Journal of Arts, Humanities and Social Science (JAHSS)

ISSN: 3006-9491 (Online)

Volume 1 Issue 2, (2024)
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Published by
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Research Article
Problem-based Learning (PBL) Using Resource Mining as a Teaching Approach:
An Action Research
*1Tomas Jr Diquito, 1Aia Sept Franco, 1Maria Ericka Caballes

About Article ABSTRACT

Problem-Based Learning (PBL) is a teaching approach wherein learners are
Article History immersed in different issues to create real-life solutions. This approach is
widely used to increase learners’ academic performance and promote positive
Submission : July 01, 2024
behavioral change. Following the positive impacts of this approach, this study
Acceptance : July 07, 2024
was conducted to uncover the possibility of merging PBL with secondary
Publication : July 12, 2024
resources (articles, videos, recorded lectures) to create an innovative teaching
approach responsive to the call for ICT integration in 21st-century education
Keywords in teaching scientific concepts. A quasi-experimental research design was
used in this study with a total of 240 Grade 7 participants (six sections). The
Problem-Based Learning, Hake’s Gain,
selection of this target group is based on the PISA 2022 result wherein the
Environmental Education, Teaching
Philippines have attained a very low performance in the scientific literacy
Approach, 21st-Century Education
component. Following this, a pretest was administered to each volunteered
participant, and groupings were assigned based on the mean score of their
result (control and experimental). Analysis shows no statistically significant
About Author
difference in the targeted group’s pre-test performance, confirming that all
College of Education, University of
1 groups have the same knowledge on the topic (atmospheric phenomena). The
Mindanao, Philippines developed approach was implemented in the experimental group, and the
control group was immersed in the traditional way of teaching. Data shows
that the overall post-test performance of the experimental group is fairly
satisfactory (%=79.73), while the control group’s performance did not meet
the expectation (%=60.13). Analysis further revealed a statistically significant
difference between the experimental and control groups. Moreover, when
analyzed by Hake’s gain method, the experimental group achieved a medium
gain performance while the control have achieved a low gain performance.
The findings of this study imply that merging PBL with secondary resources
can increase learners’ performance on atmospheric phenomena topics.
Thus, this study suggests to use PBL with secondary resources in teaching
environmental-related concepts to increase learners’ knowledge and
awareness.

Citation Style:
Diquito, T. J., Franco, A. S., & Caballes, M. E. (2024). Problem-based Learning
(PBL) Using Resource Mining as a Teaching Approach: An Action Research.
Contact @ Tomas Jr Diquito Journal of Arts, Humanities and Social Science, 1(2), 10-18.
tomasdiquito@[Link] [Link]

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Journal of Arts, Humanities and Social Science (JAHSS), 1(2), 10-18, 2024 Page 11

