Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal Journal of Teaching and Education Journal of Teaching and Education
Muhammad Okta Ridha, Maulidan
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The Effect of Project-Based Learning (PjBL) Based on Focus Group Discussion (FGD) on the Critical Thinking Skills and Student Activeness of Grade X Students in Geography Nuraisyah, Nuraisyah; Muhammad Okta Ridha, Maulidan; Riska, Riska; Nurilma, Nurilma; Sejati, Andri Estining
Journal of Teaching and Education Vol 5, No 1 (2026): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v5i1.2896

Abstract

This study aimed to determine the effect of implementing the Project-Based Learning (PjBL) model based on Focus Group Discussion (FGD) on the critical thinking skills and activeness of Grade X students in Geography, particularly on remote sensing material, at SMA Negeri 1 Samaturu. This study employed a quantitative approach with a quasi-experimental method. The research subjects were students who participated in Geography learning through the implementation of PjBL based on FGD. Data were collected through observations of student activeness and essay tests to measure critical thinking skills based on five indicators: providing simple explanations, building basic skills, making inferences, providing further explanations, and regulating strategies and tactics. The results showed that the implementation of PjBL based on FGD was able to increase student activeness in asking questions, answering questions, responding to opinions, and presenting project results. In addition, students' critical thinking skills also improved, particularly in the indicators of simple explanations, basic skills, and concept analysis. Thus, the PjBL model based on FGD can be used as an alternative learning strategy to improve student activeness and critical thinking skills in Geography learning.
The Effect of Project-Based Learning (PjBL) Based on Focus Group Discussion (FGD) on the Critical Thinking Skills and Student Activeness of Grade X Students in Geography Nuraisyah, Nuraisyah; Muhammad Okta Ridha, Maulidan; Riska, Riska; Nurilma, Nurilma; Sejati, Andri Estining
Journal of Teaching and Education Vol 5, No 1 (2026): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v5i1.2896

Abstract

This study aimed to determine the effect of implementing the Project-Based Learning (PjBL) model based on Focus Group Discussion (FGD) on the critical thinking skills and activeness of Grade X students in Geography, particularly on remote sensing material, at SMA Negeri 1 Samaturu. This study employed a quantitative approach with a quasi-experimental method. The research subjects were students who participated in Geography learning through the implementation of PjBL based on FGD. Data were collected through observations of student activeness and essay tests to measure critical thinking skills based on five indicators: providing simple explanations, building basic skills, making inferences, providing further explanations, and regulating strategies and tactics. The results showed that the implementation of PjBL based on FGD was able to increase student activeness in asking questions, answering questions, responding to opinions, and presenting project results. In addition, students' critical thinking skills also improved, particularly in the indicators of simple explanations, basic skills, and concept analysis. Thus, the PjBL model based on FGD can be used as an alternative learning strategy to improve student activeness and critical thinking skills in Geography learning.
Co-Authors Andri Estining Sejati Nuraisyah Nuraisyah Nurilma, Nurilma Riska Riska