PROJECT-BASED LEARNING ON CASSAVA STARCH BIOPLASTIC PRODUCTION AS AN INSTRUCTIONAL MODEL TO IMPROVE SCIENTIFIC LITERACY AND ENVIRONMENTAL AWARENESS IN JUNIOR HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.30587/dedikasimu.v8i3.12605Keywords:
literacy, Project Based Learning, ECO-EDUCATION, Bioplastic; Cassava StarchAbstract
Single-use plastic waste remains an environmental issue that needs to be introduced to students through contextual and practice-based learning. This community service program aimed to enhance students’ scientific literacy and environmental awareness through training in cassava starch-based bioplastic production using a Project-Based Learning approach. The activity was conducted on May 2, 2026, at SMP Islam Ma’arif Singosari Malang, involving 29 ninth-grade students. The method consisted of a pre-test, delivery of material on plastic pollution and bioplastic concepts, demonstration of bioplastic production, group practice, completion of student worksheets, reflection, and a post-test. The results showed an improvement in students’ understanding, as indicated by the increase in the average pre-test score from 70 to 89 in the post-test. In addition, the group worksheet assessment achieved an average score of 90, indicating students’ ability to understand concepts, follow procedures, observe results, and relate bioplastic products to plastic waste reduction solutions. These findings suggest that Project-Based Learning is effective for applied science training because it connects scientific concepts with real experiences. The implication of this activity is the improvement of students’ practical skills, scientific literacy, and environmental awareness.
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