PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN LITERASI GEOGRAFI

Ade Nurdessyanah, - and Enok Maryani, - and Sapriya, - (2025) PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN LITERASI GEOGRAFI. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Menghadapi tantangan globalisasi, peserta didik perlu menguasai keterampilan berpikir kritis dan literasi geografi sebagai bagian dari kompetensi esensial. Kedua keterampilan ini berperan penting dalam membantu peserta didik mengambil keputusan yang tepat, khususnya yang terkait aspek spasial. Namun, kenyataan dilapangan masih banyak peserta didik yang belum mampu memaparkan pengetahuan spasial secara tepat. Sejumlah penelitian sebelumnya telah membuktikan bahwa keterampilan berpikir kritis dan literasi geografi dapat ditingkatkan melakukan inovasi pembelajaran salah satunya dengan model pembelajaran. Berdasarkan latar belakang tersebut, penelitian ini bertujuan untuk 1) menganalisis pengaruh penerapan model PBL terhadap keterampilan berpikir kritis; 2) menganalisis pengaruh penerapan model PBL terhadap literasi geografi; 3) menganalisis perbedaan signifikan keterampilan berpikir kritis kelas eksperimen dan kelas kontrol; dan 4) menganalisis perbedaan keterampilan literasi geografi kelas eksperimen dan kelas kontrol. Metode penelitian menggunakan kuasi eksperimen dengan desain non-equivalent control group pretest-posttest. Sampel ditentukan dengan teknik sampling jenuh, yakni seluruh peserta didik kelas VI, dengan VI A sebagai kelas eksperimen dan VI B sebagai kelas kontrol. Data dikumpulkan melalui tes awal dan tes akhir dengan instrumen berpikir kritis dan literasi geografi. Hasil analisis menunjukan bahwa 1) uji paired sample t-test pada keterampilan berpikir kritis nilai signifikansinya 0,000 (Sig. < 0,05), 2) uji paired sample t-test pada keterampilan literasi geografi nilai signifikansinya 0,000 (Sig. < 0,05); 3) uji independent sample t-test pada keterampilan berpikir kritis nilai signifikansinya 0,000 (Sig. < 0,05); dan 4) uji independent sample t-test literasi geografi nilai signifikansinya 0,000 (Sig. < 0,05). Disimpulkan bahwa model problem based learning berpengaruh positif terhadap peningkatan keterampilan berpikir kritis dan literasi geografi. Penelitian selanjutnya disarankan mengintegrasikan model pembelajaran lain dengan keterampilan esensial lain seperti kreativitas, kolaborasi, dan komunikasi agar lebih relevan dengan kebutuhan peserta didik di era digitalisasi. Facing the challenges of globalization, students need to master critical thinking skills and geographic literacy as part of essential competencies. These skills play an important role in helping students make accurate decisions, particularly those related to spatial aspects. However, in reality, many students are still unable to present spatial knowledge appropriately. Previous studies have proven that critical thinking and geographic literacy can be improved through learning innovations, one of which is the application of learning models. Based on this background, the objectives of this study are: (1) to analyze the effect of applying the Problem Based Learning (PBL) model on critical thinking skills; (2) to analyze the effect of applying the PBL model on geographic literacy; (3) to analyze the significant differences in critical thinking skills between the experimental and control classes; and (4) to analyze the differences in geographic literacy between the experimental and control classes. This research employed a quasi-experimental method with a non-equivalent control group pretest-posttest design. The sample was determined using saturated sampling, namely all sixth-grade students, with class VI A as the experimental class and class VI B as the control class. Data were collected through pretest and posttest using critical thinking and geographic literacy instruments. The analysis results showed that: (1) the paired sample t-test on critical thinking skills obtained a significance value of 0.000 (Sig. < 0.05); (2) the paired sample t-test on geographic literacy obtained a significance value of 0.000 (Sig. < 0.05); (3) the independent sample t-test on critical thinking skills obtained a significance value of 0.000 (Sig. < 0.05); and (4) the independent sample t-test on geographic literacy obtained a significance value of 0.000 (Sig. < 0.05). It is concluded that the Problem Based Learning model has a positive effect on improving critical thinking skills and geographic literacy. Further research is suggested to integrate other learning models with essential skills such as creativity, collaboration, and communication to be more relevant to students’ needs in the digital era.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?user=ZpH6NaoAAAAJ&hl=id&oi=ao SINTA ID DOSEN PEMBIMBING Enok Maryani: 5975781 Sapriya: 5987047
Uncontrolled Keywords:	Problem Based Learning, Berpikir Kritis, Literasi Geografi Problem-Based Learning, Critical Thinking, Geographic Literacy
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Fakultas Ilmu Pendidikan > Pendidikan Dasar - S2
Depositing User:	Ade Nurdessyanah
Date Deposited:	15 Sep 2025 07:44
Last Modified:	15 Sep 2025 07:44
URI:	http://repository.upi.edu/id/eprint/139209

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