Effectiveness of Problem Based Learning Model on The Improvement of Geographic Literacy

Abstract

This study was conducted to analyze the differences in improving students' geographic literacy using problem-based learning models compared to conventional learning models, as well as the significant influence of problem-based learning models on improving students' geographic literacy skills. The research method used in this study is an experimental model with a quasi-experimental model. Where in the quasi-experimental model consists of two classes, namely the experimental class and the control class. The population and sample used in the study were 60 grade 6 students, with 30 students in each class. Based on the results of the N-Gain calculation, it is known that students in the experimental class have an N-Gain value of 57.6438 ≈ 57.6%, with a fairly effective category. While the results of the N-Gain acquisition for students in the control class were 35.3327 ≈ 35.3%, with an ineffective category. Based on these data, it can be concluded that the use of problem-based learning models has a significant difference compared to learning using conventional methods on students' geographic literacy skills in the world tour material.