Disertasi

Development of spatial problem-based flipped class-learning (spb-fc-l) for geography education / Waode Yunia Silviariza

Abstrak
To improve geography education and learning quality multiple studies within this dissertation focus on Spatial Problem-Based Learning (SPBL). These studies formed a distinct trajectory commencing with an experimental exploration of SPBL s effectiveness in fostering critical thinking skills. This research involved 78 students from the Geography Department at Universitas Negeri Malang as participants. Ennis indicators of critical thinking formed the basis for crafting test questions to gather data. Critical-thinking skills increased by 25%. Because the significance is less than 40% SPBL requires additional optimization. The findings of the initial study shifted the spotlight onto evaluating SPBL. The evaluation becomes feasible if the evaluation instrument is valid and reliable. Consequently the second study concentrated on developing an evaluation instrument to measure SPBL quality. Guided by the CIPP framework this research employed the Model 4D development method to design the evaluation instrument. The expert jury and four geography practitioners (teachers) acted as evaluators while twenty-two high school geography students tested the prototype instrument product. The V Aikens score was 0.63 from the evaluators and 0.78 from users with an ICC value of 0.781. Evaluators affirmed that the evaluation instrument product effectively measures the teaching model. The research results emphasized that the CIPP-constructed evaluation instrument achieved validity and reliability. In the third study the researcher utilized this instrument product to assess the implementation of SPBL in geography education using the CIPP approach using a convergent parallel mixed methods design. The study encompassed 77 students and five teachers and we actively conducted observations during the implementation of SPBL. Descriptive analysis involves triangulation of surveys interviews and observation data. The survey discussed aspects of CIPP namely Context (86%) Input (86%) Process (80%) and Product (87%). These findings provide concrete evidence that supports the successful implementation of SPBL in geography education. The Process aspect underscores the importance of implementing the SPBL carefully in terms of duration to prevent disruption to the existing syllabus content ecosystem. The favorable outcomes of the third study did not overlook recommendations. The fourth study focused on optimizing SPBL implementation. Integrating SPBL with technology was prioritized to prevent overwhelming implementation duration. This integration had the dual purpose of optimizing time and aligning with SDG 4-Education 2030 objective of nurturing tech-friendly students. The ADDIE model directed the development of the Spatial Problem Based-Flipped Class-Learning (SPB-FC-L). Four experts five evaluators and sixty-nine users participated to ensure the SPB-FC-L validity. This study provides recommendations and shows the positive impact of SPB-FC-L on improving students spatial skills. This sequence of research endeavors depicts a progression of studies to enhance Spatial Problem-Based Learning (SPBL) in geography education. The focus on improving student skills developing evaluation instruments assessing implementation and integrating technology form a robust foundation to optimize the learning experience and student s understanding of geography

Informasi Detail

DDC

Rd 910.76 SIL d

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Geografi, 2023.

Deskripsi Fisik

xv, 203 lembar : ilus. ; 30 cm

Bahasa

No Reg

00173/RD/23

Edisi

Desertasi (Pasca sarjana) - Universitas Negeri Malang 2023

Subjek

1. GEOGRAFI - MODEL PEMBELAJARAN
2. GEOGRAPHY - LEARNING MODEL

Pembimbing

1. Prof. Dr. Sumarmi, M.pd;2. Prof. Dr. Sugeng Utaya, M.si;3. Syamsul Bachri, S.si, M.sc., Ph.d

Lampiran Berkas