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All Journal Pendidikan Geografi (Berkala) Tunas Geografi Jurnal Pendidikan Humaniora Empirisma; Jurnal Pemikiran dan Kebudayaan Islam Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi Jurnal SOLMA Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Cetta: Jurnal Ilmu Pendidikan Ganaya: Jurnal Ilmu Sosial dan Humaniora Journal of Education Action Research Jurnal Ilmiah Pendidikan Profesi Guru JETL (Journal Of Education, Teaching and Learning) Spatial : Wahana Komunikasi dan Informasi Geografi Kumawula: Jurnal Pengabdian Kepada Masyarakat Geodika: Jurnal Kajian Ilmu dan Pendidikan Geografi Jurnal Karinov GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Jurnal Praksis dan Dedikasi Sosial Jurnal Graha Pengabdian Journal of Research in Instructional Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial Journal of Language, Literature, and Arts (JoLLA) At-Tadzkir: Islamic Education Journal Nasir: Jurnal Pendidikan Islam Journal of Geographical Sciences and Education Sirajuddin : Jurnal Penelitian dan Kajian Pendidikan Islam Journal of Innovation and Teacher Professionalism Future Space: Studies in Geo-Education Indonesian Journal of Islamic Religious Education (INJIRE) EMPIRISMA: JURNAL PEMIKIRAN DAN KEBUDAYAAN ISLAM Journal of Pesantren and Diniyah Studies AL-Ikhtiar : Jurnal Studi Islam (Journal of Environmental Sustainability Management) IJIS Edu : Indonesian Journal of Integrated Science Education Sirajuddin: Jurnal Penelitian dan Kajian Pendidikan Islam
Yusuf Suharto
Universitas Negeri Malang
Religion Aerospace Engineering Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Pengaruh model pembelajaran Problem Based Learning (PBL) terhadap hasil belajar siswa berbasis penilaian autentik Muhammad Rifai; Dwiyono Hari Utomo; I Komang Astina; Yusuf Suharto
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 3 No. 7 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um063v3i7p753-759

Abstract

The use of learning models is influential on the success of student learning. Problem-Based Learning learning model can familiarize students to utilize their thinking potential in solving a problem by providing knowledge or experience information to each other. The problem-based learning model based on authentic assessment makes learning activities more meaningful and allows improving learning outcomes because student development becomes more measurable. This research is experimental research using Post-test Control Group Design. The population of this study were students of 1 Lawang Senior High School. The research sample was taken using a random sampling technique to obtain two classes as samples, namely class XI IPS 1 as the experiment and class XI IPS 2 as the control. The data collection methods used were observation, documentation, and tests. This study aims to determine the effect of the Problem-Based Learning (PBL) learning model on student learning outcomes based on authentic assessment Based on the results of the study using the t-test, it was found that the cognitive learning outcomes of the experimental class were significantly different from the control class. The results of the psychomotor and affective domains show that there is a difference between the experimental class and the control class, where the perfect criteria in the experimental class are more than the control class. Based on the analysis of the research results, it can be concluded that the problem-based learning model based on authentic assessment positively affects student learning outcomes. Penggunaan model pembelajaran sangat berpengaruh terhadap keberhasilan belajar siswa. Penerapan model pembelajaran Problem-Based Learning dapat membiasakan siswa untuk memanfaatkan potensi berpikirnya dalam menyelesaikan suatu masalah dengan saling memberikan informasi ilmu atau pengalaman antara satu dengan lainnya. Model pembelajaran problem-based learning berbasis penilaian autentik menjadikan kegiatan pembelajaran lebih bermakna dan memungkinkan meningkatkan hasil belajar karena perkembangan siswa menjadi lebih terukur. Penelitian ini merupakan penelitian eksperimen dengan menggunakan Post-test Control Group Design. Teknik penelitian diambil dengan menggunakan teknik Purposive Sampel sehingga didapatkan dua kelas dengan kriteria yang sama, yaitu kelas XI IPS 5 sebagai eksperimen dan kelas XI IPS 3 sebagai kontrol. Metode pengumpulan data yang digunakan adalah obsevasi dokumentasi, dan tes. Penelitian ini bertujuan untuk mengetahui adanya pengaruh model pembelajaran Problem-Based Learning (PBL) terhadap hasil belajar siswa berbasis penilaian autentik. Berdasarkan hasil penelitian dengan menggunakan uji t di dapati bahwa hasil belajar kognitif kelas eksperimen berbeda secara signifikan dengan kelas kontrol. Hasil ranah psikomotorik dan afektif menggunakan uji Man Whitney U menunjukan ada perbedaan antara kelas eksperimen dan kelas kontrol. Berdasarkan analisis hasil penelitian dapat diperoleh kesimpulan bahwa model pembelajaran problem based learning berbasis penilaian autentik berpengaruh terhadap hasil belajar siswa.
Pengaruh model pembelajaran Group Investigation terhadap kemampuan berpikir kritis siswa pada mata pelajaran Geografi di SMAN 2 Sumenep Alfin Dwi Cahyani; Yusuf Suharto
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 3 No. 7 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um063v3i7p795-808

