Junior High School Students’ Responses To 3C3R Problem-Based Learning in Climate Change Education
DOI:
https://doi.org/10.26740/jrpd.v11n3.p331-344Keywords:
3C3R Problem-Based Learning, Climate Change Education, Student Responses, Rasch Model, Wright MapAbstract
Climate change education requires learning designs that connect scientific content with real-world contexts and sustain student engagement. The 3C3R problem-based learning (PBL) model comprises content, context, connection, researching, reasoning, and reflecting. Limited research has examined junior secondary students’ responses to this model in climate change education. This study examined Grade 7 students’ responses to a climate change unit taught using 3C3R PBL and identified the activities they endorsed more and less readily. A descriptive quantitative design involved 28 students at an Indonesian public junior high school who completed a 25-item Likert-scale questionnaire. Rasch modelling and Wright map analysis were used to examine item measures and response patterns. Item measures ranged from −1.18 to 1.31 logits. Teacher-planned problems, honest self-assessment, and group poster presentations were most readily endorsed. Communication during discussion, task sharing, experiment design, and reporting practical results were least readily endorsed. Agreement remained the most frequent response for all items. The findings suggest that structured tasks and visible products were favourably received, while collaborative and inquiry-oriented activities may require additional scaffolding. Given the single-class sample and self-reported data, findings are context-specific.
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