Future Space

FSSGE Studies in Geo-Education

E-ISSN 3031-9927
FSSGE Vol. 01 No. 04 (2024)
P-ISSN 3032-6974

SCIENTIFIC PAPER

Application of Problem Based Learning Model on the Study of

Land and Sea Waters to Improve Students' Critical Thinking
Skills

Reka Nonda Andini1 (), ABSTRACT

Sumin An2, Alfyananda Critical thinking skills are needed in geography lessons because they
Kurnia Putra1, are closely related to solving geospheric problems that occur in the
Muhammad environment around students. Critical thinking skills are low because
Mu’tashimbillah3
learning tends to be one-way or teacher centered, using conventional
1
Universitas Negeri Malang, methods. The purpose of the study was to improve students' critical
Malang Indonesia thinking skills by applying the Problem Based Learning model in
2
Chungnam National
University, Daejeon, South geography subjects. The research is a Classroom Action Research
Korea (PTK) with the subject of class X-F MAN 1 Malang students totaling 32
3
Madrasah Aliyah Negeri 1 students. Data collection using a test totaling 6 description questions
Malang, Malang, Indonesia that are adjusted to the indicators of critical thinking. Analysis of
reka.nonda.2007216 research data using quantitative descriptive. The results showed an
@students.um.ac.id increase of 43% from pre-cycle to cycle I with an average of 72.19 and
Article submitted: increased by 17% in cycle II with an average of 84.38. Thus, after the
2024-05-30 application of the PBL model in geography lessons there was an
Revision uploaded: increase in students' critical thinking skills.
2024-11-02
Final acceptance: KEYWORDS
2024-11-02 Problem based learning; Critical thinking skills; Geography subjects

INTRODUCTION
Critical thinking is an essential foundational skill in education that enables
students to critically evaluate information and make informed decisions. In school,
critical thinking is fundamental for students to develop as it equips them with the
capacity to analyze, question, and solve problems effectively, which is crucial for
academic and personal success (Astuti, 2020; Sanusi & Hamzan, 2023; Vera &
Wardani, 2018). In geography lessons, critical thinking skills are particularly vital
as they empower students to address and solve complex environmental issues.
Geography involves the study of environmental phenomena, which requires
students to interpret data, assess relationships, and evaluate human-environment
interactions to understand and resolve real-world geographic problems (Anggela
et al., 2021; Mellita & Rosita, 2019). This skill enables students to propose and

Andini, R. N., An, S., Putra, A. K., & Mu’tashimbillah, M. (2024). Application of Problem Based Learning Model on the
Study of Land and Sea Waters to Improve Students' Critical Thinking Skills. Future Space: Studies in Geo-Education.
1(4), 422-437. https://doi.org/10.69877/fssge.v1i4.35
© 2024 by the authors of this article. Published under CC-BY.

