STEM-Integrated Problem-Based Learning in Green Chemistry to Enhance Chemical Literacy and Scientific Attitudes

Authors

Nelson Tairas , Eli Rohaeti , Anti Kolonial Prodjosantoso , Jaslin Ikhsan , Dyah Puspitasari Ningthias

DOI:

10.29303/jppipa.v11i3.10666

Published:

2025-03-25

Issue:

Vol. 11 No. 3 (2025): March

Keywords:

Chemical literacy, Green chemistry, Problem-based learning, Scientific Attitudes, STEM

Research Articles

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Tairas, N., Rohaeti, E., Prodjosantoso, A. K., Ikhsan, J., & Ningthias, D. P. (2025). STEM-Integrated Problem-Based Learning in Green Chemistry to Enhance Chemical Literacy and Scientific Attitudes. Jurnal Penelitian Pendidikan IPA, 11(3), 615–626. https://doi.org/10.29303/jppipa.v11i3.10666

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Abstract

Students' low chemical literacy and scientific attitudes in understanding chemical concepts, particularly in green chemistry, pose significant challenges in chemistry education today. Traditional learning models are often less effective in fostering 21st-century skills, such as critical thinking and problem-solving, which are essential for a more relevant and applicable chemistry education. This study aims to evaluate the impact of a STEM integrated with Problem-Based Learning (PBL) model on students' chemical literacy and scientific attitudes in green chemistry. Employing a quasi-experimental design, the study involved two experimental classes and two control classes. Each group participated in pretests and posttests to assess their chemical literacy and scientific attitudes. The analysis revealed that the PBL-STEM model significantly enhanced students' chemical literacy (N-Gain = 0.54) and scientific attitudes (N-Gain = 0.46) compared to traditional learning methods. Although the improvement in scientific attitudes was more pronounced, the increase in chemical literacy was relatively lower, indicating the necessity for adjustments in instructional approaches to deepen students' understanding of chemical concepts. The integration of green chemistry principles within the PBL-STEM model effectively connected chemistry education with global environmental challenges while also fostering 21st-century skills such as critical thinking and problem-solving. This study concludes that the PBL-STEM model presents a promising alternative for enhancing the quality of chemistry education and preparing students to navigate the complexities of an ever-evolving world.

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Author Biographies

Nelson Tairas, Universitas Negeri Yogyakarta

Eli Rohaeti, Universitas Negeri Yogyakarta

Anti Kolonial Prodjosantoso, Universitas Negeri Yogyakarta

Jaslin Ikhsan, Universitas Negeri Yogyakarta

Dyah Puspitasari Ningthias, Universitas Mataram

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