Pengaruh Pembelajaran Biologi Berbasis Isu Lokal Ekologis Terhadap Literasi Sains Dan Kepedulian Lingkungan Siswa

Abstract

This study aims to analyze the effect of Biology learning based on local ecological issues on students' scientific literacy and environmental awareness. The background of this study is based on the low scientific literacy and environmental awareness of students who are still dominated by conventional and less contextual learning. This study used a quantitative approach with a quasi-experimental method and a pretest–posttest control group design. The subjects of the study consisted of high school students who were divided into an experimental group and a control group. The experimental group received Biology learning based on local ecological issues, while the control group received conventional Biology learning. The research instruments included a scientific literacy test and a validated environmental awareness questionnaire. Data were analyzed using descriptive and inferential analysis to test differences in results between the two groups. The results showed that there was an increase in students' scientific literacy and environmental awareness in both groups, but the increase in the experimental group was higher and more significant than in the control group. Biology learning based on local ecological issues has proven effective in improving understanding of Biology concepts, scientific thinking skills, and attitudes towards the environment. These findings indicate that the integration of local ecological issues in Biology learning can provide a more meaningful and contextual learning experience for students. Therefore, Biology learning based on local ecological issues is recommended as an alternative learning strategy to improve students' scientific literacy and environmental awareness in schools.