Fostering Spatial Thinking Ability through Problem-Based Learning: Evidence from Senior High School Geography Education
DOI:
https://doi.org/10.23960/jlg.v7.i1.104Keywords:
learning model, Problem Based LearningAbstract
Learning (PBL) model affects the spatial thinking ability of eleventh-grade students on disaster mitigation material at SMA Negeri 1 Pringsewu. The background of this study is the low spatial thinking skills of students in understanding disaster concepts and effective mitigation strategies, which necessitates attention to improving these skills in geography learning.The research method used a quantitative approach with a quasi-experiment and a non-equivalent control group design. The sample consisted of two classes: an experimental class using the PBL model and a control class receiving conventional learning. Data were collected through a spatial thinking test that had been validated and tested for reliability, and then analyzed using a t-test with SPSS. The results showed a significant difference in spatial thinking ability between students taught using the PBL model and those taught conventionally. The significance value (Sig. 2-tailed) of 0.000 (<0.05) indicates that the PBL model positively affects the spatial thinking ability of eleventh-grade students at SMA Negeri 1 Pringsewu. This study is expected to contribute to improving geography learning quality by strengthening the understanding of disaster mitigation through the development of spatial thinking skills.
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Copyright (c) 2026 Elsye Mayonita, Novia Fitri Istiawati, Nyokro Mukti Wijaya, Sugeng Widodo (Author)
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