The Effect of Integrated Self-Directed Learning (SDL) Model and Peer Teaching Method on Environmental Literacy

Diana Vivanti Sigit; Tabitha Qotrunnada Sulistiyanto; Nailul Rahmi Aulya

doi:10.21831/jitp.v12i3.79663

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Diana Vivanti Sigit Universitas Negeri Jakarta, Indonesia https://orcid.org/0000-0002-1431-919X
Tabitha Qotrunnada Sulistiyanto
tabithaqnadas@gmail.com
Universitas Negeri Jakarta, Indonesia https://orcid.org/0009-0005-5913-6046
Nailul Rahmi Aulya Universitas Negeri Jakarta, Indonesia

Vol. 12 No. 3 (2025): September (On Process)

Articles

Accepted June 11, 2025

Published September 28, 2025

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This research aims to analyze the influence of the Self-Directed Learning (SDL) model integrated with the peer teaching method on the environmental literacy skills of students in the environmental change material. The method used is quasi-experimental with a nonequivalent control group design. The population in this study was 72 students, with a sample of 36 students in the experimental class and the control class obtained through simple random sampling. The results of the hypothesis test using the independent sample t-test obtained sig. 0.006 < Î± = 0.05 and it can be assumed that H0 is rejected. These results indicate that there is an influence of the Self-Directed Learning (SDL) learning model integrated with the peer teaching method on the environmental literacy of students. The results of the normalized gain test obtained 78%, indicating that the Self-Directed Learning (SDL) learning model integrated with the peer teaching method is effective for improving environmental literacy. Therefore, it can be concluded that the Self-Directed Learning (SDL) learning model integrated with the peer teaching method can be applied to environmental change material to foster students' environmental literacy.

Sigit, D. V., Sulistiyanto, T. Q., & Aulya, N. R. (2025). The Effect of Integrated Self-Directed Learning (SDL) Model and Peer Teaching Method on Environmental Literacy. Jurnal Inovasi Teknologi Pendidikan, 12(3). https://doi.org/10.21831/jitp.v12i3.79663

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The Effect of Integrated Self-Directed Learning (SDL) Model and Peer Teaching Method on Environmental Literacy

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