Improving complex problem-solving abilities: Geographical inquiry learning using SETS approach on environmental conservation materials

Authors

  • Lutviani Silvia Fitri Universitas Negeri Malang
  • Fatiya Rosyida Universitas Negeri Malang
  • Alfyananda Kurnia Putra Universitas Negeri Malang
  • Yuswanti Ariani Wirahayu Universitas Negeri Malang
  • Novita Selviana Universitas Negeri Malang

DOI:

https://doi.org/10.47750/pegegog.12.04.07

Keywords:

geographical inquiry learning, SETS approach, complex problem-solving abilities, environmental conservation materials

Abstract

This study aims to determine the effect of the geographical inquiry learning model with the SETS approach on complex problem-solving abilities. A quasi-experiment with a pre-posttest control group design is used in this sort of study. Data analysis was carried out through the T-Test (Independent Sample T-Test) from the results of the N-Gain Score. The research subjects were student Class XI Social Sciences 1 (control class) and XI Social Sciences 3 (experimental class) MAN Kota Batu who had the same average geography learning outcomes. The results of the Sig (2-tailed) showed a score of 0.000 < 0.05. The experimental class had an average score of 85.06 for complex problem-solving abilities, which was higher than the control class's score of 71.2. The geographical inquiry learning model has a considerable impact on the SETS approach to complex problem-solving abilities, according to the findings. The results of the N-Gain Score also show that the learning model in the experimental class has better effectiveness in achieving complex problem-solving abilities, which is 59.47%, compared to the inquiry learning model in the control class at 25.93%.

Downloads

Download data is not yet available.

References

Andrini, V. S. (2016). The Effectiveness of Inquiry Learning Method to Enhance Students ’ Learning Outcome : A Theoritical and Empirical Review. Journal of Education and Practice, 7(3), 38–42.

Asfar, A. M. I. T., Asfar, A. M. I. A., & Sulastri, S. (2021). Improving student’s complex problem solving through LAPS-Talk-Ball learning integrated with interactive games. Journal of Physics: Conference Series, 1722(1). https://doi.org/10.1088/1742-6596/1722/1/012105

Carroll, K. (2018). Mapping the Hidden Discourse of Geographical Inquiry and Curriculum Change – Initial Case Study Responses to Geography Education K-10 in Australian Schools. Journal of International Social Studies, 8(1), 133–148.

Casinader, N., & Kidman, G. (2018a). Fieldwork, Sustainability, and Environmental Education: The Centrality of Geographical Inquiry. Australian Journal of Environmental Education, 34(1), 1–17. https://doi.org/10.1017/aee.2018.12

Casinader, N., & Kidman, G. (2018b). Geographical inquiry as a transcultural vehicle for education in sustainable development : The centrality of a new vision Niranjan Casinader Early debates around the concept of sustainable development were defined by discussion around the degree to which. Global Comparative Education: Journal of the WCCES, 2(2), 49–61.

Cassandra. (2017). Geo-Inquiry Process : Educator Guide. In National Geographic (pp. 1–41). National Geographic Society.

Chang, C. H., & Kidman, G. (2018). Reflecting on recent geographical and environmental education issues. International Research in Geographical and Environmental Education, 27(1), 1–4. https://doi.org/10.1080/10382046.2018.1410348

Davies, D., Beauchamp, G., Davies, J., & Price, R. (2020). The Potential of the ‘Internet of Things’ to Enhance Inquiry in Singapore Schools. Research in Science and Technological Education, 38(4), 484–506. https://doi.org/10.1080/02635143.2019.1629896

Dia, F., Putra, A. K., & Suharto, Y. (2021). Improving Critical Thinking Ability : Earthcomm Learning For Watershed Conservation Materials. IJIS Edu : Indonesian Journal of Integrated Science Education, 3(2), 99–106.

Frensch, P. A., & Funke, J. (1995). Complex Problem Solving - The European Perspective. In Lawrence Erlbaum Associates, Inc (First).

Greiff, S., & Fischer, A. (2013). Measuring Complex Problem Solving: An educational application of psychological theories. Journal of Educational Research Online, 5(1), 38–58. http://www.j-e-r-o.com/index.php/jero/article/download/338/160

Greiff, S., Fischer, A., Wüstenberg, S., Sonnleitner, P., Brunner, M., & Martin, R. (2013). A multitrait-multimethod study of assessment instruments for complex problem solving. Intelligence, 41(5), 579–596. https://doi.org/10.1016/j.intell.2013.07.012

Hadi, H. (2020). Penguatan Karakter Cinta Tanah Air Melalui Pembelajaran Geografi Abad 21. Jurnal Pendidikan Geografi, XI(2), 220–232.