FSGGE | Vol. 1 No. 4 (2024) 422

 Application of Problem Based Learning …

articulate contextual solutions to geographic issues, preparing them to engage

actively with their surroundings (Ervina et al., 2023; Setiawan et al., 2023).
Understanding related to critical thinking skills is assessed through tests
designed according to specific indicators. Students demonstrate critical thinking
by examining and addressing problems (Ardiansyah et al., 2024). They are
expected to formulate problems, provide well-reasoned arguments, deduce,
induce, evaluate, and decide on solutions to resolve issues (Irmawati, 2013; Rosy
& Pahlevi, 2015). These abilities enhance students' awareness of environmental
problems and equip them to determine appropriate solutions (Nurlaeli, 2022;
Sholihah et al., 2016). By mastering critical thinking skills, students not only
enhance their problem-solving abilities but also gain skills to navigate and
understand life more effectively in the future (Lismaya, 2019; Wulandari et al.,
2020).
However, the reality is that many students in schools still have low critical
thinking skills. Teachers often use monotonous learning methods, which can lead
to student boredom and reduced attention to the material being presented (Aliman
et al., 2023; Susanto et al., 2021). The learning model remains largely teacher-
centered, causing students to be relatively passive during the learning process
(Ahmatika, 2017; Dewi & Radiansyah, 2023). This issue is evident among Class X-
F students at MAN 1 Malang, whose critical thinking skills are classified as low.
Results from the pre-action test show that 38% of students (12 students) scored
in the very poor category, 34% (11 students) in the poor category, and 25% (8
students) were rated as sufficient. Only 3% (1 student) scored in the good
category, and none reached the very good criteria. The average score of students'
critical thinking skills in Class X-F is 50.52, placing them in the less critical category
(50-54) (Arikunto, 2010). Analysis of students’ responses reveals common
difficulties in formulating problems, presenting arguments, and determining
appropriate solutions.
In learning geography, the critical thinking skills of students in class X-F are
low in terms of learning strategies. This is because the teacher uses a monotonous
conventional model, such as the lecture method, discussion and less attention to
variety and classroom management (Nurani et al., 2024). Students are still very
passive in asking questions, conveying ideas and low curiosity about the material
being studied, so students are only limited to fulfilling the formality of learning in
class. In addition, in answering questions, they only rely on textbooks without
analyzing further and waiting for the teacher's explanation. Learning that is
directed at memorization tends to make students have difficulty in applying the
knowledge gained to real life (Nugraha et al., 2017). In addition, learning is still
teacher centered which does not provide enough freedom for students to learn
and develop their own knowledge (Ratnawati et al., 2020).
Geography learning activities carried out in class X-F have not shown real
problem situations as learning materials, so students have difficulty in solving
problems that occur. Critical thinking skills need to be trained by using a
supportive learning model, meaning that it focuses on solving problems in the
environment around students (Amin, 2017; Hayati et al., 2016). Problem-oriented
learning models are needed in improving critical thinking skills (Fetricia et al.,
2023; Susanti & Sahono, 2019). Students will be accustomed to thinking critically
in determining solutions to problem solving.
An effective Problem-Based Learning (PBL) model can foster the
development of students' critical thinking. In this model, learning begins with real-

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world problems that students must address, individually and in groups, making the
learning process student-centered (Arif et al., 2020; Rachmawati & Rosy, 2021;
Yusri, 2018). Through PBL, students are challenged to develop their critical
thinking skills, enabling them to approach problems systematically and deepen
their understanding (Farisi et al., 2017; Riyanto et al., 2024). In geography, PBL is
applied specifically to geospheric problems, such as issues related to landforms,
ecosystems, and environmental change (Itsnaini et al., 2024). By engaging with
these real-world environmental challenges, students learn to analyze geospheric
phenomena, assess human-environment interactions, and propose feasible
solutions (Umi et al., 2021). Geography, as a field, focuses on examining earth’s
surface features and processes, making it ideal for teaching students to interpret
and solve problems rooted in their surroundings (Aini et al., 2023; Alfi et al., 2016;
Buana & Putra, 2023).
PBL has a problem orientation syntax, organizing activities, guiding
investigations for problem solving, developing and presenting analysis-based
work, analyzing and evaluating the problem solving process (Hotimah, 2020).
During its application, students are the center of learning and the teacher only
directs to determine solutions in solving problems or as a facilitator (Adilah, 2023).
This model has advantages and disadvantages in its application. The advantages
are that students' critical thinking skills can develop, encourage students to
actively participate, students can do problem solving, and encourage them to
work together in completing tasks (Prasetya et al., 2022; Shoimin, 2017).
Meanwhile, the weakness of this model is that in its application it cannot be used
in all subjects (Shoimin, 2017; Kholifah et al, 2024). Its implementation also
requires a lot of time and money, and teachers sometimes find it difficult to
monitor student activities outside the classroom (Warsono & Hariyanto, 2013).
In previous research, it was shown that after applying the PBL model in
geography lessons, students' critical thinking skills can be improved. Students can
determine a solution in solving geospheric problems that arise in the surrounding
environment (Ervina et al., 2023). Other research shows that after applying the
PBL model in learning, critical and divergent thinking skills can develop (Setiawan
et al., 2023). The increase is due to the habituation and practice of students in
doing tests according to the indicators of these thinking skills. Findings from
previous research also prove that after the application of the PBL model student
learning achievement can increase (Susanti & Sahono, 2019). Based on the
description of these problems, the research aims to improve students' critical
thinking skills by applying the Problem Based Learning model in geography
subjects on the study material of land and sea waters.

