The Effect of Case-Based Learning Integrated Sustainable Development Goals on Students Problem-Solving Ability and Learning Outcomes in the Excretory System Topic

Abstract

Traditional, teacher-centered teaching methods tend to encourage passive behavior among students and leave them unable to analyze problems systematically. This study aims to determine the effect of case based learning (CBL) incorporating the sustainable develompment goals (SDGs) poin 3 on problem-solving skills (PSS) and student learning outcomes in the excretory system curriculum at SMAN 1 Pegagan Hilir. This study is quasi experimental study using pretest-posttest control group design involving two classes: class XI 6 as the experimental class, taught using the CBL model incorporating the SDGs poin 3, and class XI 4 as the control class, taught using the conventional model. Data collection was conducted using problem-solving ability tests and learning achievement assessments. The results showed that the average posttest score for problem-solving ability in the experimental class was higher (80.56) compared to the control class (72.86). Meanwhile, the average posttest score for learning outcomes of students in the experimental class (87.64) was significantly higher than that of the control class (80.28). This was also confirmed by hypothesis test using an independent samples t-test on both variables with a significance level of 0.000<0.05. Based on these data, it is concluded that the CBL learning model incorporating the SDGs poin 3 has a significant effect on improving students’ PSS and cognitive learning outcomes on the topic of the excretoSry system in grade XI at SMAN 1 Pegagan Hilir. Teachers can use this model as an effective teaching approach to encourage students to think critically, analyze problems systematically, and apply scientific concepts in relevant contexts