1. INTRODUCTION In the Philippines, the K to 12 Curriculum Guide for Science

Education has become relevant in 21st-century education due to (2013) aims to cultivate scientifically literate citizens who are
various issues society faces. The history of education is replete informed, active members of society, responsible decision-
with appeals to enhance the active engagement of students in makers, and capable of applying scientific knowledge to
the learning process (Merritt et al., 2017). By enabling informed impact society and the environment positively. Specifically, the
decision-making and effective problem-solving, scientific science curriculum is designed to enhance three key learning
literacy is crucial in addressing today’s complex challenges, domains in students: performing scientific processes and
such as climate change, food scarcity, public health crises, skills, understanding and applying scientific knowledge, and
and online misinformation (Calleja, 2023). However, in 2022, developing scientific attitudes and values (Montebon, 2014). In
the Programme for International Student Assessment (PISA) a study conducted by Bernardo et al. (2008) entitled “Student’s
assessed the knowledge and skills of 15-year-old students in Perception in Science Classes in the Philippines,” the findings
mathematics, reading, and science. The results revealed that the reveal a decline in science inquiry activities and the reliance on
students from the Philippines ranked third to the last among grades for feedback in higher grades.
81 countries in scientific literacy (OECD, 2023). Following this In the local context, this classroom-based action research
gap, this study uses a modified strategy through problem-based took place at a local high school in Digos City, Philippines.
learning and to check if this strategy can be used to increase This investigation sought to assess the efficacy of Problem-
learners’ scientific literacy. Based Learning (PBL) in augmenting students’ mastery of
Problem-based learning (PBL) is an instructional method where atmospheric phenomena. Particularly beneficial for students
students collaborate to solve problems, engage in self-directed encountering challenges in comprehending scientific concepts
learning (SDL), and reflect on their strategies. The teacher and their practical applications, the instructional intervention
facilitates rather than directly imparts knowledge (Diquito et unfolded within the participants’ classroom setting. Preceding
al., 2022; Hmelo-Silver, 2004). Psychological research indicates the commencement of the experiment, students underwent
that solving problems enables students to acquire content a pre-test gauging their grasp of atmospheric phenomena
knowledge and thinking strategies. In high school, the science concepts, including atmospheric layers, the greenhouse effect,
subject lays the groundwork for critical thinking, analytical monsoons, and the Inter-Tropical Convergence Zone (ITCZ).
skills, and scientific literacy (Caballes et al., 2024). Thus, by This pre-test served as a benchmark for comparing students’
immersing learners in a real-life situation, learners become academic performance before and after exposure to the
more knowledgeable and problem-solvers(Harackiewicz et proposed intervention.
al., 2016; Yew & Goh, 2016). Therefore, investing in real-life The study involved 240 Grade 7 learners from six sections during
applications and decision-making classroom activities and the academic year 2023-2024. Moreover, these participants are
strategies promotes higher learning among learners. selected based on the age bracket stipulated by the PISA 2022
The United Nations General Assembly adopted Agenda 2030 in report. Following these, a total of six sections were subject to
2015, establishing 17 Sustainable Development Goals (SDGs) to the study. A thirty-item pre-test was administered to assess the
guarantee a sustainable, peaceful, prosperous, and just life for all. student’s knowledge of atmospheric phenomena. The pre-test
As this declaration outlines, pursuing sustainable development results indicated no significant difference among the selected
requires a profound transformation in how we think and act. To sections. When analyzed, the mean score revealed a slight
contribute to the proposed goals, people must possess scientific variation but yielded no significant difference. These findings
competencies beyond mere science knowledge, including skills, suggest that learners have the same understanding of the
values, and attitudes toward science. This overall approach, aforementioned competencies regardless of their sections.
Education for Sustainable Development (ESD), is crucial to Following the gaps and rationale, the study aimed to evaluate
achieving the SDGs (Charro et al., 2021; Villamor et al., 2023). the effectiveness of implementing modified Problem-Based
Moreover, it is very important to advance scientific literacy by Learning (PBL) in improving students’ scientific literacy of
implementing policies anchored to the community’s current atmospheric phenomena competencies. The findings hold
needs. significance for various stakeholders, such as educators,
However, initiatives to advance science literacy and education students, and curriculum planners, to utilize this strategy in
have faced significant obstacles. For example, the No Child delivering instruction related to the competencies being tested
Left Behind Act of 2001 in the United States prioritized high- in this study. Moreover, to properly assess the effectiveness of
stakes testing, diminishing the autonomy of teachers and this innovation, the following objectives are needed to address:
schools and impeding essential reforms in science education (1) determine the overall performance of the participants in
practices (Pompea & Russo, 2021). In Cambodia, the popularity their pre-test and post-test, (2) determine if there is a significant
of science subjects among high school students has gradually difference between the pre-test and post-test scores of the
declined (Thy et al., 2023). According to the 2018 National participants before and after implementing the intervention,
Assessment, Cambodian students have continued to perform and (3) know the percentage of increase/decrease of participants
poorly in science. This trend is concerning, as pursuing the performance using Hake’s Gain analysis.
path of sustainable development, as outlined in the United
Nations’ Agenda 2030, requires a profound transformation in 2. LITERATURE REVIEW
how we think and act, and individuals must possess scientific Research has consistently shown that Problem-Based Learning
competencies to contribute to the proposed goals. (PBL) is an effective instructional approach with various benefits

