Electronic Theses and Dissertation

Pelajaran kimia di SMA masih dianggap sulit, hal tersebut dipengaruhi oleh keterampilan kognitif yang dimiliki peserta didik, salah satunya adalah keterampilan berpikir kreatif. Selain itu, aspek afektif terhadap literasi lingkungan sering dilupakan dan belum dievaluasi dengan baik, sehingga kurangnya sikap dan perilaku yang mendukung kesadaran terhadap permasalahan lingkungan. Penelitian ini bertujuan mengkaji pengaruh penerapan PjBL-STEM terintegrasi prinsip green chemistry dalam meningkatan keterampilan berpikir kreatif dan literasi lingkungan peserta didik, serta mengetahui hubungan antara keduanya. Jenis penelitian ini adalah quasi eksperimen dengan desain penelitian nonequaivalent control group design. Populasi penelitian adalah siswa kelas X SMAN 1 Baitussalam yang berjumlah 155 dengan kelas X IPAS 1 sebagai kelas eksperimen dan kelas X IPAS 2 sebagai kelas kontrol yang masing-masingnya berjumlah 23 dan 22 siswa. Instrumen yang digunakan dalam penelitian yaitu lembar validasi perangkat pembelajaran, soal tes keterampilan berpikir kreatif dan tes pemahaman literasi lingkungan. Teknik pengolahan data menggunakan uji N-Gain, uji independent sample test dan uji korelasi Pearson product moment dengan taraf signifikan 0,05. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan terhadap peningkatan keterampilan berpikir kreatif dan pemahaman literasi lingkungan antara kelas eksperimen dengan kelas kontrol setelah penerapan model PjBL-STEM terintegrasi prinsip green chemistry. Selain itu, hasil penelitian juga menunjukkan bahwa tidak terdapat hubungan antara peningkatan keterampilan berpikir kreatif dengan pemahaman literasi lingkungan peserta didik.

Chemistry lessons in senior high schools are still considered difficult, influenced by students' cognitive skills, one of which is creative thinking skills. In addition, the affective aspect related to environmental literacy is often overlooked and has not been properly evaluated by teachers, resulting in students lacking the attitudes and behaviors that support awareness of environmental issues. This study aims to examine the effect of implementing PjBL-STEM integrated with green chemistry principles on improving students' creative thinking skills and environmental literacy, as well as to investigate the relationship between the both.. This type of research is a quasi-experiment with a nonequivalent control group design. The research population consisted of 155 tenth-grade students at SMAN 1 Baitussalam, with class X IPAS 1 assigned as the experimental group (n = 23) and class X IPAS 2 as the control group (n = 22).. The instruments used in the study include learning device validation sheets, creative thinking skills test questions, and environmental literacy comprehension tests. Data processing techniques include the N-Gain test, independent sample t-test, and Pearson product moment correlation test with a significance level of 0.05. The results of the study indicate that there is a significant difference in the improvement of creative thinking skills and environmental literacy comprehension between the experimental class and the control class after the implementation of the PjBL-STEM model integrated with green chemistry principles. In addition, the study also shows that there is no relationship between the improvement of creative thinking skills and students' understanding of environmental literacy.