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All Journal Jurnal Samudra Geografi Journal Learning Geography
Julia Maharesti
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Humanities Earth & Planetary Sciences Education Environmental Science Social Sciences Other

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THE INFLUENCE OF LEARNING ENVIRONMENT ON MOTIVATION AND INTEREST IN PARTICIPATING ONLINE LEARNING DURING COVID-19 PANDEMIC IN GEOGRAPHY STUDENTS OF LAMPUNG UNIVERSITY Julia Maharesti; Pargito Pargito; Listumbinang Halengkara
Journal Learning Geography Vol 3, No 1 (2022): Journal Learning Geography (JLG)
Publisher : Journal Learning Geography

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Abstract

The Covid-19 pandemic has changed the existing education system in Indonesia, including at the level of universities, especially the Geography Education Study Program of the University of Lampung. Learning that was originally carried out face-to-face turned into online (in-network). The purpose of this study is to find out the influence of the student learning environment on motivation and interest in participating during the Covid-19 pandemic in Geography students of the University of Lampung. The methods used in this study are descriptive methods with correlation design. The sample in the study was 67 respondents with questionnaire data collection techniques and documentation. The tool to analyze the data in this study used SPSS version 22. The results showed that there is an influence of the learning environment on online learning constraints with a large percentage of influence of 44.1% with independent variable indicators (X) namely: family environment and campus environment, while for dependent variables (Y) namely: learning motivation and student learning interests
PROJECT BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERFIKIR KREATIF PESERTA DIDIK Julia Maharesti; Deni Puji Hartono; Joko Narbudi Cahyono
Jurnal Samudra Geografi Vol 9 No 1 (2026)
Publisher : Program Studi Pendidikan Geografi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/jsg.v9i1.8266

Abstract

The current curriculum emphasizes students’ critical and creative thinking skills. Project-Based Learning (PjBL) provides meaningful learning experiences by encouraging students to become more active, disciplined, and creative. This study aimed to improve students’ creative thinking skills through PjBL. Classroom action research was conducted using observations and tests, and the data were analyzed descriptively. The results showed that students’ creative thinking skills increased from 63.9% in Cycle I to 81.49% in Cycle II. Learning outcomes also improved, with the percentage of students achieving mastery increasing from 69.7% to 90.9%. These findings indicate that PjBL can effectively enhance students’ creative thinking skills and learning outcomes.
Co-Authors Hartono, Deni Puji Joko Narbudi Cahyono Listumbinang Halengkara Pargito Pargito