Translated from Indonesian to English - www.onlinedoctranslator.

com

The Influence of the Problem Based Learning Model on

Junior High School Students' Science Process Skills on
Environmental Pollution Material
Princess Salsabila1, Diniya2,Aldeva Ilhami3, Niki Dian Permana4, Putri Ridha
Divine5
Tadris Science Study Program, Sultan Syarif Kasim Riau State Islamic University
E-mail:putrisalsabila14101@gmail.com1inniya@uin-suska.ac.id2

ABSTRACT This research is motivated by the science learning process at MTs

Darul Hikmah Pekanbaru, teachers still focus on mastering the material and
rarely use learning models that require students to carry out problem solving
which can train students' science process skills. This research aims to determine
the effect of the problem based learning model on the science process skills of
class VII MTs students at the Darul Hikmah Pekanbaru Islamic Boarding
School on Environmental Pollution material. This research is a Quasi
Experimental research with a design used Nonequivalent Control Design
involving an experimental class and a control class. Data was collected through
test questions in the form of essays which totaled 10 questions and observation
sheets. Data from the test results were analyzed using the Mann Whitney test
formula with the help of SPSS 21 and observation sheet data using descriptive
analysis. The results of hypothesis testing using the Mann Whitney test show
that the sig value is 0.000. The significance value is smaller than 0.05 so that
based on the decision making criteria H0 is rejected and Ha is accepted. So it
can be concluded that the application of the problem based learning model has
an effect on the science process skills of class VII students on environmental
pollution.
Keywords: problem based learning, science process skills, environmental pollution