Abstract

A skill that is required for students to learn in the 21st century is the ability to think critically. Students must be able to think critically to solve problems in geography class, especially when dealing with social content. Students can master critical thinking with the influence of the Group Investigation learning model, because it can invite students to participate directly in the problem-solving process with investigative activities. This research was conducted to know how much influence the Group Investigation learning model had on students' critical thinking skills in geography at SMAN 2 Sumenep. The experimental research design included pre-test and post-test, and the Independent Sample T test was used to analyze the data. The subjects used were class X IPS 4 being the experimental group treated with the Group Investigation learning model and X IPS 5 being the control group treated with conventional learning. The results obtained in this study indicate that the Group Investigation model treatment has a significant effect, with a significance level of 0.000-0.05. This research can prove that geography students' critical thinking skills can be influenced by the Group Investigation learning model. Suatu keterampilan yang diharuskan dimiliki oleh siswa untuk belajar pada abad 21 adalah kemampuan berpikir kritis. Siswa harus mampu berpikir kritis untuk memecahkan masalah di kelas geografi, terutama ketika berhadapan dengan konten sosial. Berpikir kritis siswa dapat kuasai dengan pengaruh model pembelajaran Group Investigation, karena dapat mengajak siswa untuk ikut serta secara langsung dalam proses pemecaan masalah dengan kegiatan penyelidikan. Penelitian ini dilakukan dengan maksud untuk mengetahui seberapa besar pengaruh model pembelajaran Group Investigation terhadap kemampuan berpikir kritis siswa pada mata pelajaran geografi di SMAN 2 Sumenep. Rancangan penelitian eksperimen meliputi pre-test dan post-test, dan Independent Sample T test digunakan untuk menganalisis data. Subjek yang digunakan adalah kelas X IPS 4 menjadi kelompok eksperimen dengan perlakuan model pembelajaran Group Investigation dan X IPS 5 menjadi kelompok kontrol yang diberi perlakuan pembelajaran konvensional. Hasil yang diperoleh pada penelitian ini menunjukkan bahwa perlakuan model Group Investigation berpengaruh signifikan, dengan tingkat signifikansi 0,000-0,05. Penelitian ini dapat membuktikan bahwa kemampuan berpikir kritis siswa geografi dapat dipengaruhi oleh model pembelajaran Group Investigation.
Pengaruh Model Problem Based Learning (PBL) terhadap kemampuan berpikir kritis siswa Inaisya Putri Hartono; Yusuf Suharto; Alfi Sahrina; Hadi Soekamto
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 3 No. 8 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um063v3i8p918-931

