Improving students' environmental literacy through a deep learning-based contextual teaching and learning model

Rahma, Syaripah and Solikha, Mar'atus and Mas'ud, Asrianty (2026) Improving students' environmental literacy through a deep learning-based contextual teaching and learning model. Journal of Educational Sciences, ١٠ (٧). ٢٦٧-٢٧٨. ISSN 2581-1657

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Abstract

INDONESIA: Penelitian ini bertujuan untuk menganalisis peningkatan literasi lingkungan peserta didik melalui model pembelajaran Contextual Teaching and Learning (CTL) berbasis deep learning pada materi perubahan lingkungan. Permasalahan utama yang melatarbelakangi penelitian ini adalah rendahnya literasi lingkungan peserta didik yang berdampak pada kurangnya sikap dan perilaku peduli lingkungan. Penelitian menggunakan metode quasi-experimental dengan desain non-equivalent control group design. Subjek penelitian terdiri atas kelas eksperimen yang menggunakan model CTL berbasis deep learning dan kelas kontrol tanpa penggunaan model CTL berbasis deep learning. Instrumen penelitian berupa tes uraian dan angket untuk mengukur literasi lingkungan sebelum dan sesudah perlakuan. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan sebesar 44,12% dengan nilai N-Gain 0,65 yang termasuk dalam kategori sedang, dan kelas kontrol mengalami peningkatan sebesar 19,88% dengan nilai N-Gain 0,27 yang termasuk dalam kategori rendah. Temuan ini menunjukkan adanya peningkatan literasi lingkungan peserta didik setelah penerapan model pembelajaran CTL berbasis deep learning pada materi perubahan lingkungan. INGGRIS: This study aims to analyze improvements in students’ environmental literacy through a deep learning-based Contextual Teaching and Learning (CTL) model applied to environmental change curriculum. The primary issue underlying this study is the low level of environmental literacy among students, which results in a lack of environmentally conscious attitudes and behaviors. The study employed a quasi-experimental method with a non-equivalent control group design. The research subjects consisted of an experimental class using the deep learning-based CTL model and a control class without the use of the deep learning-based CTL model. Research instruments included an essay test and a questionnaire to measure environmental literacy before and after the intervention. The results showed that the experimental class experienced an increase of 44.12% with an N-Gain value of 0.65, which falls into the moderate category, while the control class experienced an increase of 19.88% with an N-Gain value of 0.27, which falls into the low category. These findings indicate an improvement in students’ environmental literacy following the implementation of the deep learning-based CTL learning model on environmental change content.

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