Collaborative Learning Model With Problem Solving Approach To Improving Student Environment Sensitivity

In the era of globalization, many environmental problems have emerged, but individuals and communities are treating these issues with necessary seriousness. This study suggests that it is necessary to build a sense of sensitivity to the environment. Environmental Sensitivity is a predictor responsible for the environment, written on the goals and objectives in environmental education and empathy views or understanding of the environment. The purpose of this study is to look at collaborative learning models using problem-solving to increase students’ environmental sensitivity. Research is based on quantitative and pretest-posttest experimental design methods used in class X-Accounting Yatindo Vocational High School students in Bekasi. The results showed that students who studied collaborative learning models with problem learning (experimental class) displayed a higher sensitivity than students in the control class undergoing conventional learning. 
Keywords: collaborative learning model, problem-solving approach, environmental sensitivity


Introduction
Environmental sensitivity is a predictor of behaviour that is significantly responsible for the environment [1], which is defined as an empathetic view or understanding of the environment and includes the affective domain involving the attributes of feelings, beliefs, and emotions [2]. Based on the environmental sensitivity attribute, environmental sensitivity has the same meaning as environmental awareness, because the component of environmental awareness includes factual knowledge about the environment and environmental issues, for that awareness is the ability to understand, feel or aware IC-HEDS 2019 of events, objects, thoughts, emotions, or sensory patterns [4]. In addition, the notion of environmental sensitivity is written on the statement of the goals and objectives in environmental education [5].

Methods and Equipment
Before the learning process, students are given an environmental education test to see students' knowledge about the environment. Furthermore, researchers provide information about environmental sensitivity through natural disaster mitigation research, because disaster affects students' psychology, through a collaborative learning model with problem solving in study groups consisting of 3-5 students [6], which involves the environment as a learning medium, and conventional methods, teacher-centered, using verbal communication media between teacher and students. Student learning situations with design (R) -O1 -X1 -O2 | (R) -O1 -X2 -O2, [7] can be seen in Figure 1, as follows:

Collaborative Learning Model With Problem
Conventional Method Solving Approach In the collaborative learning model Problem-Solving technique, students are tasked in the process of problem solving in natural disaster management while students who study with conventional methods are assigned to summarize disaster material. After the learning process, the student is given an environmental sensitivity test. To measure DOI

Result
The results of this study were obtained from the pretest and posttest data of experiment and control class students, the pretest and posttest data to obtain maximum student assessment, the researchers conducted a normalized Grain test (g) [8], to see students' ability in problem-solving after being given Collaborative learning with problem-solving approaches in experimental group students and to be compared to students' ability to control groups with conventional methods. The normalized Grain test formula (g) used, as follows: The normalized gain (g) category is: To find the normalized Grain test (g), determine and get the average value of the pretest and posttest, can be seen in Table 1, as follows: IC-HEDS 2019  In Table 2. The average normalized gain (g) = 0.437 is obtained with high criteria.
The conclusion that environmental problem-solving skills in students who learn to use collaborative learning models with problem-solving approaches are included in the medium criteria.
From Table 1. Also obtained information that groups of students who learn using collaborative learning models with problem-solving are included in both criteria based on the average score percentage of the ideal score (P), → P = Postest 20 × 100 P = 17,13 20 × 100 = 85, 65 the results are good, based on the following criteria:  In Table 4 the average normalized gain (g) = 0.07 is obtained with low criteria.
The conclusion that environmental problem-solving skills in students who learn to use conventional models are included in very low criteria.
From Table 1, information was also obtained that the group of students who studied The results include sufficient criteria, based on the criteria below, as follows: From the normalized Grain test results (g) above, it is concluded that the problemsolving ability of students who learn collaborative learning models with problem-solving approaches is higher than students who learn conventional methods because the collaborative learning model with problem-solving approaches students will learn the problem environment, where students will learn and observe the environment as a learning medium, with a problem-solving framework that is made will be able to feel the situation and the existence of thought [9]. Table 6 shows that the mean score of environmental sensitivity scores for the experimental group students was higher than the control class students group. To find out whether or not there are significant differences in the environmental sensitivity of students. Then the data are analyzed through hypothesis testing through the following steps: DOI     From Table 8, it shows that the Levene statistic sig value to determine the homogeneity test results of the two variances = 0.084, meaning that Ho is accepted, the conclusion is there is no difference in variation from each data set or homogeneous.

Homogeneity Test of Two Variants
Furthermore, to find out whether or not there are differences in the average sensitivity of students' environments between those learning collaborative learning models and problem-solving approaches with conventional learning. DOI

Hypothesis Testing with T Test.
From the results of the Independent Samples Test in Table 9, the value of t-test = 3,770 is obtained > t table test = 2,039 with value Sig. (2-tailed) = 0,000. < sig table = 0,05 So Ho rejected, the conclusion that there are differences in the sensitivity of students who learn to use collaborative learning models with problem-solving approaches is higher than students who learn conventional methods.

Discussion
The success of the collaborative learning model with a problem-solving approach to enhance environmental sensitivity, because this model studies the steps of the problemsolving process is to recognize problems and investigate problems [10]. Both of these steps are used as students' affective and cognitive abilities which are components of environmental sensitivity [3]. In this study, students' environmental sensitivity is built only as a response to the desires or interests of students studying the environment [11]. Environmental events that can attract students' attention to study natural disaster material [12]. Learning to solve environmental problems must be done together with group friends. To study and observe the environment, the researcher must adjust the material being studied (natural disaster mitigation). This material can attract students to feel the situation of events, and proven the desire of students to learn collaborative learning models with problem-solving approaches (specifically environmental problems) can increase students' sense of sensitivity to the environment, this can be evidenced from the results of the normalized Gain test (g).

Conclusion
The conclusion of this study is based on the hypothesis test or t-test, the value of t-count = 3,770 and t-table 2.039, and the value (Sig. 2-tailed) = 0.000 < sig table = 0.05, which concludes that there are differences in sensitivity the environment of students who study with collaborative learning models with problem-solving approaches is higher than students who study conventionally in class X-1 and X-2 students of the Indonesian Golden Vocational High School, Bekasi. Because groups of students who study with problem-solving approaches direct students to learn to interact with the environment, where the environment as a source of student knowledge to more actively know the environment. Many know the environment so that students develop a sense of sensitivity towards the environment. While students learn with conventional methods, students are limited to adjusting themselves to their environment.

Funding
This work was self-financed.