The effect of nearpod-assisted problem-based learning on environmental literacy

The lack of interactive and contextual learning models further weakens student engagement with environmental issues. This study aims to determine the effect of the Problem-Based Learning (PBL) model assisted by Nearpod on students' environmental literacy regarding climate change material in Grade 10 at SMA Negeri 10 Tasikmalaya. The research method used is a Quasi-Experimental design. The research population consists of 10 classes, with a purposive sampling method yielding a sample size of 2 classes, comprising an experimental class and a control class. The research instruments used tests and non-tests in the form of multiple-choice questions and questionnaires. The results of the ANCOVA test showed that the Nearpod-assisted PBL model had a significant partial effect on environmental literacy in the cognitive and affective indicators, with a significance value of 0.000, but did not show an effect on the behavioral indicator, which obtained a significance value of 0.874. Meanwhile, the simultaneous test results for the combined three environmental literacy indicators yielded a significance of 0.184 (p-value > 0.05), indicating that the implementation of the Nearpod-assisted PBL model has not yet been able to provide a comprehensive impact on environmental literacy among students at SMAN 10 Tasikmalaya.