Pembelajaran Berbasis Problem Solving dalam Mengembangkan Analisis Literasi Iklim Siswa SMA

Abstract

Climate change is a global challenge that requires strengthening education, particularly to improve students' climate literacy. Low levels of climate literacy highlight the need for learning approaches that promote critical thinking and problem-solving skills. This study aimed to (1) describe the implementation of problem-solving-based instruction on climate change in senior high school and (2) analyze students' climate literacy during the learning process. This research employed a qualitative approach with a single case study design involving 28 students of class X.D at SMA Muhammadiyah 3 Jember. Data were collected through observation, interviews, documentation, and student worksheets, and analyzed using the Miles and Huberman model, including data collection, reduction, display, and conclusion drawing. The findings showed that problemsolving-based instruction was implemented successfully through five stages: identifying problems, defining problems, exploring solutions, implementing strategies, and evaluating results. Students actively engaged in contextual group discussions using waste accumulation as a case study. Overall, students demonstrated very good climate literacy. Student worksheet analysis indicated very good performance in understanding the climate system, analyzing climate change impacts, decision-making (mitigation and adaptation), and environmental attitudes and actions, while evaluating scientific information remained weak. These findings suggest that problem-solving-based instruction effectively promotes students' climate literacy, although greater emphasis on evaluating scientific information is needed.