The Implementation of Problem-Based Learning (PBL) for Environmental Education in Elementary Schools

Abstract

Formulate an environmental policy through education is important. Therefore, this study used sub-textbooks and Problem-Based Learning (PBL) methods. The subject group divided into two parts, Group A and group B as a control group. The results of pre-test compared to the average of group workshops with controls are: cognitive, 75.86; affective, 76.46; and behavioral, 78.45, and the experimental group are 60.85, 78.80, and 75.87. Comparison of N-Gain shows an increasing value from pre-test to post-test. Value of N-Gain in the experimental class shows that the method positively increases learning outcomes.

Problem and Project-based Learning as an Effective Environmental Education (EE) Methods: A Case of Textbook Development in Medan City Schools

“…Besides, teachers can create projects that are relevant and meaningful and require students to apply their knowledge and skills in real-world contexts. As environmental problems are complex, both approaches used in this research project can help them develop important communication and collaboration skills (Farrow et al, 2022;Indriyani Rachman et al, 2021;Sukackė et al, 2022).…”

“…The instructor plays a facilitator role, guiding students through the process and providing support as needed. PBL emphasizes the development of critical thinking, problemsolving, and communication skills, as well as content knowledge (Ali, 2019;Indriyani Rachman et al, 2021;Tell and Hoveskog, 2022). PjBL, on the other hand, is an approach to teaching and learning that involves students in designing, planning, and execution of projects that are related to real-world problems or challenges.…”