Developing RBL-STEM Learning Kits Using Recycled Plastic Bottles as Electroscopes to Enhance Students’ Climate Change Literacy

Abstract

This study aims to develop RBL-STEM (Research-Based Learning–Science, Technology, Engineering, and Mathematics) learning kits that utilize recycled plastic bottles as electroscopes to improve climate change literacy among junior high school students. The research follows the ADDIE model, encompassing the stages of Analysis, Design, Development, Implementation, and Evaluation. Initial analysis revealed that students' climate change literacy remained low, laboratory facilities are limited, and science education tends to be overly theoretical. The developed kits consisted of lesson plans (RPP), teaching modules, experimental worksheets (LKPD), electroscope prototypes, and evaluation instruments. Expert validation confirmed that the kits are “highly feasible.” Implementation involving 70 students showed a significant improvement in climate change literacy, with average scores rising from 66.61 in the pretest to 82.19 in the posttest. A paired-sample t-test yielded a significance value of 0.000, indicating that the kits are effective in enhancing students’ understanding. Furthermore, observations of the learning process and feedback from both teachers and students fell into the “excellent” category. The novelty of this research lies in the integration of RBL-STEM with electroscope experiments made from recycled materials, directly addressing environmental issues. Overall, these learning kits have proven to be valid, practical, and effective, contributing to stronger climate change literacy and the application of sustainable science education.Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran RBL–STEM dengan memanfaatkan botol plastik bekas sebagai elektroskop untuk meningkatkan literasi perubahan iklim siswa SMP. Penelitian menggunakan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluate. Hasil analisis menunjukkan bahwa literasi perubahan iklim siswa masih rendah, fasilitas laboratorium terbatas, dan pembelajaran IPA cenderung berorientasi teori. Perangkat yang dikembangkan mencakup RPP, modul ajar, LKPD eksperimen, prototype elektroskop, serta instrumen evaluasi. Hasil validasi ahli menunjukkan perangkat berada pada kategori sangat layak. Pada tahap implementasi melibatkan 70 siswa, diperoleh peningkatan signifikan pada literasi perubahan iklim dengan rata-rata pretest 66,61 dan posttest 82,19. Uji paired sample t-test menunjukkan nilai signifikansi 0,000, yang berarti perangkat efektif meningkatkan pemahaman siswa. Observasi keterlaksanaan dan respons guru serta siswa juga menunjukkan kategori sangat baik. Novelty penelitian ini terletak pada integrasi RBL–STEM dengan eksperimen elektroskop dari bahan daur ulang yang relevan dengan isu lingkungan. Secara keseluruhan, perangkat pembelajaran yang dikembangkan terbukti valid, praktis, dan efektif serta berkontribusi pada penguatan literasi perubahan iklim dan penerapan pembelajaran sains yang berkelanjutan.