Pengaruh Model Discovery Learning Dalam Pembelajaran Pencemaran Lingkungan Terhadap Green Scientific Literacy Siswa Kelas VII
Keywords:
Discovery Learning, environmental pollution, Green Scientific Literacy, junior high school studentsAbstract
Green Scientific Literacy is an essential competency that enables students to understand scientific concepts and address environmental issues. However, students' Green Scientific Literacy remains relatively low due to teacher-centered learning. This study aimed to examine the effect of the Discovery Learning model on seventh-grade students' Green Scientific Literacy in environmental pollution learning. A quantitative approach with a Quasi-Experimental Nonequivalent Control Group Design was employed. Two seventh-grade classes were selected through purposive sampling as the experimental and control groups. Data were collected using pretest and posttest Green Scientific Literacy assessments and analyzed using the N-Gain and Mann–Whitney tests. The findings revealed that the experimental group achieved higher N-Gain scores than the control group, and the Mann–Whitney test indicated a significant effect of the Discovery Learning model on students' Green Scientific Literacy. These results suggest that Discovery Learning effectively enhances students' understanding of scientific concepts and their ability to analyze environmental issues in environmental pollution learning.
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