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across different educational contexts. For instance, Capon and experimental research design is primarily used to uncover
Kuhn (2004) demonstrated that PBL enhances students’ ability to distinctions among groups. Thus, this design is the most
explain and integrate new information with existing knowledge appropriate for this action research since the goal of this study
structures, outperforming traditional lecture methods in long- involves innovation in science teaching.
term retention. In addition, Gallagher et al. (1992) highlighted
that PBL promotes spontaneous use of problem-solving steps 3.2. Participants
among high school students, revealing significant improvements The participants of this study were 240 Grade 7 students
not observed in traditional settings. Similarly, Sungur (2004) from one public school in Digos City, Philippines. This group
found that PBL significantly boosts academic achievement, of students comes from six sections. Moreover, this group of
intrinsic motivation, and critical thinking skills in high school students was later categorized into two groups, namely the
biology students compared to traditional instructional methods. control and experimental groups. Random assignments of
Complementing these findings, Goodnough and Cashion (2006) groups were utilized by the researchers since the mean scores
explored the implementation challenges and benefits of PBL of each section are close to one another, thus indicating that
in high school science, noting that students appreciated the there is little to no difference in their pre-test results (Table 1).
active learning environment and its relevance to real-world
issues. Lastly, Wilder (2014) conducted a systematic review of Table 1. Groupings (per Section) and Participants Performance.
the impact of PBL on academic achievement, concluding that No. of Pre-Test Pre-Test
while PBL is not definitively superior in content knowledge Section Group
Students (Mean) (SD)
acquisition, it excels in developing essential skills such as
communication, collaboration, and critical thinking, which are 1 Control 37 15.95 2.99
often inadequately addressed by traditional teaching methods.
2 Control 42 14.66 3.55
Collectively, these studies underscore the multifaceted
advantages of PBL, suggesting its potential as a transformative 3 Control 41 14.39 3.59
instructional approach in secondary education.
In our research, we utilized various data sources, including 4 Experimental 39 15.60 4.42
article reading, instructional videos, and online lectures, to
explore our topic comprehensively. Aliponga (2013) investigated 5 Experimental 40 14.73 3.81
the benefits of reading journals in extensive reading courses,
highlighting their ability to motivate students, improve 6 Experimental 41 14.26 3.60
understanding, and encourage critical thinking. Similarly,
Blikstad-Balas and Sørvik (2015) employed video analysis to 3.3. Proposed Innovation (Strategy)
examine literacy practices in educational contexts, revealing the This study utilizes Problem-Based Learning (PBL) with article
complex interplay of different literacy skills within classrooms. reading, video presentation, and lecture viewing to a specific
A study by Angrave et al. (2020) that analyzed behavioral data competency under the topic of atmospheric phenomena for
from online lecture videos using ClassTranscribe revealed Grade 7 Science under the K-12 curriculum in the Philippines.
that the students demonstrated positive academic outcomes The researchers call this approach as “Direct Learning
associated with diverse viewing behaviors, including enhanced Using Secondary Data Resources” to support competencies
exam performance across different performance quartiles. mandated by the Department of Education in the Philippine
Additionally, Mavlankar et al. (2010) introduced ClassX, an government. This approach aligns with the call for Information
interactive lecture streaming system that enhances engagement Communication Technology (ICT) integration in learning.
through features such as pan, tilt, and zoom controls, enhancing ICT in the learning process is crucial in this generation since
the learning experience. Lastly, Costley et al. (2021) investigated it allows learners to be prepared for the real world, where
the impact of specific video lecture viewing strategies on technology is used daily (Rohatgi et al., 2016). Moreover, the
cognitive load management, revealing how strategic viewing researchers integrate the PBL into this approach to become
practices can reduce unnecessary cognitive burdens and realistic, allowing learners to identify problems and promote
improve learning efficiency. actions based on the identified problems. Thus, this study
called this innovation “PBL-Resource Mining.” Details of the
3. METHODOLOGY developed innovation are outlined in Matrix 1.
3.1. Research Design
3.4. Data Gathering Procedure
This study is an Action Research emphasizing a quasi-
experimental research design. Action research as defined The following are the steps and procedures that were taken by
by Somekh (2005) as a methodology suited when the the researchers:
research involves innovation or change. Moreover, the
quasi-experimental research design was used to uncover the 3.4.1. Phase I: Preparation Stage
participants’ performance in both pretest and posttest. This Step 1: Prior to the conduct of the study, the researchers
study used the quasi-experimental design to determine if the first ask for permission from the school head and teachers to
proposed teaching approach can effectively increase learners’ conduct this action research on the selected grade 7 students.
scientific literacy. As noted by Maciejewski (2020), quasi- The researchers also asked permission from the selected

