Development Model for Environment-Based Learning to Improve Junior High School Students’ Geographical Skills

Yıl 2021, Cilt: 11 Sayı: 2, 461 - 481, 25.04.2021

Nur Hamid Gillian Roehrig Dewi Liesnoor Huriah Rachmah Muh. Arif Royyanı Mahat Hanıfah

https://doi.org/10.33403/rigeo.833857

Öz

In this study, an obstacle unlikely faced by teacher is the lack of innovation in the learning model employed. The teachers are still being the center of learning resources so that they are made to correct the perception by creating a learning model that students prefer. This study aims to provide a new design in environment-based-learning (EBL) to improve geographical skills and to encourage students to think critically, innovatively and to come up with solutions. This research was development study of environment-based-learning in geography teaching. Learning media used covered syllabus, lesson plans, student modules and EBL teaching materials. Samples consisted of 32 students aged 13-14 years who were purposively selected. Data collection techniques were a compilation of observation, interviews, questionnaires documentation, and test. Data were analyzed from the syllabus, study plan, and student module validation along with instructional media, teacher and student response questionnaire, teacher and student interviews, student observation sheets, and students’ learning outcomes. EBL model design consisted of 5 steps, encountering the problem, problem analysis, discovery and reporting, presentation, and review and evaluation. The students’ learning outcome that asses by a test base on geographical skill indicator revealed that students’ geographical skills increase. The indication are the students able on thinking critically about changes taken place in their environment, so they could present environmentally friendly measures. Besides, students preferred the new design of EBL as they were welcomed to think in a critical, innovative, and solvable way of solving problems in their environment to improve their. Those provided students a belief in loving geography education from an early age.

