Hadi Suwono, Tutut Permana, Muhammad Saefi, Rifka Fachrunnisa
Schools provide conducive environments for disseminating messages on health by implementing appropriate learning approaches and subjects such as biology in the curriculum. For instance, problem-based learning (PBL) is a student-centred approach commonly applied in the field of education. However, its implementation to improve the health literacy of secondary school students is a challenge. This study analyzes the perceptions of problem-based learning and its influence on health literacy in secondary school students. Lessons in biology are chosen as a platform for health literacy development since they cover topics related to disease and health. Quasi-experimental studies show that problem-based learning improves biological knowledge and health literacy. This study shows that students’ perceptions of the problem-based approach were empirically related to increased health literacy. These results provided the empirical and theoretical background for the application of problem-based learning in biology classes. © 2021 Royal Society of Biology.
Biology Education Program, Department of Biology, Universitas Negeri Malang, East Java, Jalan Semarang, Indonesia; Biology Education Program, Universitas Muhammadiyah Malang, East Java, Tlogomas, Indonesia
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