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Matrix 1: Plan of Activities with the Developed Innovation Strategy to Address the Target Competencies.
Competency Strategy Output
Competency Article Reading The output of this activity
1: Layers of • Below are the used YouTube videos: is a concept map that
Atmosphere 1) [Link] (NASA, explains how to address
2019) these issues.
2) [Link] (Loiacono, 2024)
Competency Video Presentation of News Regarding Greenhouse Gas The output of this activity
2: Greenhouse • Below are the used YouTube videos: is a group presentation
Effect and Global (1) [Link] (NASA Space Place, that highlights
Warming 2020) environmental issues faced
(2) [Link] (CBS News, 2022) in the Philippines and
(3) [Link] (BBC Earth, 2021) solutions proposed by the
(4) [Link] Geographic, 2007) learners.
(5) [Link] (Rau’s IAS Study Circle
(since 1953), 2024)
(6) [Link] ([Link], 2023)
Competency 3: Lecture Viewing The output of this activity
Atmospheric • Below are the videos used: is a reflection paper
Phenomena: (1) [Link] (SirBas TV, 2021) developed by students on
Breezes, (2) [Link] (Z Wonderful World, 2021) their current roles as a
Monsoons, Itcz member of the community.
participants if they were willing to participate in the study. Grade 7 Science Teachers, seven days were allocated to cover
After the approval, the researchers conducted an orientation to the competencies focused in this study. In line with that, the
the target participants regarding the nature and purpose of the implementation of the said intervention runs in nine days.
study. After the orientation, the researchers then ask again the Step 7: The researchers organized the activities of the
participants if they are still willing to participate in the study. PBL approach to cover everything within nine days: 2 days
From this, a total of 240 learners out of 287 agreed to participate for competency 1: Layers of the Atmosphere; 2 days for
in the study. competency 2: the Greenhouse Effect and Global Warming, 3
Step 2: The researchers developed a set of questions for days for competency 3: Brezzes, Monsoons, etc., and 2 days for
the Pre- and Post-tests. The test consisted of thirty items that the assessment.
covered the three (3) competencies related to atmospheric
phenomena. There were ten (10) questions in each competency. 3.4.3. Phase III: Post-Implementation Stage
Furthermore, the first competency is about the Layers of the Step 8: After implementing the PBL approach, the researchers
Atmosphere; the second Covered Global Warming and The conducted a post-test on all the participants to determine the
Greenhouse Effect; the third competency is about the Common effectiveness of the teaching strategy.
Atmospheric Phenomena. These questions were validated by Step 9: After conducting the Post-test, the researchers
three experts to determine its validity. interpreted and analyzed the students’ test scores, comparing
Step 3: The researchers used Problem-based learning as their Pre-Test results to the Post-test scores. The mean scores
a pedagogical approach to teaching about the concept of of the sections in the experimental group and the control group
atmospheric phenomena. Moreover, the researchers developed were also used to evaluate the effectiveness of Problem-Based
a plan that is outlined in Matrix 1 in this action research. Learning in comparison to the traditional approach of the
Step 4: After designing the plan, the researchers conducted a teacher.
Pre-Test to determine learners’ performance in the competencies
highlighted in the study. Mean scores were calculated per 3.5. Data Analysis
section, and each group (experimental and control) was done The researchers used the following analysis in this study:
randomly. percentage, independent sample t-test, and Hakes gain.
Step 5: The researchers categorized the participants into Percentage were used to determine students’ performance
two. Those who belonged to the Experimental Group were before and after implementing the developed strategy. The use
the sections that the developed strategy was implemented. of a percentage range in the study of Abrantes and Casinillo
Meanwhile, those who belonged to the Control Group were the (2020) was used in the study (Table 2). Moreover, independent
sections to experience the traditional teaching approach. sample t-tests were used to determine if there was a significant
difference in the participant’s performance before and after the
3.4.2. Phase II: Implementation Stage implementation of the strategy (Alejandria et al., 2023).
Step 6: Guided by the Budget of Work (BOW) planned by the

