Spatial-Problem Based Learning (SPBL) development (preliminary studies for geography learning)

Abstract

Problem Based Learning (PBL) is widely developed and applied to many multidisciplinary sciences. PBL in learning geography needs to be developed to fit the main characteristics of geography, namely the spatial approach. In geography learning, the Spatial Based Learning (SBL) model is often used. SBL is a model that encourages students to think in space. Integrating PBL and SBL will create learning models that are appropriate to the characteristics of geography. The purpose of this study is to develop PBL models by presenting phenomena or spatial problems. The research development design is the method of Borg and Gall (2006): (1) needs analysis, (2) planning, (3) developing initial product forms, (4) initial field testing, (5) major product revisions, (6) carrying out testing field, (7) product revision, and (8) final product revision. The research subjects were geography students and the validator was a doctor of geography education. Data from the validator in the form of in-depth interviews are used to improve product quality. Data from students in the form of questionnaire results are used to determine product eligibility. Data analysis was performed descriptively and statistically. The product of development is Spatial Problem Based Learning (SPBL) which has five steps, namely: (1) spatial problem orientation, (2) formulating spatial problems, (3) collecting and organizing spatial data, (4) analyzing spatial data and discussion, (5) communication. The results of expert validation have a score >65%. The average field test score of the five SPBL syntaxes is 93.2. Based on trials that the SPBL syntax is feasible.