Improving Critical Thinking Skills of Geography Students with Spatial-Problem Based Learning (SPBL)

Autor/inn/en	Silviariza, Waode Yunia; Sumarmi; Handoyo, Budi
Titel	Improving Critical Thinking Skills of Geography Students with Spatial-Problem Based Learning (SPBL)
Quelle	In: International Journal of Instruction, 14 (2021) 3, S.133-152 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Geography Instruction; Teaching Methods; Critical Thinking; Spatial Ability; Thinking Skills; State Universities; Undergraduate Students; Skill Development; Problem Based Learning; Pretests Posttests; Scores; Achievement Gains; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Räumliches Vorstellungsvermögen; Denkfähigkeit; Staatliche Universität; Kompetenzentwicklung; Qualifikationsentwicklung; Problem-based learning; Problemorientiertes Lernen; Achievement gain; Leistungssteigerung; Ausland; Indonesien
Abstract	The 21st century demands that geography students think critically about orientation processes and analyze problems from a spatial perspective. This experiment presents data on how much influence the SPBL model has on critical thinking students of geography. The learning procedure carried out by students is oriented towards spatial problems, then formulates spatial problems, then collects and compiles data/information, then analyzes, discusses the results, ends with building communication. 78 students of the Department of Geography, State University of Malang were the subjects of this study. The critical thinking indicator from Ennis becomes the basis for making test questions for data collection. The use of the Independent sample t-Test with SPSS 23 for data analysis purposes. Based on the research results, it was seen that there was an increase in students' critical thinking after learning with the SPBL model. As many as 25% of students were able to think very critically. However, based on the Gain-Score calculation, it shows effectiveness <40%. Thus, it becomes a recommendation for teachers to apply relevant learning models so that students are more critical and active in the geography learning process. Another suggestion for designers is to further evaluate the effectiveness of the SPBL model so that the quality of this product is better and can have a more significant impact. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01