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Table 2. Interval of Academic Performance (%=55.30)); Competency 2 (pre-test (%=52.80) post-test (65.50));
Competency 3 (pre-test (%=48.90); post-test (%=59.50)).
Academic Performance Description
90 and Above Outstanding
85 - 89 Very Satisfactory
80 - 84 Satisfactory
75 - 79 Fairly Satisfactory
74 and below Did Not Meet the Expectation
Moreover, the Hakes gain was used to determine how much
the students learned before implementing the strategy (Hake,
1998). The formula for Hake’s gain method is <g>=<post-test>-
<pre-test> / N items - <pre-test>, where g refers to the average
normalized gain, <pre-test> refers to the average pre-test scores Figure 1. Comparative Performance of Participants Pretest and
of learners, <post-test> refers to the average post-test score, Posttest Result
and N items refer to the number of items in the test. Table 3 The findings of the study are supported by Sari et al. (2021) that
shows the interpretation of Hakes gain used in the study. problem-based learning (PBL) has a positive effect on student’s
learning specifically in promoting problem-solving and
Table 3. Hake’s Gain Interpretation
scientific writing skills. In addition, Gorghiu et al. (2015) also
Hakes Gain value (g) Interpretation acknowledged the importance of PBL in promoting scientific
competencies as a form of life-long learning. Further, the use
> 0.7 High Gain
of article reading (Shanahan, 2020), videos (Chen et al., 2020),
between 0.3 to 0.7 Medium Gain and lecture viewing (Leo & Puzio, 2016) in science instruction
< 0.3 Low Gain can yield positive results in increasing student’s learning. Thus,
combining PBL and downloaded secondary data sources can
4. RESULTS AND DISCUSSION yield a positive result in student performance, as evidenced in
4.1. Performance of Participants Before and After the this study.
Implementation of the Approach
Figure 1 shows the comparative performance of participants 4.2. Significant Difference in Participant’s Performance
before and after the implementation of the teaching approach Before and After the Implementation of the Approach
in different groups. Data shows that the overall post-test Across Groups
performance of participants in the experimental group on Table 4 shows the result in each competency and the overall
the topic of atmospheric phenomena can be interpreted as result of the independent sample t-test. Data revealed that
“fairly satisfactory” (%=79.73), whereas their overall pre- the overall result in the pre-test of control group (x̄=14.56;
test performance can be interpreted as “did not meet the SD=3.53) and experimental group (x̄=13.93; SD=4.94); (t=1.128;
expectation” (%=46.43). While both the overall performance p=0.261) has no statistically significant difference. This means
of the control group pre-test and post-test performance can that, regardless of groups, their overall performance on the
be interpreted as “did not meet the expectation” (pre-test topic of atmospheric phenomena is the same. In addition,
(%)=48.53; post-test (%)=60.13). The result indicates that the when analyzed in terms of each competency, the result also
teaching approach positively increases students’ performance revealed that there is no statistically significant difference
on atmospheric phenomena, as evidenced by the performance among groups (competency 1 (t=1.12, p=0.261); Competency 2
of the experiment group. (t=0.037, p=0.97); Competency 3 (t= 1.729, p=0.085)) in terms of
Moreover, based on the three competencies being measured in their pre-test result. This means that their performance on the
the study, the experimental group attained “fairly satisfactory” assessed competencies is the same regardless of group.
for both Competency 1: Layers of Atmosphere (%=77.80) Moreover, after the implementation of the developed approach,
and Competency 3: Atmospheric Phenomena: Breezes, data revealed that there is a statistically significant difference in
Monsoons, Itcz (%=75.70) while Competency 2: Greenhouse the post-test performance between the control group (x̄=18.04;
Effect and Global Warming (%=85.70) attained a “very SD=3.81) and experimental group (x̄=23.92; SD=3.67); (t=-
satisfactory performance in their post-test. Their post-test 8.77; p=<.01). This means that the implemented approach can
performance is higher compared to their pre-test performance improve the performance of learners in the topic atmospheric
in all competencies, and the results of their pre-test can be phenomena as evidence in the mean score and statistically
interpreted as “did not meet the expectation” (Competency 1 significant difference result. In addition, when analyzed in
(%=41.50); Competency 2 (%=52.80); Competency 3 (45.00)). terms of each competency, the result also revealed that there is
While the control group performance in both pre-test and a statistically significant difference among groups (competency
post-test in all competencies are interpreted as “did not meet 1 (t=-11.442; p=0.01); competency 2 (t=-10.21; p=0.01);
the expectation” (Competency 1 (pre-test (%=43.80); post-test competency 3 (t=-8.77; p=0.01)).

