Pengembangan Model Pembelajaran Problem Based Learning (PBL) Yang Responsif Terhadap Perubahan Iklim Pada Pelatihan Guru Kimia Madrasah Aliyah Di Lingkungan Kementerian Agama

Intan Pulungan; Nurul  Kamilaty; Hironimus Ghodang

doi:10.38075/jen.v7i2.590

Authors

Intan Pulungan Balai Pendidikan dan Pelatihan Keagamaan (BDK) Medan, Kementerian Agama Republik Indonesia
Nurul Kamilaty Balai Pendidikan dan Pelatihan Keagamaan (BDK) Semarang, Kementerian Agama Republik Indonesia
Hironimus Ghodang Badan Pengembangan Sumber Daya Manusia (BPSDM) Provinsi Sumatera Utara

DOI:

https://doi.org/10.38075/jen.v7i2.590

Keywords:

Chemistry Learning Model, Climate Change, Curriculum Integration, Problem Based Learning, Trainees

Abstract

Climate change is a global challenge that requires deep awareness and understanding across sectors, including chemistry teacher training. This study aims to develop a problem-based learning (PBL) model for chemistry that is responsive to climate change issues, and to examine its impact and effectiveness in enhancing trainees’ understanding and awareness within their professional competencies. The research adopts a mixed-methods approach with a sequential exploratory design, involving 60 chemistry trainees as participants (30 experimental, 30 control) at the Center for Religious Education and Training in Medan. Data were collected through observation, interviews, questionnaires, and documentation, and were analyzed using thematic analysis for qualitative data and t-tests for quantitative data. Based on the ANCOVA test, the significance value was 0.000 (p < 0.05), leading to the rejection of H0 and acceptance of Ha. This indicates that the responsive problem-based chemistry instructional model has a significant effect on trainees’ awareness and understanding of climate change. The PBL approach proved more effective in internalizing chemistry concepts relevant to climate change than conventional instruction, while also enhancing critical awareness of environmental impacts. The adjusted R² value of 0.748 indicates that 74.8% of the variance in trainees’ awareness and understanding can be explained by the experimental group variable (the PBL chemistry model), while the remaining 25.2% is attributable to other variables outside the model. The study concludes that the problem-based chemistry learning model is effective in increasing trainees’ conceptual understanding and ecological awareness regarding climate change.

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Author Biographies

Intan Pulungan, Balai Pendidikan dan Pelatihan Keagamaan (BDK) Medan, Kementerian Agama Republik Indonesia

Widyaiswara

Nurul Kamilaty, Balai Pendidikan dan Pelatihan Keagamaan (BDK) Semarang, Kementerian Agama Republik Indonesia

Widyaiswara

Hironimus Ghodang, Badan Pengembangan Sumber Daya Manusia (BPSDM) Provinsi Sumatera Utara

Widyaiswara

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