Abstract

One of the essential skills in 21st-century learning is critical thinking skills. Critical thinking skills can be developed by using problem-based learning model. The low critical thinking ability of students is caused by teacher-centered learning. The problem-based learning (PBL) model is one way to enhance critical thinking skills. This research aims to investigate the effect of PBL model on the critical thinking skills of SMAN 1 Dander. Students of grades XI Sosial 1 were set as the experimental class and XI Social 2 were set as control class to perform a quasi-experimental approach with a pretest-posttest control group design. A total of 10 essay questions based of indicator of critical thinking skills were used as the research instrument. The results revealed that the gain score achieved by the experimental class was higher than the control class by 40.9 percent and 3.3 percent. Independent sample t-test data analysis technique was used in this research with a significance value of 0.00 less than 0.05 and the average value of experimental class was higher than the control class indicating that PBL model had an effect on students’ critical thinking skills, specifically on the topic of “Types and Natural Disaster Countermeasures”. Salah satu keterampilan penting dalam pembelajaran abad 21 adalah kemampuan berpikir kritis. Rendahnya kemampuan berpikir kritis siswa disebabkan oleh pembelajaran yang masih berpusat kepada guru (teacher centered). Kemampuan berpikir kritis dapat dikembangkan dengan menggunakan model pembelajaran berbasis masalah. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran berbasis masalah terhadap kemampuan berpikir kritis siswa. Penelitian ini merupakan penelitian eksperimen semu dengan desain penelitian pretest-posttest control group design. Subjek penelitian ini adalah siswa SMAN 1 Dander kelas XI IPS 1 sebagai kelas eksperimen dan XI IPS 2 sebagai kelas kontrol. Instrumen yang digunakan berupa soal essay dengan jumlah 10 soal berdasarkan indikator kemampuan berpikir kritis. Berdasarkan hasil penelitian yang telah dilakukan, gain score kelas eksperimen lebih tinggi daripada kelas kontrol, yaitu 40,9 persen dan 3,3 persen. Teknik analisis data yang digunakan dalam penelitian adalah independent sample t-test dengan nilai signifikansi 0.00 kurang dari 0.05 dan nilai rata-rata kelas eksperimen lebih tinggi daripada kelas kontrol sehingga dalam hal ini model pembelajaran berbasis masalah berpengaruh terhadap kemampuan berpikir kritis siswa pada materi jenis dan penanggulangan bencana alam.
PERBEDAAN HASIL BELAJAR GEOGRAFI KELAS PEMINATAN IPS DENGAN LINTAS MINAT BERDASARKAN PERSEPSI DAN MINAT SISWA TERHADAP GEOGRAFI Muhammad Ayub Djoda; Yusuf Suharto; Purwanto Purwanto; Didik Taryana
GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Vol 11, No 2 (2023): SEPTEMBER
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/geography.v11i2.15219

Abstract

Abstrak: Penelitian terdahulu menyebutkan jika kelas peminatan IPS memiliki hasil belajar geografi yang lebih rendah daripada kelas Lintas Minat. Perbedaan hasil belajar terjadi karena terdapat perbedaan faktor internal, seperti persepsi dan minat siswa terhadap geografi. Tujuan dari penelitian ini adalah untuk mengetahui perbedaan hasil belajar geografi kelas peminatan IPS dengan Lintas Minat berdasarkan persepsi dan minat siswa terhadap geografi. Penelitian dilakukan dengan pendekatan kuantitatif menggunakan statistik inferensial. Populasi berasal dari siswa kelas XI peminatan IPS dan Lintas Minat geografi di SMA Negeri Kota Malang. Hasil penelitian menunjukkan adanya perbedaan yang signifikan pada hasil belajar geografi kelas peminatan IPS dengan Lintas Minat berdasarkan persepsi dan minat siswa. Siswa kelas peminatan  IPS dengan persepsi positif dan minat tinggi memiliki hasil belajar yang lebih rendah daripada siswa Lintas Minat dengan persepsi negatif dan minat rendah. Hal tersebut menunjukkan bagaimana rendahnya aspek pengetahuan siswa peminatan IPS dibandingkan Lintas Minat. Berdasarkan penelitian ini, pemangku kebijakan kurikulum dan guru geografi perlu menelaah kembali terkait pembelajaran geografi. Abstract: Previous studies stated that Social Science Specialization class had lower geography learning outcomes than Cross-Interest class. The difference in learning outcomes occurs due to differences in internal factors, such as students’ perception and interest of geography. This paper aims to determine the difference of geography learning outcomes of Social Science Specialization and Cross-Interest based on students’ perception and interest of geography. This research was conducted with a quantitative approach using inferential statistics. The research population was XI-grade students from the Social Science Specialization and geography Cross-Interest program at Malang City Public Senior High School. The results showed significant differences in geography learning outcomes of Social Science Specialization and Cross-Interest based on students’ perception and interest. Social Science Specialization students with positive perception and high interest had lower learning outcomes than Cross-Intrest students with negative perception and low interest. This showed how low the cognitive aspect of Social Science Specialization students compared to Cross-Interest. Based on this study, curriculum policy makers and geography teachers need to re-examine geography learning.
Pengaruh model problem based learning berbasis daring terhadap kemampuan berpikir kritis ditinjau dari motivasi belajar peserta didik SMAN 8 Malang Bangsa, Bryan Kusuma; Suharto, Yusuf; Astina, I Komang
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 3 No. 10 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um063v3i10p1050-1065