1. INTRODUCTION According to Kunandar (2013)

Based on Minister of Education
and Culture Regulation no. 69 of 2013,
the role of the 2013 curriculum is to
form productive, creative, innovative
and affective people so that they can be
involved in social, national and state life.
the current 2013 curriculum contains not
only knowledge but also activities that
shape skills by honing attitudes by
instilling learning followed by planting
values or messages in every learning
activity as an effort to use it in everyday
life. But in reality, according to the
Ministry of National Education, the
ability of students is still lacking in: 1)
conducting investigations, 2) using
media, procedures, 3) understanding
complex information, 4) theory, analysis,
and problem solving.
Science process skills are
thinking skills that are able to answer
learning demands in accordance with the
principles of constructivism, the nature
of science learning, and the demands of
Minister of Education and Culture
Regulation No. 65, 2013. These thinking
skills include: 1) observing; 2)
interpreting observations; 3) predicting;
4) using tools and materials; 5) applying
concepts; 6) planning research; and 7)
communicate (Dahar, 2003). Science
process skills are very important for
developing good concepts for students.
Royani (2021) states that
applying concepts is a very important
skill because applying concepts is the
goal of science education. Romi (2019)
states that the aspect of scientific attitude
is very important in the scientific
process. The attitude aspect in question
is the various beliefs, opinions and
values that must be maintained by a
scientist, especially when seeking or
developing new knowledge, including
responsibility, curiosity, discipline,
perseverance, honesty and openness to
other people's opinions (Sri 2017).
One of the important subjects in
the 2013 curriculum is natural science
(IPA). Science is special knowledge,
namely by making observations,
inferring experiments, formulating
theories and so on, linking one method
to another. Agus, S (2003). In order to
achieve the objectives of science
education in the 2013 curriculum, there
are three educational standards, namely
content standards, process standards and
educational assessment standards.
Ideally, science education is carried out
in accordance with the standards set by
the government. If this is implemented
well and correctly, the science process
skills of students in Indonesia will also
be good.
Based on the results of interviews
with science teachers at MTs Darul
Hikmah Pekanbaru, it is known that
teachers focus more on mastering the
material and rarely use learning models,
carrying out practicums only once so
that students' science process skills are
not explored enough. There are still
many students who lack skills in
predicting, communicating results,
interpreting data, making hypotheses,
and operational definitions. Moreover,
learning does not facilitate the
achievement of skills in using numbers,
measuring, controlling variables and
conducting experiments. Educators see
whether the learning process is
successful or not only from assessing
students' final learning outcomes, even
though the learning process is also
influenced by process skills and
influences learning outcomes. For
certain materials in science learning,
teachers still have difficulty determining
appropriate learning methods, one of
these materials is environmental
pollution. In environmental pollution
material, teachers do not optimize
various learning models, teachers more
often use conventional models, which
makes students pay less attention to
learning because learning is felt to be
less interesting, so that in the end the
learning results are also less than
satisfactory, and students' science
process skills are still low. During the
learning process in the classroom, only a
few students actively asked questions
when the teacher gave students the
opportunity to ask questions. In
environmental pollution material,
teachers do not optimize various learning
models, teachers more often use
conventional models, which makes
students pay less attention to learning
because learning is felt to be less
interesting, so that in the end the
learning results are also less than
satisfactory, and students' science
process skills are still low. During the
learning process in the classroom, only a
few students actively asked questions
when the teacher gave students the
opportunity to ask questions. In
environmental pollution material,
teachers do not optimize various learning
models, teachers more often use
conventional models, which makes
students pay less attention to learning
because learning is felt to be less
interesting, so that in the end the
learning outcomes are also
unsatisfactory, and students' science
process skills are still low. During the
learning process in the classroom, only a
few students actively asked questions
when the teacher gave students the
opportunity to ask questions.
One of the supporters of the
implementation of science learning is the
availability of science learning tools.
The expected results of the science
learning process are that it can help
students gain experience and in-depth
understanding of the surrounding
environment. One learning model that is
expected to be used to train students'
science process skills is Problem Based
Learning (Yunita 2018). This learning
model is seen as having great
effectiveness in training and developing
students' science process skills optimally
(Susi 2020).
This is reinforced by previous
research regarding the learning model
given to students must also be in
accordance with their characteristics,
giving rise to new experiences and
insights for students and also the teacher.
Problem Based Learning is a learning
approach that uses concrete problems as
a context for students to learn about
scientific processes and problem solving
skills, as well as to acquire essential
knowledge and concepts based on
subject matter (Febriana 2020).
This Problem Based Learning
model has advantages, namely: (1)
students are encouraged to have problem
solving skills in real situations, (2)
students have the skills to build their
own knowledge through learning
activities, (3) learning focuses on
problems so that the material is unrelated
students don't need to learn. This reduces
the burden on students by memorizing or
storing information, (4) scientific
activities occur in students through
group work, (5) students are accustomed
to using sources of knowledge, both
from libraries, the internet, interviews
and observations, (6) students have skills
to assess their own learning progress, (7)
students have the skills to carry out pretest question sheet is given to
scientific communication in discussion determine students' initial abilities, while
activities or presentations of the results the posttest question sheet is given to
of their work, determine students' ability to understand
the material that has been taught. The
The results of Kurniasih's science process skills observation sheet
research (2016) show that the Problem is used to assess students' science
Based Learning model can train students' process skills during teaching and
science process skills well. Research learning activities.
results that are in line are also shown by
research (Putri et.al.2020), explaining
that the Problem Based Learning model
is more effective in improving students'
science process skills. Another opinion
was conveyed by Amin who stated that
the Problem Based Learning model uses
authentic (real) problems that are used to
gain knowledge and determine a
Table 1 Research Design
decision that is carried out by solving
these problems and processing science Class Pretes Treatmen Posttes
(Ratna 2016).
t t t
Based on the description above,
the authordoresearch entitled The Effect Experiment O1 X O2
of Application of Problem Based
Learning Models on Science Process
Control O1 Y O2
Skills of Junior High School Students on
Environmental Pollution Materials.
Information :
2. Method
O1 : Initial data (data before
Based on the research problem treatment), taken from the pretest
formulated, the design used in this values in the experimental and
research is Quasi-experimental research, control classes
with the design used Nonequivalent
Control Design. This research was O2 : Final data (data after treatment),
carried out in two classes, namely one taken from posttest scores in the
experimental class and one control class. experimental and control classes
This research is to describe improving
students' science process skills by X : Treatment of the experimental
applying the Problem Based Learning class using the PBL learning
learning model to science learning model for science process skills
regarding environmental pollution. The
Y : Treatment in the control class
with conventional learning models
As forThe population in this
study were class VII students at MTs
Darul Hikmah Pekanbaru with a total of
49 students. The sampling technique
used in this research is purposive
sampling. Purposive Sampling is a
sample determination technique with
certain considerations (Sugiyono, 2020).
Purposive Sampling aims to determine
the extent of science process skills with
problem based learning models. The
samples in this study were VII J as the
control class and VII I as the
experimental class.
The time and place of this
research was carried out in February
2023 at MTs Darul Hikmah Pekanbaru
for class VII students in the second
semester of the 2022/2023 academic
year. The independent variable in this
research is the Problem Based Learning
(X) learning model and the dependent
variable in this research is Process skills
Student science on environmental
pollution material. Where the
independent variable can be influenced
by the dependent variable.
The instruments used were a test
in the form of an essay with 10
questions, and an observation sheet on
the implementation of the problem based
learning model. The results of the pre-
test and post-test are then scored based
on the answer key on the knowledge and
cognitive skills aspects as well as based
on attitude scale analysis specifically for
the attitude aspect. The next step taken
was a statistical test using SPSS version
21 software. First, a prerequisite test was
carried out which included a normality
test and a homogeneity test. Next, a
comparison test was carried out to
determine the differences between the
experimental class and the control class.
For parametric data, the independent
sample t test is used, while for non-
parametric data, the Mann-Whitney U
test is used.
3. Results and Discussions
The research carried out in both
the experimental and control classes
consisted of five meetings with a total of
5 hours for each class. At the first
meeting, a pretest was held, then at the
second meeting until the fourth meeting,
learning was carried out in the
experimental class using the problem
based learning model, while in the
control class learning used conventional
learning. At the fifth meeting, it was
continued by conducting a posttest.
Science process skills are measured
using essay questions that refer to
aspects of science process skills. The
data that has been tested is analyzed
using statistical tests.
The following is a table of pretest
and posttest scores for students' science
process skills in the experimental class
and control class in the table below.
 Table 2 Data on Pretest and Posttest Scores for Experimental Class and Control Class
Pretest Posttest