Handoyo, B., Amirudin, A., & Soekamto, H. (2017). Analysing The Geographical Skills Across The World Secondary Schools Curriculum Based on The Scientific Approach. 79(Icge 2016), 376–382. https://doi.org/10.2991/icge-16.2017.73

Hastuti, K. P., Angriani, P., & Setiawan, F. A. (2020). Meningkatkan Keterampilan Menulis Karya Ilmiah Mahasiswa Geografi Melalui Pembelajaran Berbasis SETS (Science, Environment, Technology, Society). Geodika: Jurnal Kajian Ilmu Dan Pendidikan Geografi, 4(2), 117–126. https://doi.org/10.29408/geodika.v4i2.2642

Hindriyanto, R. A., Utaya, S., & Utomo, D. H. (2019). Pengaruh Model Project Based Learning terhadap Kemampuan Pemecahan Masalah Geografi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(8), 1092–1096.

Irawan, R. A., Maryani, E., & Ruhimat, M. (2021). Geographical inquiry skills on implementation of participants at geography in high school at bandung city. IOP Conference Series: Earth and Environmental Science, 683(1), 1–5. https://doi.org/10.1088/1755-1315/683/1/012035

Karatas, I., & Baki, A. (2013). The Effect of Learning Environments Based on Problem Solving on Students ’ Achievements of Problem Solving. International Electronic Journal of Elementary Education, 5(3), 249–268.

Khasanah, N. (2015). SETS (science, environmental, technology and society) sebagai pendekatan pembelajaran IPA modern pada kurikulum 2013. Seminar Nasional Konservasi Dan Pemanfaatan Sumber Daya Alam 2015, 270–277.

Kuisma, M. (2018). Narratives of inquiry learning in middle-school geographic inquiry class. International Research in Geographical and Environmental Education, 27(1), 85–98. https://doi.org/10.1080/10382046.2017.1285137

Kunze, T., Stadler, M., & Greiff, S. (2018). A look at complex problem solving in the 21st century. 12.

Ladawan, C., Singseewo, A., & Suksringarm, P. (2017). A development of knowledge and understanding, critical thinking, awareness, environmental conservation behaviors of grade 12 students using the good science thinking moves method with metacognition techniques. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(1), 371–378.

Maddox, L. E., Howell, J. B., & Saye, J. W. (2018). Designing Geographic Inquiry: Preparing Secondary Students For Citizenship. Journal of Geography, 117(6), 254–268. https://doi.org/10.1080/00221341.2018.1495249

Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., & Ismirawati, N. (2019). RICOSRE: A learning model to develop critical thinking skills for students with different academic abilities. International Journal of Instruction, 12(2), 417–434. https://doi.org/10.29333/iji.2019.12227a

Martine, G., & Alves, J. E. D. (2015). Economy, society and environment in the 21st century: Three pillars or trilemma of sustainability? Revista Brasileira de Estudos de Populacao, 32(3), 433–459. https://doi.org/10.1590/S0102-3098201500000027

McKinley, D. C., Miller-Rushing, A. J., Ballard, H. L., Bonney, R., Brown, H., Cook-Patton, S. C., Evans, D. M., French, R. A., Parrish, J. K., Phillips, T. B., Ryan, S. F., Shanley, L. A., Shirk, J. L., Stepenuck, K. F., Weltzin, J. F., Wiggins, A., Boyle, O. D., Briggs, R. D., Chapin, S. F., … Soukup, M. A. (2017). Citizen science can improve conservation science, natural resource management, and environmental protection. Biological Conservation, 208, 15–28. https://doi.org/10.1016/j.biocon.2016.05.015

Metoyer, S., & Bednarz, R. (2017). Spatial Thinking Assists Geographic Thinking: Evidence from a Study Exploring the Effects of Geospatial Technology. Journal of Geography, 116(1), 20–33. https://doi.org/10.1080/00221341.2016.1175495

Miller, R. J., & Maellaro, R. (2016). Getting to the Root of the Problem in Experiential Learning: Using Problem Solving and Collective Reflection to Improve Learning Outcomes. Journal of Management Education, 40(2), 170–193. https://doi.org/10.1177/1052562915623822

Mulyono, & Wekke, I. S. (2018). Strategi Pembelajaran Di Abad Digital. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9).