METHOD
Research Design
This research follows a Classroom Action Research (CAR) approach, known
in Indonesian as Penelitian Tindakan Kelas (PTK), aimed at addressing classroom
challenges and enhancing learning quality through structured interventions. The
study seeks to improve critical thinking skills by applying the PBL model in
geography lessons. Kemmis and McTaggart outline four stages in each research
cycle: action planning, action implementation, observation, and reflection. The
research flowchart is presented in Figure 1.

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 Application of Problem Based Learning …

Figure 1. Research Flowchart of PBL Model Implementation with Kemmis and Mc Taggart
Action Research Model
Source: (Kemmis, S. McTaggart, R. & Nixon, 2014)
In the Analyze stage, needs analysis was conducted by distributing queAt
the initial observation stage, information about challenges in geography learning
was gathered through direct observations, interviews with Class X geography
teachers, and pre-action tests of critical thinking skills. These preliminary activities
revealed that critical thinking abilities in Class X-F were notably low. In the
planning stage, preparations included the development of teaching modules, the
creation of teaching materials for the hydrosphere chapter (covering land and sea
water studies), the preparation of learning media, and the compilation of research
instruments. During the implementation stage, the research team applied the five
stages or syntax of the PBL model as planned. Observers assisted in the
observation stage by assessing, recording, and evaluating all actions taken using
observation sheets and field notes. In the reflection stage, the team analyzed
actions and test results to identify the strengths and weaknesses of each cycle’s
implementation for further evaluation.
Location and Research Subjects
The research was conducted at MAN 1 Malang, located on Jl. Raya Putat Lor,
Gondanglegi District, Malang Regency, East Java, from January 16 to February
2024, over two cycles and four meetings. The research subjects consisted of all
32 students in Class X-F, including 7 male and 25 female students. The selection
of participants was based on observations, interviews with geography teachers,
and the results of pre-action tests of critical thinking skills conducted on
November 2, 2023. The average score of the pre-action test was 50.52, which
falls into the 'less critical' category.
Data Analysis Techniques
Data collection procedures were conducted at the end of each cycle using a
descriptive test with six questions aligned to the critical thinking indicators from

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the inland and marine waters sub-chapter. This test aimed to assess
improvements in critical thinking skills following the application of the PBL model
in geography lessons, with questions guided by the critical thinking indicators
outlined in Table 1.
Table 1. Critical Thinking Ability Indicator
No Indicator Description
1. Formulate a problem Students' ability to formulate problems in
the form of questions
2. Provide arguments based Students' ability to express their arguments
on facts found against the problem in accordance with
actual facts
3. Deduce Students' ability to explain problems that
occur from general to specific things
4. Induce Students' ability to make conclusions
related to the problem
5. Evaluate Students' ability to evaluate based on
existing policies
6. Deciding on a solution Students' ability to determine the right
solution to the problem.
Location and Research Subjects
The research data analysis employed a descriptive quantitative approach,
focusing on numerical data to describe and interpret changes in critical thinking
skills over time. Data were obtained from students' test results, with averages
compared across each stage to track progress. The average critical thinking ability
was calculated using the following formula.

∑𝑊ℎ𝑜𝑙𝑒 𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑆𝑐𝑜𝑟𝑒

𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑇ℎ𝑖𝑛𝑘𝑖𝑛𝑔 𝐴𝑏𝑖𝑙𝑖𝑡𝑦 = 𝑥 100
∑𝑂𝑣𝑒𝑟𝑎𝑙𝑙 𝑆𝑡𝑢𝑑𝑒𝑛𝑡

Furthermore, the average value is classified according to the classification

of critical thinking skills. The existence of an increase is known from the results of
comparing the average difference in test scores at each stage. The pre-action
score was used as the initial data in the study. After the action, the test results in
cycle I were compared with the pre-action test. The increase in critical thinking
skills is known using the following formula.

