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All Journal JURNAL PENDIDIKAN TAMBUSAI GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Jambura Geo Education Journal
Rianti, Nurul Safia
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Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Uncovering The Effectiveness of the Project-Based Learning Model and Ecological Intelligence: Impact on Environmental Problem-Solving Ability in Senior High School Rianti, Nurul Safia; Utaya, Sugeng; Purwanto, Purwanto; Shrestha, Rajendra P
JAMBURA GEO EDUCATION JOURNAL Volume 5, Issue 1 (2024): Jambura Geo Education Journal (JGEJ)
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jgej.v5i1.24461

Abstract

Equipping students with proficient environmental problem-solving skills is critical in the 21st century to address pressing global problems. This research explores the effectiveness of Project-Based Learning (PjBL) combined with ecological intelligence as a strategy to increase students' cognitive understanding and environmental awareness. A quasi-experimental design with a pre-test and post-test control group design was used. The participants were class XI IPS (Class XI IPS) students from SMA Negeri 1 Karangrejo (n = 5 classes). Purposive sampling resulted in an experimental class that was exposed to PjBL and a control class that followed traditional learning. Data collection was carried out through descriptive tests and observations that were validated and reliable. Two-way ANOVA analysis showed a significant positive effect (p less than 0.05) between PjBL and ecological intelligence on students' environmental problem solving abilities. Interestingly, no significant interaction effects (p greater than 0.05) were detected, indicating the potential dominance of the PjBL structured learning environment. These findings highlight the potential of PjBL as a pedagogical tool to foster environmental literacy and problem solving in geography education
Pengaruh Model Pembelajaran Treffinger dalam Meningkatkan Hasil Belajar Siswa Kelas X Pada Mata Pelajaran Geografi di MAN 1 Buton Marsel, Marsel; Muliana, Waode Helni; Rianti, Nurul Safia; Masdiana, Masdiana
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.30784

Abstract

Siswa di sekolah MAN 1 Buton masih mengalami kesulitan dalam memperoleh hasil belajar yang baik di mata pelajaran Geografi. Cara mengajar yang digunakan guru masih monoton, sehingga pembelajaran geografi menjadi kurang menarik bagi siswa. Hal ini menyulitkan siswa dalam berpikir dan belajar lebih baik. Penelitian ini mempelajari bagaimana model pembelajaran Treffinger dapat membantu meningkatkan hasil belajar siswa. Penelitian ini dilakukan di MAN 1 Buton. Peneliti menggunakan metode quasi eksperimental dengan desain one group pretest-posttest. Populasi dalam penelitian ini adalah siswa kelas X, dan memilih kelas XA sebagai sampel melalui Teknik purpossive sampling. Data dikumpulkan melalui tes, observasi, dan dokumentasi. Untuk mengetahui efektivitas model tersebut, peneliti menggunakan uji t. Hasil menunjukkan bahwa nilai signifikansi (2-Tailed) adalah 0,000 yang lebih kecil dari 0,05, dan nilai t-hitung 11,023 lebih besar dari nilai t-tabel 2,262. Hal ini berarti hipotesis nol (H0) ditolak dan hipotesis alternatif (H1) diterima. Jadi, model pembelajaran Treffinger secara nyata membantu meningkatkan hasil belajar siswa. Model ini merupakan strategi yang baik dalam meningkatkan belajar di berbagai aspek kognitif, afektif, dan psikomotorik.
MENELAAH PERSEPSI GURU GEOGRAFI TERHADAP PENERAPAN PROJECT BASED LEARNING DALAM KURIKULUM MERDEKA (MGMP KEDIRI, TULUNGAGUNG) Rianti, Nurul Safia; Utaya, Sugeng; Purwanto, Purwanto; Mutia, Tuti
GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Vol 12, No 1 (2024): APRIL
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/geography.v12i1.19952

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi guru Geografi terhadap penerapan project based learning dalam kurikulum merdeka. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan wawancara semi terstruktur. Sumber data diperoleh dari MGMP Kabupaten Tulungagung, dan Kediri. Data penelitian diperoleh melalui hasil wawancara dan dianalisis melalui tahapan reduksi data, penyajian data, dan verifikasi data atau kesimpulan. Hasil penelitian menunjukan 88% guru telah mengikuti pelatihan terkait pembelajaran berbasis proyek dalam Kurikulum Merdeka, 88% guru telah mengimplementasikan project based learning di kelas. 96% hasil wawancara menunjukkan bahwa project based learning dibutuhkan dalam Kurikulum Merdeka terkhusus mata Pelajaran geografi. Guru Geografi memiliki perspektif bahwa project based learning dapat meningkatkan keaktifan siswa, sebagai ruang kolaborasi dan melatih siswa untuk lebih kreatif dan inovatif. Project based learning yang diintegrasikan pada Pembelajaran Geografi melatih siswa untuk menganalisis kemampuan spasial, dan sikap peduli terhadap lingkungan, meskipun dalam pengaplikasiannya guru memperoleh hambatan yaitu kesesuaian antara materi dan alokasi waktu yang cukup lama.Abstract:  This research aims to determine geography teachers' perceptions of the implementation of project-based learning in the independent curriculum. The research method used was descriptive-qualitative with semi-structured interviews. Data sources were obtained from MGMP Tulungagung Regency and Kediri. Research data was obtained through interviews and analyzed through the stages of data reduction, data presentation, and data verification or conclusions. The research results show that 88% of teachers have participated in training related to project-based learning in the Independent Curriculum, and 88% of teachers have implemented project-based learning in the classroom. 96% of interview results show that project-based learning is needed in the Independent Curriculum, especially in geography subjects. Geography teachers have the perspective that project-based learning can increase student activity, create a space for collaboration, and train students to be more creative and innovative. Project-based learning, which is integrated into geography learning, trains students to analyze spatial abilities and care for the environment, although in its application, the teacher encounters obstacles, namely the suitability of the material and the allocation of quite a long time.
Co-Authors Marsel, Marsel Masdiana Masdiana Muliana, Waode Helni Purwanto Purwanto Purwanto, Purwanto Shrestha, Rajendra P Sugeng Utaya Tuti Mutia