Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jambura Geo Education Journal Future Space: Studies in Geo-Education
Aini, Zubaidah Nur
Unknown Affiliation
Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
From Passive to Proactive: Transforming Geography Education through Problem-Based Learning to Foster Critical Thought Fauziah, Siti Alfiany; Aini, Zubaidah Nur; Zahra, Berliana Siti; Agessi, Yumna Afanin Putri
Future Space: Studies in Geo-Education Vol. 1 No. 4 (2024): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v1i4.40

Abstract

The appropriate use of interactive multimedia is one way to increase the effectiveness of the learning process. The integration of the Google Sites platform as an interactive multimedia tool within the guided inquiry learning model aims to enhance students' critical thinking in solving environmental issues. Educational content provided through the Google Sites platform facilitates student exploration of endogenous and exogenous energy issues and their impacts on life. The purpose of this study was to determine the effect of guided inquiry model assisted by Google Sites on critical thinking skills in geography subjects. This research was conducted at Islamic Senior High School Kepanjen 1 using post-test only control group design with experimental class 10-4 and control class 10-1. Data collection in this study used critical thinking post-test that has been tested for validity and reliability. The hypothesis testing using an independent sample t-test yielded a Sig. (2-tailed) value of 0.004, indicating statistical significance (p < 0.05). The mean critical thinking score in the experimental class was significantly higher than in the control class, leading to the rejection of H0 and acceptance of H1. This suggests that the guided inquiry model assisted by Google Sites positively impacts students' critical thinking skills. The application of the guided inquiry model assisted by Google Sites actually emphasises students to continue to collaborate in finding solutions to problems and support the critical thinking skills of students in geography subjects.
The Effect of Self-Directed Learning Model on Critical Thinking Ability and Learning Independence in Geography Subjects Salsabila, Nasywa; Sahrina, Alfi; Aini, Zubaidah Nur
JAMBURA GEO EDUCATION JOURNAL Volume 6, Issue 1 (2025): Jambura Geo Education Journal (JGEJ)
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jgej.v6i1.26968

Abstract

The problems in geography learning are difficulties in submitting and providing answers related to material and teacher-centered learning activities. This research aims to examine of the effect of the self-directed learning model on critical thinking skills and learning independence in geography subjects. This research is a quasi-experiment with a pretest-posttest control group design. Data collection methods include written test of essay questions about critical thinking skills and questionnaires regarding learning independence. The subjects of this study were class X-3 as the experimental class and class X-1 as the control class with a total of 34 students every class. Based on the results of Mann-Whitney U hypothesis testing, it is known that critical thinking ability has an Asymp. Sig 0.000 0.05. So, H0 is rejected and H1 is accepted, meaning that there is an effect of the self-directed learning model on critical thinking skills in geography subjects. Meanwhile, the learning independence shows the value of Asymp. Sig value of 0.000 0.05. then H0 is rejected and H1 is accepted, which means that there is an effect of the self-directed learning model on learning independence in geography subjects. The research findings show that the syntax of the self-directed learning model, namely implementation and evaluation as well as the syntax of identifying learner abilities and learning resources, affects critical thinking skills. Meanwhile, the syntax that affects learning independence is the syntax of identifying learner abilities and learning resources. Therefore, this research is expected to make a significant new contribution in understanding the self-directed learning model as an effort to improve critical thinking skills and learning independence in geography subjects.
Co-Authors Agessi, Yumna Afanin Putri Fauziah, Siti Alfiany Sahrina, Alfi Salsabila, Nasywa Zahra, Berliana Siti