Generation Z perceptions of the problem-based learning approach in science instruction at SMP Negeri 2 Tondano and SMP Santa Rosa de Lima Tondano
Keywords:
Generation Z, Problem‐based learning, Science education, Student perceptionsAbstract
This study investigates Generation Z students’ perceptions of Problem-Based Learning (PBL) in the context of Science instruction at SMP Negeri 2 Tondano and SMP Katolik St. Rosa de Lima Tondano, Indonesia. Generation Z learners, born between 1997 and 2012, are characterized by strong digital literacy, preference for visual and collaborative activities, and a need for contextualized, meaningful learning experiences. Despite existing research affirming PBL’s effectiveness in promoting critical thinking and intrinsic motivation, limited attention has been given to Generation Z’s own perceptions of PBL—especially within a local Minahasa setting—and to how educators might integrate Christian faith values within a PBL framework. Employing a mixed‐methods, descriptive–quantitative design, data were collected from seven‐item Likert‐scale questionnaires (n = 50), structured interviews, and direct classroom observations. Quantitative analysis reveals that most participants perceive PBL as highly engaging, fostering collaboration, and enhancing conceptual understanding in ecological and biodiversity topics; average scale scores exceeded 80% on key items. Qualitative findings corroborate these results, indicating students’ heightened motivation, increased participation, and appreciation of real‐world scientific inquiry. However, some students reported challenges related to group dynamics, insufficient scaffolding by teachers, and initial unfamiliarity with autonomous problem‐solving. Additionally, respondents valued the integration of Christian principles—such as stewardship of creation, integrity, and communal responsibility—as enriching the PBL experience and reinforcing character development. The study recommends targeted professional development for teachers in PBL facilitation, development of contextually relevant problems linked to local environmental issues, and deliberate incorporation of faith‐based values to align science instruction with students’ cultural and spiritual backgrounds.
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