𝐼𝑚𝑝𝑟𝑜𝑣𝑒 𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑇ℎ𝑖𝑛𝑔𝑘𝑖𝑛𝑔 𝑆𝑘𝑖𝑙𝑙𝑠 ∑ 𝑆𝑐𝑜𝑟𝑒 𝐶𝑦𝑐𝑙𝑒 1 − ∑ 𝑆𝑐𝑜𝑟𝑒 𝑃𝑟𝑒 − 𝐶𝑦𝑐𝑙𝑒

= 𝑥 100
(𝑃𝑟𝑒 − 𝐶𝑦𝑐𝑙𝑒 𝑡𝑜 𝐶𝑦𝑐𝑙𝑒 1) ∑ 𝑆𝑐𝑜𝑟𝑒 𝑃𝑟𝑒 − 𝐶𝑦𝑐𝑙𝑒

The calculation was also carried out to calculate the increase and
percentage increase to cycle II after applying the PBL model.

RESULT AND DISCUSSION

Result
The research results obtained prove an increase in critical thinking skills in
class X-F after the application of the PBL model. The research was conducted in
two cycles on the sub-material of land and sea waters. The average critical
thinking skills of students see Figure 2.

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 Application of Problem Based Learning …

Average Critical Thinking Ability of X-F

Students
100
80
60
40
20
0
Pre-Cycle Cycle 1 Cycle 2

Figure 2. Average Critical Thinking Ability with Problem Based Learning Model
Figure 2 shows the increase in the average test scores at each stage after
the PBL model was applied. The average test score at pre-action (50.52),
increased to (72.19) in cycle I and (84.38) in cycle II. Data were obtained through
giving test questions on the sub-material of land waters and sea waters. By
applying the PBL model in geography lessons, students can improve their critical
thinking skills in each cycle. The improvement data see Table 2.
Table 2. Improving Critical Thinking Skills with Problem Based Learning Model
Percentage
Stages Average Score Improved
Increase
Pre-Cycle 50,52
Cycle 1 72,19 21,67 43%
Cycle 2 84,38 12,19 17%
Total 33,86 67%

Figure 2 shows the increase in average test scores at each stage after
applying the PBL model. The average test score rose from 50.52 in the pre-action
stage to 72.19 in Cycle I and 84.38 in Cycle II. These data were obtained from test
questions covering the sub-material of land and sea waters. This demonstrates
that the application of the PBL model in geography lessons supports continuous
improvement in students' critical thinking skills across each cycle. See Table 2 for
detailed improvement data.
Table 3. Distribution of Critical Thinking Ability Score with Problem Based Learning
Model
Pre-Cycle Cycle 1 Cycle 2
Value Range Category
N % N % N %
85-100 Very good 0 0% 3 9% 17 53%
70-84 Good 1 3% 15 47% 13 41%
55-69 Simply 8 25% 13 41% 2 6%
50-54 Less 11 34% 1 3% 0 0%
0-49 Very Less 12 38% 0 0% 0 0%
Total 32 100% 32 100% 32 100%

Table 3 presents the distribution of critical thinking skills across each

stage, highlighting significant improvements. In the pre-cycle stage, 12 students
(38%) were categorized as very poor in critical thinking skills. Following the

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implementation of the PBL model, Cycle I showed a notable increase, with 15

students (47%) moving into the good category. By Cycle II, 17 students (53%) had
reached the very good category. Improvements in the average critical thinking
skills were also observed across individual indicators, as detailed in Table 4.
Table 4. Average and Improvement of Critical Thinking Ability with Problem Based
Learning Model per Indicator
Critical Average Score and Improvement
Thinking Ability Pre- Cycle 1 Improvement Cycle 2 Improvement
Indicator Cycle Pre-Cycle to Cycle 1 to
Cycle 1 Cycle 2
Formula a 36,25 82,34 46,09 84,22 1,88
problem
Providing 42,50 63,59 21,09 82,66 19,07
Arguments
Deduce 59,38 86,88 27,50 90,16 3,28
Induce 51,25 76,88 25,63 80,94 4,06
Evaluate 69,38 73,75 4,37 74,38 0,63
Deciding on a 44,38 53,13 8,75 53,44 0,31
solution

Table 4 shows the average score and increase in critical thinking skills per
indicator. At the pre-cycle to cycle I stage, the highest increase occurred in the
indicator of formulating problems with an increase of 46.09 and the lowest
increase in the indicator of evaluating by 4.37. Meanwhile, at the cycle I to cycle
II stage, the highest increase was in the indicator of providing arguments by 19.07
and the lowest increase was in the indicator of deciding on a solution by 0.31.
Graph of the average increase in critical thinking skills for each indicator see
Figure 3.

