High School Students Perceptions of Problem-Based Learning (PBL) Integrated with Anthropogenic Phenomena: An Analysis of Engagement and Motivation
DOI:
10.29303/jpm.v20i7.9834Published:
2025-12-04Issue:
Vol. 20 No. 7 (2025): in ProgressKeywords:
Anthropogenic Phenomena; Engagement Analysis; Motivation; Problem-Based LearningArticles
Downloads
How to Cite
Downloads
Abstract
The importance of student engagement and motivation in the physics learning process at the high school level, which has often been perceived as a difficult subject and less relevant to real life. Through the integration of anthropogenic phenomena, learning is expected to become more contextual and foster awareness of environmental issues. This study aims to determine students' perceptions of physics learning activities using the Problem-Based Learning (PBL) model integrated with anthropogenic phenomena. The research was conducted at the high school level using a quantitative descriptive approach. The respondents consisted of 108 tenth-grade students who had participated in physics learning using this model. The research instrument was a validated questionnaire. Data were analyzed using a Likert scale and presented in percentage form. The results of the study indicate that students' perceptions of physics learning using the integrated anthropogenic PBL model are in the good and very positive categories. This is demonstrated by the percentage of engagement aspects exceeding 80% and the motivation aspects reaching 86%. Overall, both aspects scored 61% or higher, indicating that the application of this model is effective in enhancing student engagement and motivation in learning. These findings are expected to serve as a reference for teachers in developing contextual physics learning and contribute as supporting literature for future research.
References
A. Khoiri et al., Konsep Dasar Teori Pendidikan Karakter. Surabaya, Indonesia: Cendikia Mulia Mandiri, 2023.
R. Hidayat and A. Abdillah, Ilmu Pendidikan: Konsep, Teori dan Aplikasinya. Medan, Indonesia: LPPPI, 2019.
R. Ardianti, E. Sujarwanto, and E. Surahman, “Problem-based learning: apa dan bagaimana,” Diffraction, vol. 3, no. 1, pp. 27–35, 2021, doi: 10.37058/diffraction.v3i1.4416.
S. Fadhila and M. M. Chusni, “Studi kasus keterampilan berpikir kritis dalam pembelajaran fisika: fokus pada materi suhu dan kalor,” BIOCHEPHY, vol. 4, no. 2, pp. 535–539, Dec. 2024, doi: 10.52562/biochephy.v4i2.1186.
W. B. Sulfemi, “Model pembelajaran kooperatif mind mapping berbantu audio visual…,” Jurnal PIPSI, vol. 4, no. 1, pp. 13–19, 2019, doi: 10.26737/jpipsi.v4i1.1204.
R. Novianti, “Model pembelajaran untuk menumbuhkan karakter peduli lingkungan…,” JPB, vol. 2, no. 2, pp. 16–23, 2022, doi: 10.55719/jpb.v2i2.550.
H. J. Mukono, Analisis Kesehatan Lingkungan Akibat Pemanasan Global. Surabaya, Indonesia: Airlangga University Press, 2020.
J. C. Gill and B. D. Malamud, “Anthropogenic processes, natural hazards…,” Earth-Sci. Rev., vol. 166, pp. 246–269, 2017, doi: 10.1016/j.earscirev.2017.01.002.
L. Malihah, “Tantangan dalam upaya mengatasi dampak perubahan iklim…,” Jurnal Kebijakan Pembangunan, vol. 17, no. 2, pp. 219–232, 2022, doi: 10.47441/jkp.v17i2.272.
J. N. Zega and Y. N. Susanto, “Media pembelajaran alam…,” Metanoia, vol. 6, no. 1, 2024, doi: 10.55962/metanoia.v6i1.121.
G. J. Privitera and L. Ahlgrim-Delzell, Research Methods for Education. Los Angeles, CA: Sage Publications, 2018.
M. Ridwan et al., “Pentingnya penerapan literature review pada penelitian ilmiah…,” Jurnal Masohi, vol. 2, no. 1, pp. 42–51, 2021.
T. A. Arigiyati, B. Kusmanto, and S. A. Widodo, “Validasi instrumen modul komputasi matematika,” JRPIPM, vol. 2, no. 1, pp. 23–29, 2018, doi: 10.26740/jrpipm.v2n1.p23-29.
S. Lestari, M. Indrowati, and D. P. Sari, “Pengaruh model pembelajaran PLGI terhadap kompetensi literasi sains…,” JIPI, vol. 7, no. 1, pp. 61–73, 2021, doi: 10.21831/jipi.v7i1.29845.
R. I. Arends, Learning to Teach, 9th ed. New Britain, USA: Library of Congress Cataloging, 2012.
A. Setyani et al., “Analisis penerapan model pembelajaran Problem Based Learning…,” in PRISMA, Semarang, 2025, pp. 42–50.
A. Ali, A. Apriyanto, T. Haryanti, and Hidayah, Metode Pembelajaran Inovatif: Mengembangkan Teknik Mengajar di Abad 21. Jambi, Indonesia: Sonpedia Publishing, 2024.
A. Masyitoh and C. A. Safmi, “Peran guru dalam membangun kepercayaan diri siswa…,” JERD, vol. 1, no. 2, pp. 89–95, 2024, doi: 10.62379/jerd.v1i2.58.
B. Cahyanto et al., “Implementasi model pembelajaran Problem Based Learning (PBL)…,” Jurnal Ibriez, vol. 9, no. 2, pp. 263–278, 2024, doi: 10.21154/ibriez.v9i2.664.
H. Safitri, D. F. Alvita, and E. D. Novista, “Analisis minat siswa terhadap pembelajaran fisika…,” JIP, vol. 13, no. 2, pp. 128–134, 2022, doi: 10.37640/jip.v13i2.753.
Lusiana and L. Fahrieyah, “Pembelajaran kontekstual dalam pendidikan Islam,” Jurnal Ilmiah Multidisiplin, vol. 2, no. 2, pp. 95–103, 2024.
Author Biographies
Evie Sylviana Dewi, Physics Education Department, State University of Surabaya
Nurita Apridiana Lestari, Physics Education Department, State University of Surabaya
License
Copyright (c) 2025 Evie Sylviana Dewi, Nurita Apridiana Lestari
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
