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Andrinata
Institut Studi Islam Sunan Doe
Religion Education Environmental Science

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The Effect Of The Group Investigation (GI) Learning Model On Students' Critical Thinking Ability In Geography Subjects Andrinata
Pesantren Reviews Vol. 1 No. 1 (2023): January
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Institut Studi Islam Sunan Doe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58330/pr.v1i1.41

Abstract

This study focuses on experiments to find out the relationship of the Group Investigation (GI) learning model to students' critical thinking skills in Geography Subject at MA Al-Khoiriyah, Bojonegoro Regency. This research seeks to overcome the lack of students' critical thinking skills through appropriate cooperative learning models so that they can hone the critical thinking skills of MA Al-Khoiriyah students, Bojonegoro Regency. The GI learning model emphasizes students to be more active than teachers in line with the curriculum policy currently implemented in schools, namely student-centered learning (student center). The 2013 curriculum uses a scientific approach which consists of observing, asking questions, exploring information, associating, and communicating. This is very consistent with the steps implemented in the GI learning model. The steps contained in the GI learning model require students to carry out joint investigations with their groups. The results of the group investigation were then presented in front of the class and then as the final step an evaluation was carried out together with the teacher. The teacher's role in this learning model only acts as a companion. The results of using the Group Investigation (GI) learning model affect the critical thinking skills of class XI IIS students at Ma Al-khoiriyah Bojonegoro in Geography subject. This is shown by the test results in the experimental class having a higher average value than the control class.
The Influence Of Problem-Based Learning Model With Inquiry Approach To Learning Outcomes Of Geography In High School Moh. Zainuddin; Andrinata
Pesantren Reviews Vol. 1 No. 1 (2023): January
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Institut Studi Islam Sunan Doe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58330/pr.v1i1.92

Abstract

This study aims to determine the effect of a problem-based learning model with an inquiry approach to the geography learning outcomes of class X MA Darussalam Al-Kubro Moyot Islamic Boarding School Foundation, especially in the essential competencies of analyzing natural disaster mitigation and adaptation with geographical studies. The method used is descriptive quantitative. The results of the data analysis of student geography learning scores showed an increase in the average gain of the experimental class from 59.08 to 77.82, with an increase of 18.74. Although the control class also experienced an increase in score of 56.75 to 70.25 with an increase of 13.5, when compared to the experimental class, the increase in the average score of learning outcomes was higher than the increase in the control class. The difference in the increase in the score of the experimental class learning outcomes with the control is 7.57. So, the problem-based learning model with the inquiry approach significantly affects the student learning outcomes of MA Darussalam Al-Kubro Moyot. This is evidenced by the results of calculating the gain score statistic 0.4758 with a standard error of 0.02787 and a mean of 5%. The problem-based learning model with an inquiry approach can improve high school student learning outcomes. Using a problem-based learning model with an inquiry approach can develop character values of tolerance, democracy, communicativeness, self-confidence, and respect for achievement.
Co-Authors Moh. Zainuddin