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Table 4. Result of Independent Sample T-test on the (lecture) can yield a low gain performance among learners.
Performance of Participants Across Groups Table 5. Hakes Gain Value and Interpretation on the
Group Mean SD t p Performance of each Groups
Compe- Pretest Control 4.38 1.53 1.12 0.264 Group Competencies Pre- Post- Hake’s Interpretation
tency 1 Test Test Gain
Experimental 4.15 1.69
Score Score Value
Post- Control 5.53 1.63 -11.442 <0.01**
Control Competency 1 4.38 5.53 0.20 Low Gain
Test Experimental 7.78 1.4 Group Competency 2 5.28 6.55 0.27 Low Gain
Compe- Pretest Control 5.28 1.32 0.037 0.97
Competency 3 4.89 5.95 0.21 Low Gain
tency 2 Experimental 5.28 2.07
Overall 14.56 18.04 0.23 Low Gain
Post- Control 6.55 1.6 -10.21 <0.01**
Experi- Competency 1 4.15 7.78 0.62 Medium Gain
Test Experimental 8.57 1.46 mental Competency 2 5.28 8.57 0.70 Medium Gain
Compe- Pretest Control 4.89 1.32 1.729 0.085 Group
Competency 3 4.50 7.57 0.56 Medium Gain
tency 3 Experimental 4.5 2.07
Overall 13.93 23.92 0.62 Medium Gain
Post- Control 5.95 1.6 -8.77 <0.01** The result of Hake’s gain analysis shows that introducing PBL
Test Experimental 7.57 1.46 with downloaded secondary data resources can have a medium
Overall Pretest Control 14.56 3.53 1.128 0.261
positive effect on learners’ performance compared to the
traditional way of teaching (lecture). This result is consistent
Experimental 13.93 4.94 with various literature that PBL can moderately affect learners’
Post- Control 18.04 3.81 -8.77 <0.01** academic achievement (Dochy et al., 2003; Dolmans et al., 2016;
Test Hmelo-Silver, 2004b). Though the result of Hake’s gain analysis
Experimental 23.92 3.67
shows a moderate gain in the participants’ performance, it
**p<.05 (The independent sample t-test is significant if the shows a promising result compared to the traditional way of
p-value is less than 0.05) teaching. Thus, the developed approach can have a positive
The overall results of this study were also consistent with the impact on learners, making this approach effective and relevant
various related studies. It was affirmed by Armalia et al. (2017) in science teaching.
that PBL helps increase students’ academic performance by
enhancing the learners’ higher-order thinking skills (HOTS). 5. CONCLUSIONS
As stated by Dabbagh (2019) that problem-based learning Scientific literacy encompasses multiple dimensions, including
helps develop student’s skills, such as their creative and critical procedural, functional, and conceptual learning. Educators can
thinking skills, as they work independently. Further, it was use various teaching approaches to enhance learners’ scientific
revealed in a study that the critical thinking skills of students literacy in any science topic. In this study, the use of problem-
improved after applying the Problem-based learning approach based learning (PBL) with secondary resources in the form of
to learning about lipid metabolism (Seruni et al., 2020). Asyari published articles, videos, and recorded lectures is combined to
et al. (2016) also recommended using PBL as it enhances the create a science teaching approach called the “PBL-Resource
learners’ critical thinking skills. Thus, the findings of this study Mining Approach.” The main purpose of this study is to
confirmed the literature being discussed above. Therefore, PBL, determine if this created teaching approach effectively uplifts
with downloaded secondary resources, can be used to enhance learning competence in the environmental competency-
learners’ performance. atmospheric phenomena. Based on the results, the developed
approach is effective in increasing scientific competence
4.3. Differences in the Performance of Groups when among the target participants compared to the traditional way
Analyzed Using Hakes Gain Analysis of teaching.
Table 5 shows Hake’s gain value and interpretation of the overall However, results show that the participants have attained only
performance and each competency performance per group. a “fairly satisfaction” in their overall performance (referring to
Data shows that the experimental group’s overall performance the experimental group). Though their performance is higher
and performance for each competency have achieved a compared to the control group but the result indicates that
“medium gain” result (overall=0.62; competency1=0.62; PBL-Resource Mining allows learners to pass the competencies
competency2=0.70; competency3=0.62). This means that the being tested barely. This result is further backed up by Hake’s
developed approach has a moderate effect in terms of increasing Gain analysis, wherein the experimental groups only attained
learners’ performance on the topic of atmospheric phenomena. a medium gain learning. Though the result shows that the
While the control group achieved a “low gain” performance in experimental group has achieved moderate learning only, still
both overall and each competency being tested (overall=0.23; the result shows that the PBL-Resource Mining Approach is
competency1=0.20; competency2=0.27; competency3=0.21). effective compared to the traditional way of teaching. The result
The findings shows that the traditional way of teaching of this study implies that the developed approach can be used