Data Experiment Control Experimental Control

al Class Class Class Class

Means 60,40 66.29 78.68 75.50

Median 62.00 68.00 78.00 73.00

std.
7,124 8,956 7,431 7,796
Deviation

Variances 50,750 80,216 55,227 60,783

Minimum 44 42 69 64

Maximum 71 82 93 98

Based on the table above, after implementing problem based

statistical calculations using SPSS 21
software on the average score of the
pretest results in the experimental class
and control class show that the control
class score is higher than the
experimental class. Meanwhile, the
average posttest score for the
experimental class and control class is
that the experimental class score is
higher than the control class. This shows
that the average test score obtained on
students' science process skills is better
learning.
The data in this study were
processed using SPSS 21. The first step
in data analysis was to perform a
normality test on the pretest data. This
aims to see whether the students'
science process skills data are normally
distributed or not. The test used was the
Shapiro Wilk because the sample size
was small. The results of the pretest
data normality test are presented in
Table 3.

Table 3 Pretest normality test for experimental and control classes

Class Shapiro Wilk
 Statistic
Df Sig
s

Mark Experiment ,948 25 ,225

Control ,955 24 ,346

Based on the Normality Test
table on the pretest results, the
significant value (sig) for the
experimental class and control class of
the normality test using Shapiro Wilk
can be seen. In the experimental class
the pretest significant value (sig) was
0.225 > 0.05 and in the control class the
pretest significant value (sig) was 0.346
> 0.05, so it can be concluded that the
experimental and control pretest data
were normally distributed. Next, a
homogeneity test was carried out with
the output as in Table 4.

