Using of Spatial Problem Based Learning (SPBL) model in geography education for developing critical thinking skills

Abstract

Geography education in the 21st century will require students to think critically to prepare themselves for the dynamic changes in the world in the future. It discusses the ability to think critically in orienting, analyzing, and solving problems with a spatial perspective is one of the fundamental abilities that must be supported by geography students. The spatial problem-based learning model (SPBL) has been developed by Silviariza & Handoyo (2020). This study aims to explore the spatial problem-based learning model of students' critical thinking skills. This study uses a quasi-experimental design with control and experimental groups. The study was conducted at the Department of Geography, State University of Malang. Participants in this study were students of Geography Education Study Program semester 3 with an average age range of 19 years. The control class offers A with 38 students consisting of 16 boys and 22 girls. While the experimental class offered K with 40 students consisting of 12 boys and 28 girls. Data collection is carried out after implementation with the SPBL model. Data obtained from the pretest and posttest activities in the control class and experiment with question sheets that were questioned on the matter of modification expertise from Ennis (2011). Furthermore, an independent sample t-test was conducted to analyze the data using SPSS for Windows version 23. The conclusion of the analysis shows a positive model of spatial problem based learning (SPBL) in Geography education to develop critical thinking skills. Thus, the results of this study can be used as valid data which proves that the Spatial Problem Based Learning Model as one of the learning models in Geography education and can be used by Geography teachers to improve students' critical thinking skills.

Keywords

• Spatial Problem Based Learning
• Critical thinking skilss
• Geography education

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