Abstract

Technological advances influence world education. Advantages internet technology are beneficial dealing with online learning to COVID-19 pandemic. There are several learning models suitable for online learning, one which is the problem-based learning (PBL) model. PBL model is way of learning that refers to problems that can grow critical thinking skills. The learning motivation factor affects critical thinking skills. This study wanted to find out the influence online-based PBL model on critical thinking skills in terms learning motivation students at SMAN 8 Malang. This research is quantitative research with experimental method. Quasi-experimental (quasi-experimental) with posttest control group design is design used in study. Class X IIS was chosen as research subject. Random sampling is a method used to determine experimental class and control class. Based on results t-test, it was obtained that sig value of 0.009, probability value less than 0.05 and average value of the experimental class was 77.0 higher than control class 72.1, so online-based PBL model affected the critical thinking skills students of SMAN 8 Malang. Based on the results f-test, a sig value of 0.710 probability value less than 0.05 was obtained, so online-based PBL model had no significant effect on critical thinking skills in terms learning motivation students at SMAN 8 Malang. Kemajuan teknologi memiliki pengaruh terhadap dunia pendidikan. Keunggulan teknologi internet sangat berguna menghadapi pembelajarn online karena pandemi COVID-19. Beberapa model belajar cocok dengan pembelajaran secara online salah satunya Model problem-based learning (PBL). Model PBL merupakan cara belajar mengacu pada masalah sehingga menumbuhkan keteramilan berpikir kritis. Motivasi belajar menjadi faktor mempengaruhi kemampuan berpikir kritis. Penelitian ini ingin mencari tahu adanya pengaruh model PBL berbasis daring terhadap kemampuan berpikir kritis ditinjau dari motivasi belajar peserta didik SMAN 8 Malang. Penelitian ini penelitian kuantitatif dengan metode eksprimen. Eksperimen semu (quasi experiment) dengan posttest control group design adalah desain yang digunakan. Kelas X IIS dipilih sebagai subjek penelitian. Random sampling adalah cara yang digunakan untuk menentuan kelas eksperimen dan kelas kontrol. Berdasarkan hasil uji t-test diperoleh sig 0,009 nilai probabilitas kurang dari 0,05 dan nilai rata-rata kelas eksperimen lebih tinggi 77,0 daripada kelas kontrol 72,1 maka model PBL berbasis daring berpengaruh terhadap kemampuan berpikir kritis kelas peserta didik SMAN 8 Malang. Berdasarkan hasil uji f-test diperoleh sig 0,710 nilai probabilitas kurang dari 0,05, maka model PBL berbasis daring memiliki pengaruh tidak signifikan terhadap kemampuan berpikir kritis ditinjau dari motivasi belajar peserta didik SMAN 8 Malang.
Pengaruh model problem based learning terhadap kemampuan berpikir kritis siswa SMA Mazra’atul Ulum Paciran Nisa’, Ihda Sholihatin; Budijanto, Budijanto; Wagistina, Satti; Suharto, Yusuf
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 3 No. 10 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um063v3i10p1098-1110

