Enhancing Students’ Critical Thinking and Ecoliteracy through Geo-Outdoor Contextual Problem-Based Learning
DOI:
https://doi.org/10.63385/ipt.v2i2.331Keywords:
Contextual Learning, Ecoliteracy, Geography Education, Geo-Outdoor CPBL, Outdoor Study, Problem-Based LearningAbstract
Geography is one of the most strategic subjects for fostering knowledge, values, and environmental behavior in senior high schools. One learning model that can be applied in geography instruction is the outdoor study or fieldwork approach, which can be further combined with problem-based learning (PBL). Problem-based learning is more effective when built on contextual issues, as the starting point of PBL lies in real-life problems relevant to students’ experiences. This study aims to analyze the effectiveness of the contextual problem-based outdoor study model (Geo-Outdoor CPBL) in enhancing students’ critical thinking skills and ecoliteracy in geography learning at the senior high school level. The research employed an experimental design with a quantitative approach. It was conducted with one study group, specifically an 11th-grade class at SMA Negeri 1 Getasan, Semarang Regency, Central Java Province, Indonesia, involving 36 students. Data were collected using tests and questionnaires. The data analysis techniques included quantitative descriptive analysis, paired sample t-test, and N-Gain Score analysis. The findings indicate that the Geo-Outdoor CPBL model is effective in improving both critical thinking and ecoliteracy skills. The pretest–posttest results show a significant increase in the average score (from 41.67 to 83.92), with the paired t-test result at p < 0.05. This model supports 21st-century learning competencies by fostering critical thinking, problem-solving, creativity, collaboration, and communication.
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