Edi Kurniawan, Mohammad Syifauddin, Muh. Sholeh, Sriyanto, Siti Nurindah Sari
In the era of environmental crises and human challenges amidst rapid technological advancements, geography is an increasingly urgent discipline in comprehending the spatio-temporal dimensions of environmental sustainability. Therefore, effective, innovative, and collaborative implementation of geography learning in schools is essential. This goal can be achieved by emphasizing students’ critical thinking, problem-solving, and spatial thinking skills. The researcher designed an environmental problem-solving learning model to address this need. The environmental problem-solving learning model embraces problem-based learning focused on contextual environmental issues. This research aims to analyze the effectiveness of implementing the environmental problem-solving learning model with GIS-based learning media. The study employs an experimental design that utilizes a one-group pretest-posttest approach. The study group in this research was purposively selected, including 33 students from an urban area school, SMA Negeri 3 Semarang, and 35 students from a rural area school, SMA Negeri 1 Beringin. Data collection involved test methods, observations, and literature review. Qualitative data analysis was performed using an interactive method, while quantitative data analysis employed descriptive statistical analysis and a one-paired sample t-test. This research indicates that the environmental problem-solving learning model with GIS-based learning media effectively improves student learning outcomes. This model promotes active, student-centered learning, encourages collaboration and cooperation among students, and positions students as the primary subjects in the learning process. Furthermore, it fosters the development of critical thinking and problem-solving skills in students. The findings of this research underscore the potential of the environmental problem-solving learning model to be implemented in geography education. Various stakeholders play a crucial role as change agents in promoting innovative transformations in geography learning, including encouraging the realization of GIS-based environmental problem-solving models in various educational contexts. © 2024 The authors.
Department of Geography, Faculty of Social and Political Sciences, Universitas Negeri Semarang, Semarang, 50229, Indonesia; Geography Education Program, Faculty of teacher Training and Education, Universitas Ivet, Semarang, 50235, Indonesia