Abstract

Students' critical thinking skills can be trained through problem-based learning (PBL) learning models. This study aimed to determine the effect of problem-based learning on students' critical thinking skills in geography lessons. The type of research used was a quasi-experiment with a posttest only control group design involving 2 classes based on a purposive sampling technique. The instrument used is an essay with indicators of critical thinking skills. The research was conducted at SMA Mazra'atul Ulum Paciran Lamongan. The subjects of this study were XI IIS 2 as the control class and XI IIS 1 as the experimental class. The instrument used is the independent sample T-test. Based on the test results with the t-test, the sig value was obtained. 2 tailed is 0.002 less than 0.05, meaning there is a significant difference between critical thinking skills in the class using the PBL and conventional models. The results also show that the experimental class has a higher critical thinking ability than the control class. It can be concluded that PBL affects students' critical thinking skills at SMA Mazra'atul Ulum Paciran. Kemampuan berpikir kritis siswa dapat dilatih melalui model pembelajaran problem-based learning (PBL). Tujuan penelitian ini yaitu untuk mengetahui pengaruh dari model problem-based learning terhadap kemampuan berpikir kritis siswa pada pelajaran geografi. Jenis penelitian yang digunakan yaitu quasi experiment dengan desain posttest only control group desain yang melibatkan 2 kelas berdasarkan teknik purposive sampling. Instrumen yang digunakan berupa tes essay dengan indikator kemampuan berpikir kritis. Penelitian dilaksanakan di SMA Mazra’atul Ulum Paciran Lamongan. Subjek penelitian ini yaitu XI IIS 2 sebagai kelas kontrol dan XI IIS 1 sebagai kelas eksperimen. Instrumen yang digunakan yaitu Independent sample T-test. Berdasarkan hasil pengujian dengan uji-t diperoleh nilai sig. 2 tailed sebesar 0,002 kurang dari 0,05 yang berarti, ada perbedaan yang signifikan antara kemampuan berpikir kritis pada kelas yang menggunakan model PBL dan konvensional. Hasil penelitian juga menunjukkan jika kelas eksperimen memiliki nilai kemampuan berpikir kritis lebih unggul dari kelas kontrol. Hal ini dapat disimpulkan bahwa PBL berpengaruh pada kemampuan berpikir kritis siswa di SMA Mazra’atul Ulum Paciran.
Pengembangan media powerpoint interaktif materi mitigasi dan adaptasi bencana alam untuk meningkatkan hasil belajar siswa Sholichah, Zumrotus; Suharto, Yusuf; Sahrina, Alfi; Soelistijo, Djoko
Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial Vol. 3 No. 10 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um063v3i10p1160-1172

Abstract

The function of schools in the 21st century has expanded, teachers are required to create learning following the standards of the educational process to produce quality graduates and be able to overcome complex problems. One of the efforts in improving students' abilities is through the learning process. Nowadays, students need learning that involves visual representation of data to attract attention. It can be represented in interactive Powerpoint media. The aim of this study is to produce a viable product in the form of interactive Powerpoint media material on natural disaster mitigation and adaptation to improve student learning outcomes. Research procedure used is ADDIE (Analyze, Design, Development, Implementation, and Evaluation) model. The data used is quantitative with the collection technique through assessment questionnaires, response questionnaires, and tests. Once collected, the data are analyzed by percentage descriptive analysis techniques. Product trials were carried out in two classes, namely the experimental class (XI 6) and the control class (XI 5). The results of validating the feasibility of media experts obtained 93.3 percent and design experts 70.1 percent. The results of the product trial to students received 83.2% responses and from teachers 83.5 percent. As well as the average value obtained by XI 6 is higher than XI 5. Thus, it is known that the use of interactive Powerpoint media for natural disaster mitigation and adaptation materials has a positive influence on student learning outcomes. Fungsi sekolah di abad-21 mengalami perluasan, guru diharuskan menciptakan pembelajaran sesuai dengan standar proses pendidikan untuk menghasilkan lulusan berkualitas dan mampu mengatasi permasalahan yang kompleks. Salah satu upaya dalam meningkatkan kemampuan siswa yaitu melalui proses belajar. Saat ini, siswa membutuhkan pembelajaran yang melibatkan representasi visual data untuk menarik perhatian. Hal tersebut dapat direpresentasikan dalam media Powerpoint interaktif. Tujuan penelitian ini adalah menghasilkan produk yang layak berupa media Powerpoint interaktif materi mitigasi dan adaptasi bencana alam untuk meningkatkan hasil belajar siswa. Prosedur penelitian menggunakan model ADDIE (Analyze, Design, Development, Implementation, dan Evaluation). Data yang digunakan berjenis kuantitatif dengan teknik pengumpulannya melalui angket penilaian, angket tanggapan, dan tes. Setelah terkumpul, data dianalisis dengan teknik analisis deskriptif persentase. Uji coba produk dilakukan kepada dua kelas, yaitu kelas eksperimen (XI 6) dan kelas kontrol (XI 5). Hasil validasi kelayakan ahli media memperoleh 93,3 persen dan ahli desain 70,1 persen. Hasil uji coba produk kepada siswa memperoleh tanggapan 83,2 persen dan dari guru 83,5 persen. Serta nilai rata-rata yang diperoleh XI 6 lebih tinggi dibanding XI 5. Demikian, diketahui penggunaan media Powerpoint interaktif materi mitigasi dan adaptasi bencana alam memberi pengaruh positif terhadap hasil belajar siswa.
Analysis of E-Lkpd Needs Based On Geographical Inquiry To Stimulate Students’ Collaborative Abilities Purnamasari, Wulan Safriani; Astina, I Komang; Suharto, Yusuf; Sumarmi, Sumarmi; Soekamto, Hadi; Setyasih, Iya'
Tunas Geografi Vol 13, No 1 (2024): JURNAL TUNAS GEOGRAFI
Publisher : Department of Geography Education, Faculty of Social Sciences, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/tgeo.v13i1.56794

