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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan
Baiq Eka Kurnia Hadiyati
Universitas Hamzanwadi

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Pengaruh Problem Based Learning terhadap Minat Belajar dan Hasil Belajar Geografi Siswa SMA Baiq Eka Kurnia Hadiyati; Hartini Haritani; Muhammad Khairul Wazni; Badarudin Badarudin
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 11 No 4 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v11i4.36309

Abstract

The implementation of the Merdeka Curriculum requires student-centered instructional approaches to improve engagement and learning achievement. However, geography instruction in Indonesian secondary schools is still predominantly teacher-centered, resulting in low learning interest and suboptimal learning outcomes. This study aimed to examine the effect of the Problem Based Learning (PBL) model on students' learning interest, geography learning outcomes, and their simultaneous improvement among eleventh-grade students at SMA Negeri 1 Wanasaba. The study employed a quantitative approach using a quasi-experimental method with a pretest–posttest non-equivalent control group design. The research population consisted of 158 eleventh-grade social science students, while the sample was selected through cluster random sampling, resulting in one experimental class and one control class. Data were collected using a validated and reliable learning-interest questionnaire and a geography achievement test. Data were analyzed descriptively and inferentially using Multivariate Analysis of Variance (MANOVA) after fulfilling the assumptions of normality, homogeneity of variance, and homogeneity of covariance matrices. The findings revealed that students taught through the PBL model demonstrated greater improvements in both learning interest and geography learning outcomes than those receiving conventional instruction. MANOVA results indicated that PBL had a statistically significant effect on learning interest and learning outcomes, both individually and simultaneously, with a large effect size. These findings demonstrate that PBL is an effective instructional model for promoting active, contextual, and meaningful geography learning while supporting the development of twenty-first-century competencies.
Co-Authors Badarudin Hartini Haritani