Anahtar Kelimeler

Environment-Based-Learning, Loving the Geography Education, Geographical Skills

Kaynakça

• Adanalı, R., & Alim, M. (2017). The views of preservice teachers for problem based learning model supported by geocaching in environmental education. Review of International Geographical Education Online, 7(3), 264–292.
• Adanali, R., & Alim, M. (2019). The students’ behaviours at the instructional geocaching applied in problem-based environmental education. Review of International Geographical Education Online, 9(1), 122–148. https://doi.org/10.33403/rigeo.573478.
• Akkaya Yilmaz, M., & Karakuş, U. (2018). The impact of place based education approach on student achievement in social studies. Review of International Geographical Education Online, 8(3), 500–516. https://doi.org/10.33403/rigeo.505261.
• Aly, M.N., Hamid, N., Suharno, N.E., Kholis, N., Aroyandini, E.N. (2021). Community Involvement and Sustainable Cave Tourism Development in Tulungagung Region. Journal of Environmental Management and Tourism, 12(2), 588-597. https://doi.org/10.14505//jemt.v12.2(50).28.
• Barrow, R., & Woods, R. (2006). An Introduction to Philosophy of Education (4th ed.). Routledge.
• Bednarz, S. M., Bettis, N. C., Boehm, R. G., De Souza, A. R., Downs, R. M., Marran, J. F., . . . Salter, C. L. (1994). Geography for Life National Geography Standards 1994: Geography Education Standards Project. National Geographic Research & Exploration.
• Black, N., Smeyer, P., Smith, R., & Standish, P. (2003). Philosophy of Education. Blackwell Publishing Ltd.
• Creswell, J. W. (2013). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed (A. Fawaid (ed.)). Pustaka Pelajar.
• Darmawan, D. (2013). Metode Penelitian Kuantitatif. PT. Remaja Rosdakarya.
• DeMarrais, K., & Lapan, S. D. (2004). Foundations for Research - Methods of Inquiry in Education and the Social Science. Lawrence Erlbaum Associates.
• Derlina, & Nst, L. A. (2016). Efek Penggunaan Model Pembelajaran Inquiry Training Berbantuan Media Visual dan Kreativitas Terhadap Keterampilan Proses Sains Siswa. Cakrawala Pendidikan, 35(2), 153–163. https://doi.org/10.21831/cp.v15i2.8080
• Dukomalamo, K., & Amelia, R. N. (2019). Penerapan Model Pembelajaran Problem Based Learning Untuk Meningkatkan Hasil Belajar Siswa Pada Materi Interaksi Antarnegara Asia dan Negara Lainnya Mata Pelajaran IPS Di Kelas IX-B SMP Negeri 1 Kota Ternate. Pangea Jurnal Geografi, 1(1), 20–28. https://doi.org/10.1017/CBO9781107415324.004
• Faiz, M., & Avci, E. K. (2020). Academic motivation levels of secondary school students and their attitudes towards a social studies course. Review of International Geographical Education Online, 10(2), 156–185. https://doi.org/10.33403/rigeo.693769
• Fögele, J. (2015). Implementing Geographical Key Concepts: Design of a Symbiotic Teacher Training Course Based on Empirical and Theoretical Evidence. Review of International Geographical Education Online, 5(1), 56–76.
• Gunawan, G., Sahidu, H., Harjono, A., & Suranti, N. M. Y. (2017). The Effect of Project Based Learning with Virtual Media Assistance on Student’s Creativity in Physics. Cakrawala Pendidikan, 36(2), 167–179.
• Hake, R. R. (1999). Analyzing Change/Gain Scores. Dept. of Physics, Indiana University.
• Hakim, Z. R., & Riyani, E. (2015). Penerapan Model Pembelajaran Problem Based Learning Pada Mata Pelajaran IPS. 1(2), 143–162.
• Hamid, N., Wijayanti, N. R., Yaqin, M. A., & Ningsih, M. P. (2020). Implementation of problem based learning model on social science subject on junior high school students in Semarang, Indonesia. International Journal of Psychosocial Rehabilitation, 24(7), 9735–9743. https://doi.org/10.37200/IJPR/V24I7/PR270976
• Hanifah, M., Shaharudin, I., Mohmadisa, H., Nasir, N., & Yazid, S. (2015). Transforming Sustainability Development Education in Malaysian Schools through Greening Activities. Review of International Geographical Education Online, 5(1), 77–94.
• Higginbottom, T. (2016). Geography through Enquiry: Approaches to Teaching and Learning in the Secondary School. Geography, 101, 55.missing pages
• Ilhan, A., & Ekber Gülersoy, A. (2019). Discovery learning strategy in geographical education: A sample of lesson design. Review of International Geographical Education Online, 9(3), 523–541. https://doi.org/10.33403/rigeo.672975
• Kayaalp, F., Meral, E., Şimsek, U., & Şahin, İ. F. (2020). A Search for a Method to Improve Critical Thinking Skills in Social Studies Teaching: Writing-to-Learn. Review of International Geographical Education Online, 10(3), 400–430. https://doi.org/10.33403/rigeo.719222