Abstract

Collaborative abilities are one of the pillars that students must have in facing the complexity of the world, especially in world complexity, especially in abilities that can be trained by using E-LKPD in learning. Therefore, this research aims to determine the needs analysis for E-LKPD development. This type of research is quantitative and descriptive, using questionnaires, interviews, and observation data collection techniques. The research subjects were students in class XI-10 IPS at SMA Negeri 5 Samarinda. The data obtained was then analyzed using quantitative descriptive analysis techniques. Based on the data analysis, the curriculum requires LKPD as an attachment that must be provided in learning. The material presented in E-LKPD has informative and procedural characteristics. The analysis of student needs shows that 78% of students need  E-LKPD, making it easier for them to understand the material, and 38% of students attract students' learning attention. Regarding the weaknesses of the E-LKPD used during geography learning, it is that the E-LKPD is not in accordance with the meaning of the E-LKPD itself, the E-LKPD is not in accordance with the curriculum used, the E-LKPD used by students has not attracted the students' learning attention. Based on the results of this research can provide an illustration that needs analysis seen from the curriculum aspect, material characteristics, and student characteristics is the main step in developing E-LKPD that is appropriate and innovative based on current needs. Keywords: Need analysis; E-LKPD Bases on Geographical Inquiry; Collaborative Abilities
Penerapan Model Problem Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas X Ervina, Ayu; Suharto, Yusuf; Rahmawati, Ratna
Journal of Geographical Sciences and Education Vol 1 No 2 (2023): Journal of Geographical Sciences and Education
Publisher : PT. Pubsains Nur Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69606/geography.v1i2.60

Abstract

The critical thinking skills of class X-1 students at SMAN 3 Malang are still lacking so they need to be improved considering the importance of these skills in the 21st century. The six indicators of critical thinking that need to be improved are focus, reason, inference, situation, clarity, and overview. The purpose of this study was to determine the role of the Problem Based Learning (PBL) model assisted by problem solving padlets in improving students' critical thinking skills in class X-I. This type of research is Classroom Action Research (PTK) using the Kemmis & Mc. Taggart. Data on the average increase and completion of critical thinking skills were analyzed using quantitative descriptive. The research results showed that there was an increase in the percentage of students' critical thinking skills by 21.32% from 66.67% in cycle I to 87.99% in cycle II and an N-Gain of 0.64.
Collaborative Project Based Learning Pada Mata Pelajaran Geografi: Penerapan Proyek Media Diorama 3D Untuk Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik Andini, Tri Julia; Suharto, Yusuf
Cetta: Jurnal Ilmu Pendidikan Vol 7 No 2 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v7i2.3291

