Kajian Literatur: Problem Based Learning dalam Meningkatkan Keterampilan Abad 21 pada Materi Pencemaran Lingkungan
DOI:
https://doi.org/10.36312/ej.v6i2.3032Keywords:
Problem Based Learning, Keterampilan Abad ke-21, Pencemaran LingkunganAbstract
Perkembangan Revolusi Industri 4.0 menuntut pendidikan abad ke-21 untuk menyiapkan peserta didik dengan keterampilan berpikir kritis, kreativitas, komunikasi, dan kolaborasi (4C). Dalam konteks pembelajaran biologi, topik pencemaran lingkungan memiliki potensi besar sebagai konteks otentik untuk mengembangkan keterampilan tersebut melalui pendekatan Problem Based Learning (PBL). Artikel ini mengkaji integrasi PBL dengan materi pencemaran lingkungan dalam rangka membina keterampilan abad ke-21. Hasil kajian literatur menunjukkan bahwa pencemaran lingkungan merupakan isu kompleks dan relevan dengan kehidupan siswa, sehingga efektif untuk dijadikan konteks pembelajaran berbasis masalah. Penerapan PBL pada topik ini tidak hanya meningkatkan pemahaman konseptual, tetapi juga mendorong siswa untuk terlibat aktif dalam proses ilmiah, berpikir reflektif, serta menunjukkan kepedulian terhadap isu lingkungan. Setiap tahapan dalam sintaks PBL mulai dari identifikasi masalah hingga presentasi solusi secara sinergis mendukung terbentuknya keterampilan 4C. Meskipun implementasi PBL masih menghadapi tantangan, seperti keterbatasan waktu, kesiapan guru, dan dominasi siswa tertentu dalam kelompok, strategi seperti penyusunan LKPD berbasis 4C, pemanfaatan media digital, serta pelatihan guru dapat meningkatkan efektivitas penerapannya. Dengan pendekatan yang terstruktur dan kontekstual, PBL berbasis isu pencemaran lingkungan menjadi sarana strategis untuk membentuk siswa sebagai pembelajar abad ke-21 yang adaptif, solutif, dan bertanggung jawab secara sosial.
Literature Review: Problem-Based Learning to Enhance 21st Century Skills in Environmental Pollution Topics
Abstract
The advancement of Industrial Revolution 4.0 demands 21st-century education to equip students with critical thinking, creativity, communication, and collaboration skills (4C). In the context of biology education, the topic of environmental pollution holds great potential as an authentic context for developing these skills through the Problem-Based Learning (PBL) approach. This article examines the integration of PBL with the topic of environmental pollution in fostering 21st-century skills. A literature review reveals that environmental pollution is a complex issue closely related to students’ lives, making it an effective context for problem-based learning. Implementing PBL on this topic not only enhances conceptual understanding but also encourages active scientific engagement, reflective thinking, and environmental awareness. Each stage of the PBL syntax from problem identification to solution presentation synergistically supports the development of 4C skills. Although challenges such as limited instructional time, teacher readiness, and group dominance by certain students remain, strategies like the development of 4C-based student worksheets, the use of digital media, and teacher training can enhance its implementation. With a structured and contextualized approach, issue-based PBL on environmental pollution serves as a strategic tool to shape students into adaptive, solution-oriented, and socially responsible 21st-century learners.
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