THE EFFECTIVENESS oF SubJECT SPECIFIC PEDAgogybASED oN PRobLEM-bASED LEARNINg To EMPoWER STuDENT’S ECoLogICAL LITERACy

This study aims to examine the effectiveness of Subject Specific Pedagogy (SSP) based Problem-Based Learning (PBL) to facilitate the students’ ecological literacy. This research involvedin a Biology Education Program of a Faculty of Teaching and Learning Science in a public university in Indonesia. The research used a posttest-only control design. The participants were undergraduate students who had learned or were learning Ecology, as many as 46 students in theexperiment class and 57 students in the control class. The posttestscore of the ecological literacy for the experimental class was 80.77% while the control class was 68.14%. Using an independent t-test, it was indicated that the sig value = 0,00, therefore it might be said that there is difference of ecological literacy between experiment class and control class. Accordingly, it is concluded that the PBL-based SSP affects the ecological literacy of biology education students.