Project-based learning is a pedagogical approach that equips students to tackle the complex challenges of the 21st century. Within project-based learning, students apply scientific concepts and engage in science process skills to complete projects, particularly those focusing on environmental issues, fostering their awareness of the importance of environmental conservation. This study aims to determine the effectiveness of the Chenvi-PjBL (Chemistry Environment Project-Based Learning) model on senior high school students' conceptual mastery, science process skills, and environmental awareness. The learning syntax encompasses problem orientation, environmental issue-related questions, design, scheduling, monitoring, results, and evaluation. The research employed a quasiexperimental method with a nonequivalent control group design comprising an experimental and control group. The Chenvi- PjBL model had a significant effect on students' conceptual mastery, science process skills, and environmental awareness all at the same time, according to the MANOVA results. The evidence is F(3,134) = 699.939, p < 0, Wilks’ Lambda = 0.084 (η² = 0.572; 0.568; 0.910). The DDA analysis results of the experimental group have the highest mean score, 3.185, while the control group is (-3.375). In this case, the most dominant correlation is environmental awareness, 0.966. The study concludes that the Chenvi-PjBL model effectively improves senior high school students' conceptual mastery, science process skills, and environmental awareness. Additionally, using materials from the surrounding environment in the Chenvi-PjBL model fosters students' awareness of the importance of environmental conservation. Student responses to the Chenvi-PjBL model were positive, with 52% expressing strong agreement and 48% agreeing.
Riyanti et al. (2025) studied this question.