• Kusumawat, W. (2015). Penerapan Model Problem Based Learning Pada Mata Pelajaran IPS Untuk Meningkatkan Hasil Belajar Siswa Kelas Vi SDN Semboro 01 Kecamatan Semboro Kabupaten Jember Tahun Ajaran 2014/2015. Pancaran, 4(4), 1–12.
• Larsen, T. B., & Harrington, J. (2019). Learning progressions, paradigms, and geographic thinking in the anthropocene. Review of International Geographical Education Online, 9(3), 542–556. https://doi.org/10.33403/rigeo.561562
• Mu’aini, M. (2016). Peningkatan Kualitas Pembelajaran IPS Melalui Penerapan Metode Problem Based Learning di Smp Negeri 15 Kota Yogyakarta. JIPSINDO, 3(1), 44–62.
• Muhajir, N. (2000). Metode Penelitian Kualitatif. Rake Sarasin.
• Mustofani, T. M., & Hartinah, I. (2019). Modifikasi Model Pembelajaran Problem Based Learning (PBL) Dengan Strategi Pembelajaran Tugas. Prosiding Seminar Nasional Pendidikan KALUNI, 2, 605–616. https://doi.org/10.30998/prokaluni.v2i0.100
• Pasongli, H., Marthinu, E., & Walanda, R. S. (2020). Peningkatan Hasil Belajar IPS Geografi Melalui Penerapan Model Pembelajaran Problem Based Learning Di SMP Negeri 5 Kota Ternate. Jurnal Penelitian Pendidikan Geografi, 5(1), 62–70. http://ojs.uho.ac.id/index.php/ppg/article/view/11213
• Pratiwi, P. H., Hidayah, N., & Martiana, A. (2017). Pengembangan Modul Mata Kuliah Penilaian Pembelajaran Sosiologi Berorientasi HOTS (Higher Order Thinking Skills). Cakrawala Pendidikan, 36(2), 201–209. https://doi.org/10.21831/cp.v36i2.13123
• Rapi, N. K. (2016). Pengaruh Model Pembelajaran dan Jenis Penilaian Formatif Terhadap Hasil Belajar IPA Siswa SMPN. Cakrawala Pendidikan, 35(1), 69–79. https://doi.org/10.21831/cp.v1i1.8366
• Rochmawati, H. A., & Siradjuddin, S. (2018). Penerapan Model Pembelajaran Problem Based Learning Untuk Meningkatkan Hasil Belajar Pada Pelajaran IPS Kelas V SD Iskandar Said Surabaya. Jurnal Penelitian Pendidikan Guru Sekolah Dasar, 5(1), 1–10.
• Savin-Baden, M., & Major, C. H. (2004). Foundations of Problem-based Learning. Open University Press.
• Seyhan, A. (2019). Out-of-school learning to achieve the spatial perception skills: A case study. Review of International Geographical Education Online, 9(3), 618–638. https://doi.org/10.33403/rigeo.601734
• Sitorus, D. S., Siswandari, & Kristiani, K. (2019). The Effectiveness of Accounting E-module Integrated with Character Value to Improve Students’ Learning Outcomes and Honesty. Cakrawala Pendidikan, 38(1), 120–129. https://doi.org/10.21831/cp.v38i1.20878
• Sudjana, N., & Ibrahim, I. (2008). Penelitian dan Penilaian Pendidikan. Sinar Baru Algesindo.
• Sugandi, D. (2015). Pembelajaran Geografi sebagai Salah Satu Dasar Pembentukan Karakter Bangsa. Sosio Humanika, 8(2), 241–252.
• Sugiyanto, S., Maryani, E., & Ruhimat, M. (2017). Studi Tingkat Kepahaman Guru IPS SMP tentang Literasi Geografi. Jurnal Pendidikan Ilmu Sosial, 26(2), 205–218.
• Syaichudin, M., Ardhana, I. W., Degeng, I. N. S., & Sulton, S. (2016). Pengaruh Strategi Pembelajaran Problem Based Learning (PBL) Terhadap Pemahaman Konsep IPS Kelas Viii di Smp Dalam Self Regulated Learning. 2nd Psychology and Humanity, Seminar ASEAN. Psychology Forum UMM, 19-20 February 2016, Malang, 240–247.
• Tamba, E. E. A., Mulyoto, M & Sudiyanto, S. (2018). Pengaruh Model Pembelajaran Problem Solving Learning Dan Project Based Learning Terhadap Hasil Belajar Sejarah Ditinjau Dari Kreativitas Siswa di Sma Negeri Se-Surakarta. HISTORIKA, 21(1), 81–94.
• Tesi, M. R., & Wilujeng, I. (2017). Pengembangan Perangkat Pembelajaran Project-Based Learning untuk Membekali Foundational Knowledge dan Meningkatkan Scientific Literacy. Cakrawala Pendidikan, 36(1), 34–43. https://doi.org/10.21831/cp.v36i1.8830
• Tyrrell, S. (2009). SPSS : Stats Practically Short and Simple. Sidney and Tyrrell & Ventus Publishing ApS.
• Wau, M. P. (2017). Pengaruh Model Problem Based Learning Terhadap Hasil Belajar IPS Pada Siswa Kelas IV SDI Bajawa Kecamatan Bajawa Kabupaten Ngada. Journal of Education Technology, 1(4), 239–245. https://doi.org/10.23887/jet.v1i4.12860
• Wasino, W., Suharso, R., Utomo, C. B., & Shintasiwi, F. A. (2020). Cultural Ecoliteracy of Social Science Education at Junior High School in North Java Indonesia. Journal of Social Studies Education Research, 11(4), 52 - 83.
• Winch, C., & Gingell, J. (2008). Philosophy of Education. The Key Concepts (2nd ed.). Rouledge.
• Zarvianti, E. & Sahida, D. (2020). Designing Comics By Using Problem Base Learning (PBL) to Improve Students' Creative Thinking Skills. International Journal of Social Learning, 1(1), 75-88. https://doi.org/10.47134/ijsl.v1i1.8
• Yusuf, M. (2014). Metode Penelitian Kuantitatif, Kualitatif, & Penelitian Gabungan. Prenadamedia Group.