Integrating Academic Integrity into Problem-Based Learning to Improve Students’ Chemical Literacy
Sugiarti
Department of Chemistry, Universitas Negeri Makassar, Indonesia.
Islawati *
Department of Chemistry, Universitas Negeri Makassar, Indonesia.
Faathir Almur
Department of Chemistry, Universitas Negeri Makassar, Indonesia.
Benedikta Yohan
Department of Chemistry, Universitas Negeri Makassar, Indonesia.
Inna Raehana Ruad
Department of Chemistry, Universitas Negeri Makassar, Indonesia.
*Author to whom correspondence should be addressed.
Abstract
This study examined the effectiveness of the Problem-Based Learning model based on Academic Honesty (PBL-KA) in improving students’ scientific literacy on buffer solution material at SMA Negeri 23 Makassar. Using a quasi-experimental Pretest–Posttest Control Group Design, 66 students were divided into an experimental group (PBL-KA) and a control group (conventional learning). Data were collected through scientific literacy tests and academic honesty observations. The results showed a statistically significant difference between the two groups (Zₕ = 1.68 > Zₜ = 1.64, α = 0.05), with the experimental group achieving a higher average literacy score (78.4) than the control group (73.9). Students in the experimental group also demonstrated a progressive increase in academic honesty (mean score = 9.1, high category). These findings indicate that the PBL-KA model not only enhances scientific literacy but also fosters honesty and integrity, making it a valuable pedagogical approach for modern science education. The model offers practical guidance for teachers and curriculum developers seeking to integrate ethical values into contextual chemistry learning aligned with the Independent Curriculum.
Keywords: Problem-based learning, academic honesty, scientific literacy, chemistry learning, high school