Developing Students’ Critical Thinking Skills Using the Field Laboratory for Geography Education (Case Study on Mount Galunggung, Tasikmalaya, West Java, Indonesia)

Abstract

Purpose of the study: This study aimed to analyze the needs of the field laboratory for geography education which functions as an outdoor learning medium.
 Methodology: The method applied in this study was descriptive qualitative research using three stages, namely preliminary needs analysis studies, field analysis studies through observation and satellite image overlay, and field function analysis for learning purposes.
 Main Findings: The results indicated that the open space (environment) can function as a laboratory that can be used for teaching and learning, research, and community services. In addition, critical thinking skills that can be developed in the field laboratory for geography education included analytical skills, synthetical skills, identifying and problem-solving skills, concluding skills, and evaluating or assessing skills.
 Applications of this study: This study provides geography teachers with information to develop a field laboratory as a learning resource.
 Novelty: There are very few studies that examine field laboratories, whereas field laboratories are indispensable to develop students’ critical thinking skills.

Development and validation of a critical thinking measurement instrument based on Megapodidae reinwardt bird ecotourism

“…Three aspects of instrument validation, namely material aspects, constructive aspects, and language aspects, all meet valid criteria. The instrument can be applied to measure students' critical thinking abilities regarding the results of observations in the field [14][15][16].…”