Pengaruh Model Problem Based Learning (PBL) Berbasis Socio Scientific Issue Terhadap Keterampilan Scientific Explanation Murid Kelas V Sekolah Dasar

Ardhy Avrina Rachma, Dwi Yuniasih Saputri, Roy Ardiansyah

Abstract

The scientific explanation ability of elementary school students remains relatively low, particularly in the aspects of claim, evidence, and reasoning, indicating the need for a learning model capable of connecting scientific concepts with real-world issues. This study aims to analyze the effectiveness of implementing Problem Based Learning (PBL) based on Socio Scientific Issues (SSI) in improving the scientific explanation ability of fifth grade elementary school students. This research employed a quasi-experimental method with a pretest-posttest control group design, involving an experimental class of 26 students and a control class of 23 students. Data were collected through a scientific explanation ability test covering the indicators of claim, evidence, and reasoning. The results showed that the experimental class experienced a higher improvement compared to the control class, with posttest achievement on the claim indicator reaching 76.92%, evidence 71.15%, and reasoning 58.97%. Meanwhile, the control class showed a low improvement. These findings indicate that Socio-Scientific Issue based Problem Based Learning has an effect on scientific explanation.

Keywords

Model Problem Based Learning Socio Scientific Issue Keterampilan Scientific Explanation Elementery School

References

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DOI: https://doi.org/10.20961/ddi.v14i6.125791

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