Improving complex problem-solving abilities: Geographical inquiry learning using SETS approach on environmental conservation materials

Abstract

This study aims to determine the effect of the geographical inquiry learning model with the SETS approach on complex problem-solving abilities. The hypothesis in this study consists of H0 (There is no difference in the effect of the geographical inquiry learning model with the SETS approach on the students' CPS abilities) and H1 (There is a difference in the effect of the geographical inquiry learning model with the SETS approach on the students' CPS abilities). The research used quasiexperimental research with a pre-posttest control group design and Independent Sample T-Test from the results of the N-Gain Score as data analysis. The population in this study was the Class XI Social Sciences in high school level in the odd semester of the 2021/2022 academic year at MAN Kota Batu, Indonesia, using a purposive sampling technique. The research subjects consisted of 70 students (35 students in the experimental group and 35 in the control group). The research was carried out in the study of Geography, with the subject matter of Environmental Impact Analysis. The results of the Sig (2-tailed) showed a score of 0.000 < 0.05. The experimental class had an average score of 85.06 for CPS abilities, higher than the control class's 71.2. According to the findings, the geographical inquiry learning model with the SETS approach greatly impacts CPS abilities. This research proves that the geographical inquiry learning model with the SETS approach positively affects complex problemsolving abilities following the 21st-century learning objectives.

The relation of complex problem solving with reflective abstraction: a systematic literature review

“…Table 1. Summary of research findings of the included studies Type of content References Relation CPS to knowledge i) in the CPS process, knowledge is used to understand problems and is applied to achieve goals [20]- [22]; ii) knowledge development is required for complex problem solving [23]; iii) the knowledge possessed, and the environment can stimulate CPS abilities on cognitive and environmental factors [7], [24]; iv) knowledge is built through abstraction to complex problems solving [25]; v) acquiring knowledge of the problem becomes the relationship between intelligence and the application of knowledge in the CPS process [26]- [28]; vi) CPS includes a large number of human higher-order cognitive processes [29]; vii) CPS is related to knowledge and understanding [27], [30], [31]; viii) the importance of knowledge tracking in CPS [32]; ix) there is influence of knowledge and cognitive ability on CPS performance [33], [34]; x) there was no interaction between CPS ability and gender, even though there were differences in math ability [35]; xi) knowledge of the problem will have a positive impact on the success of CPS [1]; xii) through learning can develop skills and experience in dealing with CPS [36]; xiii) metacognition plays a role in increasing motivation in the CPS process [37]; xiv) the roadmap helps the cultivation of knowledge and skills in CPS [38]; xv) problem-solving-based mathematics textbooks can increase knowledge in CPS [39]; xvi) the use of technology in learning can encourage knowledge in CPS [40]; xvii) the contribution of knowledge-based students by making examples based on their own experiences can train students' CPS [3], [41]; xviii) intelligence is highly correlated with CPS performance if the level of knowledge is moderate and has a small correlation if knowledge is very little or very much [16], [42]; xix) CPS as the application of knowledge and skills in the real world [43]; xx) knowledge as a basis for decision-making on CPS [44]; ...…”