Learning geography plays a role in developing creative thinking and science process skills in students. Creative thinking and process science skills can be used in developing new methods and solutions to solve problems in geosphere phenomena using innovative perspectives. This study uses a quasi-experimental type with a Posttest Only Design. In this study, a purposive sample method was applied with two groups: the experimental group from science class 1 using SOLE and the control group from science class 3 using conventional methods. The instrument uses an essay test to measure the level of creative thinking ability and an observation sheet to measure the level of science process skills. The data analysis used was the Independent-Sample T Test and the Mann-Whitney U test with a significance level of 0.05. The SOLE model significantly affects watershed conservation materials' creative thinking and science process skills. The significance value of the Independent-Sample T-Test of creative thinking skills was 0.001 0.05, and the significance value of the Mann-Whitney U Test of science process skills was 0.000 0.05. The internet's investigative process provides information and mindset in scientific concepts in predicting damage/problems and watershed conservation efforts. In addition, the internet investigation process helps students obtain various literacy and information.
The problem-solving geography ability needs to be developed by each student and can be developed by implementing the PBL model because it has been able to train problem-solving geography ability through actual problem steps. The purpose of this study is to know the significant impact of the PBL model use of the Edmodo (PBL_Ed) on solving the geography skills of senior high school students. The research design used was a quasi-experiment with a posttest-only control group design. The study subjects were the students of XI IPS SMA Laboratorium UM, the academic year 2020/2021. The assessment instrument uses an essay test arranged on an indicator of problem-solving skills, consisting of 1) identifying the problem; 2) defining the problem; 3) seeking alternative solutions; 4) determining the correct solution; and 5) concluding upon what has been obtained. The data analysis in this study uses an independent sample t-test model with a 0,05 sig level. The results of the t-test analysis showed the probability value at 0,003 ≤ 0,05. The results showed a significant influence of the PBL model with the Edmodo (PBL_Ed) on problem-solving geography skills of senior high school students. An experiment class using a PBL model with the Edmodo (PBL_Ed) has problem-solving geography skills higher than the control class using conventional models. Kemampuan pemecahan masalah geografi perlu dimiliki oleh setiap siswa dan dapat dikembangkan dengan mengimplementasikan model PBL karena mampu melatih kemampuan pemecahan masalah geografi melalui langkah-langkah model PBL berdasarkan permasalahan nyata. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh yang signifikan model PBL berbantuan Edmodo (PBL_Ed) terhadap kemampuan pemecahan masalah geografi siswa SMA. Rancangan penelitian menggunakan quasi eksperiment dengan desain posttest only control group. Subjek penelitian adalah siswa kelas XI IPS SMA Laboratorium UM semester genap tahun ajaran 2020/2021. Instrumen penilaian menggunakan tes essay disusun berdasarkan indikator kemampuan pemecahan masalah, terdiri atas 1) mengidentifikasi masalah; 2) mendefinisikan masalah; 3) mencari solusi alternatif; 4) menentukan solusi yang tepat; dan 5) menyimpulkan atas apa yang telah diperoleh. Analisis data dalam penelitian ini menggunakan model uji independent sample t-test dengan taraf sig 0,05. Hasil analisis uji t menunjukkan nilai probabilitas (sig. 2-tailed) sebesar 0,003 0,05. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan model PBL berbantuan edmodo (PBL_Ed) terhadap kemampuan pemecahan masalah geografi siswa SMA. Kelas eksperimen menggunakan model PBL berbantuan edmodo (PBL_Ed) memiliki kemampuan pemecahan masalah geografi lebih tinggi daripada kelas kontrol yang menggunakan model konvensional.
Kemampuan berpikir kritis dapat dicapai dengan model yang tepat, beberapa diantaranya menggunakan model Group Investigation dan Problem Based Learning. Berdasarkan kelebihan kedua model maka penulis meneliti perbedaan hasil Group Investigation dengan Problem Based Learning terhadap kemampuan berpikir kritis dan mencari tahu manakah yang lebih tinggi. Rancangan penelitian menggunakan metode eksperimen semu, pelaksanaanya dengan nonequivalent control group design. Subjek penelitian adalah siswa kelas X MA Nurul Ulum Malang. Kelas eksperimen 2 (X IIS 3) perlakuan Problem Based Learning dan kelas eksperimen 2 (X IIS 4) perlakuan Group Investigation. Hasil analisis data diketahui bahwa rata-rata gain score di kelas eksperimen 1 adalah 34,60, sedangkan kelas eksperimen 2 adalah 27,05. Analisis menggunakan uji Independent t-test diperoleh nilai signifikansi sebesar 0,045 < 0,050 maka H0 ditolak, membuktikan bahwa ada perbedaan kedua model pembelajaran terhadap kemampuan berpikir kritis.
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