Dwi Susanti, Slamet Maulana, Elvara Norma Aroyandini
Today, environmental issues are a very pressing problem. One of the environmental problems that is often a global issue is the problem of plastic waste. Physics is one of the subjects with great potential to be integrated with ecological issues. This integration not only helps students to understand physics concepts but also fosters awareness of environmental issues, especially the problem of plastic waste. As a result, physics learning can produce students who can think critically and care about the environment. This study aims to analyse the influence of integrating plastic waste issues in physics learning design on students' attitudes of environmental concern and physics knowledge. The research method used in this study is a quasi-experiment with a non-equivalent control group design. Data analysis was carried out using two techniques, namely the N-Gain test and the T test. Based on the research that has been carried out, this study obtained several results related to integrating learning on the issue of plastic waste in physics learning design. The average N-Gain of the experimental class was 0.50 (medium category), while the control class only reached 0.08 (low category). This shows that integrating the issue of plastic waste into physics learning provides an increase in moderate environmental concerns. The t-test results showed a significant difference between the attitude of caring for the environment of the experimental class and the control class. However, the results of the T-test also showed that there was no significant difference between the physics knowledge of the experimental class and the control class. Based on the results of the research that has been obtained, it can be concluded that the integration of the plastic waste issue in physics learning design has proven to be effective in increasing environmental awareness of high school students, where there is an increase in environmental concern with a moderate level. In addition, there seems to be a difference in the attitude of ecological concern between the experimental and control classes. However, there was no difference in physics knowledge between the experimental and control classes. © Published under licence by IOP Publishing Ltd.
Physics Education Program Study, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Jakarta, Indonesia; Labschool Cibubur Senior High School, Bekasi, Indonesia; Elementary School Teacher Education Program Study, Faculty of Tarbiyah and Teacher Training, Universitas Alma Ata, Bantul, Indonesia
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