Table 4 Pretest Homogeneity Test for experimental and control classes

Levene df1 df2 Sig.

Statistics

Based on Means 1,069 1 47 ,307

Based on ,944 1 47 ,336
Median
Based on ,944 1 45,50 ,336
Mark
Median and 4
with adjusted df
Based on 1.025 1 47 ,317
trimmed mean

Based on the data above, it shows significant differences in the results of

that the pretest has a significant result
(sig) of 0.307 > 0.05, so it can be
concluded that the variants of two or
more population groups in this research
data are the same (homogeneous).
Based on the results of the
analysis above, it shows that there are
the pre-test scores, so that it cannot be
seen from the post-test scores to measure
the application of the problem based
learning model. This is because there is a
significant difference in the pretest
value. Therefore, the improvement value
is used to measure the application of the
problem based learning model to
students' science process skills in
environmental pollution material. Then
the results of the data normality test
results of the increase are presented in
Table 5.
After carrying out a normality
test on the scores resulting from
improving students' science process
skills, it can be concluded that the data
tested using the Shapiro Wilk test in the
experimental class was normally
distributed and the control was not
normally distributed. So the next step is
to carry out the Mann-Whitney Test.

The Mann-Whitney test data

values for students' science process skills
are in table 6.
Table 5. Normality test for the increase in
experimental and control classes
Shapiro Wilk Table 6 Mann-Whitney Test Values
Class Statisti D
Sig
cs f

