Application of the Li-Pro-GP learning model to improve students' conceptual understanding and creativity of environmental pollution

Concept understanding and product creativity of SMP class VII A
students are less than optimal. This problem is caused because
learning activities do not invite students to improve their literacy.
This research aims to apply Li-Pro-GP (Project-Based Science
Literacy) learning in the integrated science literacy movement
strengthening character education to improve conceptual understanding and creativity of learning poster products. The type
of research used is quasi-experimental research using a one-group
pretest-posttest design. The population of this research is the
seventh-grade students of SMP. At the same time, the sampling
used purposive sampling. The sample of this study was all students
of class VII A. Data collection techniques used tests and
documentation with research instruments, namely written test
questions in the form of essays used for pretest and posttest. The
measurement of the creativity of the learning poster product uses
the product creativity rubric. Data analysis used paired t-test with
the help of data processing applications IBM SPSS 26 and Ms. Excel. The results showed that: 1) there was an effect of using the Li-ProGP learning model on the ability to understand concepts; 2) there is an effect of using the Li-Pro-GP learning model on creativity of the learning poster product. Based on the research results, this
learning model can be applied to other materials to improve
students' conceptual understanding and creativity.