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in promoting scientific literacy, especially in environmental- of Using Problem Based Learning (PBL) in Mathematics
related competencies. Problem Solving Ability for Junior High School Students.
To further improve this approach, the researchers consider the International Journal of Advance Research and Innovative
following modifications based on the observations made before, Ideas in Education, 3, 3402–3406.
during, and after the implementation: first, the researchers
acknowledge the diversity of learners in this study, therefore Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & . I. (2016).
it is crucial to test the demographic profile of learners such Improving critical thinking skills through the integration
as gender and their ethnicity. The researchers believed that of problem based learning and group investigation.
these factors could have a significant impact in terms of their International Journal for Lesson and Learning Studies, 5(1),
preference for learning. Second, learners’ preparedness in PBL, 36–44. [Link]
as well as the use of technology. The researchers believed that
BBC Earth. (2021). When the World Gets 1 deg C Hotter: Climate
these two factors are the main contributors in implementing
Change: The Facts [video file]. YouTube. [Link]
the developed approach. Third, the language used by the
[Link]/watch?v=dIsjcG7hTmo
downloaded secondary resources. Another factor that should
be considered is the appropriateness of language. This can be Blikstad‐Balas, M., & Sørvik, G. O. (2015). Researching literacy
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Another thing that should be considered is the implementation Bernardo, A., Limbap, A., Prudente, M., & Roleda, L. (2008).
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time to apply their learnings. Fifth and most important is the A. (2024). Status of Science Laboratories in Secondary Basic
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