21 70 0 0
3 15 – 18.5
Skillful 0 0 19 63,3 4 19.5 –
24
Very Skillful
0 0 11 36,7
There was an increase in science process skills at the posttest compared to at the pretest. The difference total score between the pretest and posttest can be made in the form of a bar chart in Figure 1 as follows.
Fig. 1. Total pretest and posttest scores of science process skill
The increase in scores on aspects of science process skills in the making of recycling products during the pretest and posttest can be seen through the gained score analysis in Table 2.
179 Table 2.Science Proses Skills Result with Gained
Score Formula
No Gain Score Interval
Category SPS Pretest – Posttest (N=30) Gain score
%
1 ≥ 0.7 High 2 6.67
2 ≥ 0.3
-< 0.7 Moderate 27 90
3 < 0.3 Low 1 3.33
In Table 2 can be seen the value of the gained score of students’ science process skills at the pretest and posttest. In intervals ≥ 0.7 with high category two gain scores obtained with a percentage of 6.67%, in intervals ≥ 0.3 - <0.7 with moderate category, gain scores 27 with a percentage of 90% and at intervals <0 , 3 with a low category, obtained a gained score of one with a percentage of 3.33%.
Based on the two related non-parametric tests, the Wilcoxon Matched Pairs test turned out to be a very significant difference (p = 0,000 <0.005), in each aspect between the posttest compared to the pretest.
Overall, there is a very significant difference between the total KPS posttest and the total KPS pretest (Z = 4.784 p; 0,000 <0.005). In other words, the Project Based Learning (PjBL) learning model by making recycling products influences students' science process skills. This is in accordance with what was stated by Mahanal, et al. (2010), that the PjBL model is appropriately used to encourage students to be more active in learning. Recycling is well appointed as a problem in applying the PjBL model because through this model students organize learning activities in their groups, conduct assessments, solve problems and synthesize information. By carrying out learning activities that involve cognitive, manual and
social skills, students practice their science process skills (Rustaman, 2003).
IV. Conclusion
Learning about recycling is a form of environmental education integrated in biology subjects. The Project Based Learning (PjBL) learning model by making recycling products influences students' science process skills.
Acknowledgment
Thanks to Ida Sang Hyang Widhi Wasa, who with His willing gives us opportunity to complete this paper. Deepest thanks to our beloved parents, children, husband, and others for their cooperation, encouragement and full of support for the paper completion.
Last but not least, my thanks to Universitas Mahasaraswati Denpasar for the great opportunity and Universitas Hindu Indonesia for the chance to follow the4th ICIIS event.
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