Neighbour, B. M. (1992). Enhancing Geographical Inquiry and Learning. International Research in Geographical and Environmental Education, 1(1), 14–23. https://doi.org/10.1080/10382046.1992.9964877

Putra, A. K., Sumarmi, A. S., Fajrilia, A., Islam, M. N., & Yembuu, B. (2021). Effect of Mobile-Augmented Reality (MAR) in Digital Encyclopedia on The Complex Problem Solving and Attitudes of Undergraduate Student. International Journal of Emerging Technologies in Learning, 16(7), 119–134. https://doi.org/10.3991/ijet.v16i07.21223

Putra, A. K., Sumarmi, Deffinika, I., & Islam, M. N. (2021). The effect of blended project-based learning with stem approach to spatial thinking ability and geographic skill. International Journal of Instruction, 14(3), 685–704. https://doi.org/10.29333/iji.2021.14340a

Rosyida, F., Wirahayu, Y. A., & Insani, N. (2019). Effectiveness Of Project-Based Learning Combined With Outdoor Study On Students’ Mental Map. Sumatra Journal of Disaster, Geography and Geography Education, 3(2), 137–142.

Rutherford, D. J. (2015). Reading the Road Map for 21st Century Geography Education in the United States . Geography, 100(1), 28–35. https://doi.org/10.1080/00167487.2015.12093951

Samson, P. L. (2015). Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations. Collected Essays on Learning and Teaching, 8, 153. https://doi.org/10.22329/celt.v8i0.4227

Satmaidi, E. (2017). Konsep Deep Ecology Dalam Pengaturan Hukum Lingkungan. Supremasi Hukum: Jurnal Penelitian Hukum, 24(2), 192–105. https://doi.org/10.33369/jsh.24.2.192-105

Sun, Z., Xie, K., & Anderman, L. H. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36, 41–53. https://doi.org/10.1016/j.iheduc.2017.09.003

Tayeb, T. (2017). Analisis dan Manfaat Model Pembelajaran. Jurnal Pendidikan Dasar Islam, 4(02), 48–55.

Trilling, B., & Fadel, C. (2009). 21st Century Skills - Learning for Life in Our Times (First Edit, Vol. 2, Issue 1). Jossey-Bass.

Utami, J. P., Utaya, S., & Wagistina, S. (2021). Pengaruh Model Pembelajaran Geographical Inquiry pada Mata Pelajaran Geografi Terhadap Kemampuan Berpikir Kritis dan Memecahkan Masalah Siswa Kelas X. Jurnal Integrasi Dan Harmoni Inovatif Ilmu-Ilmu Sosial, 1(8), 943–958. https://doi.org/10.17977/um063v1i82021p943-958

Wardika, K. W., Udy Ariawan, K., Putu, I., & Arsa, S. (2017). Penerapan Model Core (Connecting, Organizing, Reflexting, Extending) Meningkatkan Hasil Aktivitas Belajar Perakitan Komputer Kelas XTkj2. Jurnal Pendidikan Teknik Elektro Undiksha, 6(3), 127–136. https://ejournal.undiksha.ac.id/index.php/JJPTE/article/view/20856

Weiss, G. (2017). Problem-Oriented Learning in Geography Education: Construction of Motivating Problems. Journal of Geography, 116(5), 206–216. https://doi.org/10.1080/00221341.2016.1272622

Wilson, J., & Murdoch, K. (2004). What is Inquiry Learning? Challenges for Teachers Implementing Inquiry. 1–8. http://ss.uno.edu//SS/TeachDevel/TeachMethods/InquiryMethod.html

Yli-Panula, E., Jeronen, E., & Lemmetty, P. (2020). Teaching and Learning Methods in Geography Promoting Sustainability. Education Sciences, 10(5), 1–18.

Downloads

Published

2022-10-01

How to Cite

Lutviani Silvia Fitri, Fatiya Rosyida, Alfyananda Kurnia Putra, Yuswanti Ariani Wirahayu, & Novita Selviana. (2022). Improving complex problem-solving abilities: Geographical inquiry learning using SETS approach on environmental conservation materials. Pegem Journal of Education and Instruction, 12(4), 61–69. https://doi.org/10.47750/pegegog.12.04.07

Issue

Section

Article