Integrasi Isu Sampah Plastik dalam PBL: Penguatan Literasi Sains dan Kesadaran Ekologis Kelas V SD

Studi Tindakan Kelas melalui Proyek Berkelanjutan di SDN 3 Nunggi, Kabupaten Bima

Abstract

Plastic waste has evolved into a pressing environmental issue that not only pollutes school grounds but also disrupts the ecological balance in Bima Regency. Unfortunately, this topic remains rarely addressed systematically in elementary science classrooms, leaving students with superficial, memorization-based understanding devoid of emotional engagement or concrete action. This study aims to describe the implementation process, measure improvements in science literacy, and analyze shifts in ecological awareness among fifth-grade students through Problem-Based Learning (PBL) contextualized around plastic waste management. The research employed a Classroom Action Research (CAR) design following the Kemmis & McTaggart model, conducted across two cycles at SDN 3 Nunggi, Wera District, Bima Regency, involving 28 students. Instruments included a context-based science literacy test, an ecological awareness scale, teacher and student activity observation sheets, and reflective field notes. Data were analyzed using quantitative descriptive methods and qualitative triangulation. Results indicated consistent growth: average science literacy scores rose from 38.50 to 75.80 (mastery rate 78.57%), while ecological awareness scores climbed from 25.40 to 47.20 (high category). Observations of teacher and student activities also reached a good category by Cycle II. Integrating plastic waste issues into PBL syntax proved effective in honing scientific reasoning and fostering ecological responsibility rooted in direct experience. These findings recommend locally contextualized problem-based learning as a viable strategy aligned with the Independent Curriculum implementation.