Abstract

The ability to think creatively is a necessary aspect in learning geography to find new ideas or thoughts in solving geosphere problems in the surrounding environment. The low value of students' creative thinking makes geography learning less meaningful, so it is necessary to apply the Collaborative Project Based Learning model through 3D diorama project learning to improve students' low levels of creative thinking. The urgency of this research is to determine the increase in creative thinking skills through the application of the Collaborative Project Based Learning model with 3D diorama projects. This research is a type of participant Classroom Action Research (PTK) using the Kemmis & Mc. Taggart model design which consists of two cycles. The research subjects consisted of 35 students in class X-9 at SMA Negeri 1 Tumpang. Data collection used a creative thinking test consisting of 4 filled-in questions referring to indicators according to Munandar (1999). Data processing was obtained from the results of the spatial thinking test in 2 cycles to determine the improvement at each stage. The research results show that the application of the Collaborative Project Based Learning model with 3D diorama projects has increased significantly from the pre-cycle stage to cycle 2. This is evidenced by the increase in the average value of students' creative thinking abilities from pre-cycle which has a value of 59.94 to cycle 1 it was 71.20 or experienced a percentage increase of 19% and cycle 1 with a value of 71.20 to cycle 2 obtained an average value of 82.29 or experienced a percentage increase of 16%. The application of the CPBL model through the 3D diorama project is able to provide space for student collaboration to find innovations or new ideas to solve geosphere problems through making this project.
Co-Authors Adi Widya Krisnawati Adilah, Gina Putri Adip Wahyudi Aimmaul Allifah, Aimmaul Alfin Dwi Cahyani Alfyananda Kurnia Putra Andarukmi, Nur Fitri Andini, Tri Julia Ardiansyah, Iqbal Dio Astuti, Endah Setiani Atmaja, Martha Abymanyu Ragil Azmi, Mohammad Faizal Azzukhruf, Nadhifan Fawwazian Bangsa, Bryan Kusuma Bigharta Bekti Susetyo Budi Handoyo Budi Wihoho, Bagus Setia Budijanto Budijanto, Budijanto Byla, Najlah Shalsa Ceres Antika Putri Didik Gunawan Didik Sukriono Didik Taryana Dwi Purwaningtyas, Laily Fauziyah Dwiyono Hari Utomo Ervina, Ayu Fadila Gastama, Aulia Nindy Fatiya Rosyida, Fatiya Febriani, Farika Dwi Ferryati Masitoh Fitri Dia Amana Turohmah Hadi Soekamto Hartono, Rudi Hasna Indriani Hermawan, Mochammad Riyan I Komang Astina Ike Sari Astuti Ilzam, Moch Ilzam, Moch Ilzam Impron Saputra Inaisya Putri Hartono Indra Dwi Prasetya Ishak, Nor Asniza Ishmatun Nihayah Joyti, Joyti Kamal, Muhammad Mustafa Faiz Kamilatun Nisa Kurniawan, Muchammad Akbar Lutfia, Maya Maarif, Muhammad Marhadi Slamet Kistiyanto Masruroh, Heni Maulana Kiswanto Maulidiah, Linda Muhammad Ayub Djoda Muhammad Rifai Mustafa, Achmadda Rahmansyah Nailul Insani Nihayah, Ishmatun Nikmatussolihah, Nikmatussolihah Nisa'i Choiriyah, Zauharotu Nisa, Kamilatun Nisa’, Ba’id Fahrun Nisa’, Ihda Sholihatin Noor, Rifki Nazahah Purnamasari, Wulan Safriani Purwanto Purwanto Purwanto Purwanto Purwanto Putra, Bramantiyo K Dwi Rachmadian, Robby Hilmi Raharja, Azhar Mada Rahmawati, Ratna Ranida Seviana Revaldy, Aries Dimas Rinanda Dwi Cahya Riska Aprilia, Riska Risqiyati, Risqiyati Rizqy, Iftinan Merthatul Rosida, Fatiya Rudi Hartono Saeful Kurniawan Safitri, Isti Farin Oktafia Sahrina, Alfi Saiful Amin Salmayda, Salmayda Salsabila, Resyifa Qatrunnada Sari Dewi Sari, Mita Intan Satti Wagistina Sazali, Syazwani Binti Setyasih, Iya Singgih Susilo Soelistijo, Djoko Solly Aryza Sri Untari Srinio, Fuad Sugeng Utaya Sumarmi Sumarmi, Sumarmi Sumarmi Suparlan Al Hakim Syafitri, Dyah Rina Syamsul Bachri Tahirah, Inas Titip Prayoga Turohmahohmah, Fitri Dia Amana Tuti Mutia Umam, M. Ulyaul Wei, Lai Chin Widdy Costyastuti Anawati Zatil Hidayah Widyarini, Fianisya Wulandari, Fajar Wulandari, Linis Tri Yanuar, Muhammad Risky Yuswanti Ariani Wirahayu Zulfa, Alfiatus Zumrotus Sholichah