Mar Experimen ,942 25 ,

k t 168 Based on Table 6, the Mann

Control ,880 24 ,00
8
Based on the Normality Test
table, the results of the increase can be
seen as significant values (sig) for the
experimental class and control class for
the normality test using Shapiro Wilk. In
the experimental class the pretest
significant value (sig) was 0.168 > 0.05
and in the control class the pretest
significant value (sig) was 0.008 <0.05,
so it can be concluded that the data
resulting from the experimental
improvements were normally distributed
and the control was not normally
distributed.
Whitney test has been carried out, it is
known that the sig value is 0.000. The
significance value is less than 0.05 so
based on the decision making criteria H0
is rejected and Ha is accepted. So it can
be concluded that there is a significant
difference in increasing science process
skills between students who receive
learning using the problem based
learning model and students who receive
learning using a conventional model on
environmental pollution material at MTs
Darul Hikmah Pekanbaru.
This finding is also in line with
the findings in research conducted by
Azzahrotul Hasanah and Lisa Utami that
there are differences in students' science
process skills in experimental classes
that use the problem based learning
model. This is shown by the results of
the t test on the calculated value of the
difference between the averages of the
two classes, obtained tcount of 2.61,
while ttable at the 0.05 significance level
is 1.66, so tcount > ttable which shows
that the alternative hypothesis (Ha) is
accepted , meaning that there is an
influence of the Problem Based Learning
(PBL) model on students' Science
Process Skills (KPS) in the solubility
and solubility product material, with an
influence coefficient (KP) of 8%
(Hasanah, 2017).
The implementation of learning
using problem based learning is able to
train and develop the ability to train and
develop the ability to solve problems
that are oriented towards authentic
problems from students' actual lives
(Ngalimun, 2016). This can be seen from
students' activities or activities in
collecting appropriate information,
carrying out experiments to obtain
explanations for solving problems. One
of the advantages of using the problem
based learning model is that students feel
challenged and satisfied in discovering
new knowledge obtained from the results
of experimenting.
One of the factors that makes
students less active in learning is
because they still use problem discourse.
So that in future research that will
examine a similar formulation, it is
hoped that when using the problem
based learning model, experiments can
be used in each lesson so that students
are active during the lesson. And for
students' science process skills, they can
focus on indicators of using
tools/materials and indicators of
applying concepts which are considered
to be too low.
The limitations of the research
are that technically the research time is
cut short with rest hours so that the next
researcher during the research can adjust
the research time because by using the
problem based learning model they must
have sufficient time to prepare for the
success of the indicators to be achieved.
4. Conclusion
Based on the research results and
discussions that have been described, it
can be concluded that there is a
significant influence using the problem
based learning model on students'
science process skills. This is shown by
the results of hypothesis testing using the
Mann Whitney test. It is known that the
sig value is 0.000. The significance
value is <0.05 so based on the decision
making criteria H0 is rejected and Ha is
accepted.
Acknowledgment
The author would like to thank
the MTS students and teachers at one of
the MTS in Pekanbaru City who have
given permission to obtain research data.
References
Agus, S. 2003. Natural Science
Education in Indonesia, Jakarta.
Dahar, RW (2003). Various Discourses
 on Natural Science Education.
Bandung
Dharma. 2019. "The Effect of the
Problem Based Learning Model on
the Critical Thinking Skills of Class
VII Middle School Students in
Science Learning." Indonesian
Journal of Science Education and
Learning (JPPSI) 1(1):44. doi:
10.23887/jppsi.v1i1.21916.
Febriana. 2020. “Problem Based
Learning Spatial Geometry Module
Against Problem Solving
Creativity.” ACTION: Journal of
Mathematics Education Study
Program 9(1):93. doi:
10.24127/ajpm.v9i1.2591.
Hasanah. 2017. "The Effect of Applying
the Problem Based Learning Model
on Students' Science Process
Skills." Journal of Science
Education (JPS) 5(2):56–64.
Kunandar. 2013. Authentic Assessment
(Assessment of Student Learning
Outcomes Based on the 2013
Curriculum) A Practical Approach
Accompanied by Examples.
Jakarta: Rajawali Press
Kurniasih, B. (2016). Variety of
Learning Model Development.
Jakarta: Pena said.
Craving. 2016. Learning Strategies and
Models. Yogyakarta: Aswaja
Presindo
Putri, Destania Alfina, Hasan Subekti,
Dhita Ayu, and Permata Sari. 2020.
"Improving Students' Science
Process Skills on Environmental
Pollution Material Through the
Problem Based Learning Model."
Pensa E-Journal: Science Education
8(3):248–53.
Ratna. 2016. "The Influence of PBL on
Science Process Skills and
Cognitive Science Learning
Outcomes in Elementary Students."
Prima Edukasia Journal 4(2):186–
97.
Romi. 2019. "The Influence of the
Problem Based Learning (Pbl)
Model on Students' Critical
Thinking Skills in Redox Reaction
Material for Class X MIA
Magepanda State High School."
1(1).
Royani, Fitri Hidayah and Ida. 2021.
"The Influence of the LKS-Assisted
Problem Based Learning Model on
the Science Process Skills of
Students at SMP Negeri 1 Lape,
Sumbawa Regency, Biology
Education Study Program, FSTT,
Mandalika Education University,
Indonesia Introduction to Learning
Science B." 1(1):87–97.
Sri. 2017. "Application of the Problem
Based Learning (PBL) Model to
Improve Critical Thinking Skills
and Student Learning Achievement
(Study on Class V Science Subjects
at SDN Gugus II Raflesia Talang
Empat, Central Bengkulu
Regency)." 7(2):98–110.
Sugiyono. 2020. Quantitative Qualitative
 Research Methods and R&D.
Bandung: Alphabeta.

Susie. 2020. "Effectiveness of the

Problem Based Learning Model on
Science Process Skills."
JEDCHEM(Journal of Education
and Chemistry) 2(2):48–56.

Yunita. 2018. "Analysis of Science

Process Skills and Learning
Outcomes of Class X Students
Using the PBL (Problem Based
Learning) Learning Model on the
Subject of Electrolyte and
Nonelectrolyte Solutions."
Bivalent: Chemical Studies Journal
1(2):96–100. doi:
10.30872/bcsj.v1i2.290.