Average Critical Thinking Ability for Each Indicator

100
90
80
70
60
50
40
30
20
10
0
Formulate a Providing Deduce Induce Evaluate Deciding on a
problem Arguments solution

Pre-Cycle Cycle 1 Cycle 2

Figure 3. Graph of Average Improvement of Critical Thinking Ability for Each Indicator
with Problem Based Learning Model
Discussion
The results indicated an increase in students' critical thinking skills in Class
X-F after applying the PBL model in geography lessons. The research findings
show that the average student score increased from the pre-action stage to Cycle
II. The pre-action test average was 50.52, which rose to 72.19 in Cycle I and further

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 Application of Problem Based Learning …

to 84.38 in Cycle II, with individual student scores also reflecting this
improvement. This demonstrates that using the PBL model in geography subjects
helps students develop critical thinking skills, enabling them to make decisions
and solve problems (Cahyani & Setyawati, 2017). In Cycles I and II, after applying
the PBL model, students were able to propose multiple solutions to issues in land
and sea waters and identify the most appropriate solutions. Real-world problems
helped students think critically, solve emerging issues, and grasp the subject
matter (Aini et al., 2023; Baihaqi, 2017). In Cycle I, the problems assigned to each
group included land water issues such as water crises, river pollution, and well
water contamination, with only 2 out of 6 groups providing appropriate solutions
in their worksheets (LKK). By Cycle II, students addressed marine issues like
pollution from garbage and oil spills and coral reef damage, with 6 groups
successfully proposing effective solutions.
At the pre-cycle stage, students' critical thinking skills were classified as less
critical. Results from the pre-action test showed the following distribution: 1) Very
Poor: 38% (12 students), 2) Poor: 34% (11 students), 3) Sufficient: 25% (8
students), 4) Good: 3% (1 student), and 5) Very Good: 0%. The average critical
thinking score for Class X-F was 50.52, placing them in the 'less critical' category
(50-54). Observations revealed that learning activities remained teacher-
centered, relying heavily on lectures. At this stage, students were passive,
showing low curiosity about the material and limited engagement in asking
questions or expressing ideas. When working on problems, students often
answered based on provided texts without deeper analysis, making it difficult for
them to formulate problems, present arguments, or determine solutions
accurately. Only 1 student could formulate the problem, while 4 others provided
arguments and identified the correct solution. A student-oriented PBL model
focusing on real-world problem-solving is therefore needed to actively train
students in problem-solving skills..
At the first cycle stage, there was an increase in students' critical thinking
skills after applying the PBL model. The highest increase occurred in the indicator
of formulating problems and the lowest in the indicator of evaluating. There were
15 students who formulated the problem correctly and 11 students who were able
to evaluate correctly out of a total of 32 students. In evaluating students do not
provide the right reasons in responding to the policy of a problem. The teacher's
action to overcome this is to reflect on the difficulties experienced by students
and convey reinforcement to students. At this stage students have been able to
provide examples of real-world problems in the study material of land waters to
analyze and respond to these problems for problem solving. However, some
problems were also found in cycle I, such as the inactivity of students in group
discussions and presentations. This shows that there are 3 out of 6 group
members who dare to strengthen their ideas on analyzing the problems that have
been done.
Problems in cycle I were then reflected upon to be improved in cycle II. At
the stage of guiding group investigations, the teacher provides an investigation
sheet that needs to be completed by each group. This method is quite effective
in monitoring the investigations that students will carry out. Each student
contributes to the discussion and group work, and each student is required to
provide their ideas on the problems analyzed in the presentation process carried
out by each group. In addition, the teacher's efforts by providing reinforcement to
the answers given by students, so that students are able to provide their
arguments and ideas to other groups correctly and precisely. After implementing

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this cycle II, the test results again showed an increase. The highest increase was
in the indicator of giving arguments and the lowest was in the indicator of deciding
on a solution. The solutions provided by students are still fairly general, meaning
that students in determining the right solution have not chosen one of several
alternative solutions that exist to be applied.
The research findings show that there are four of the five syntaxes that play
a role in improving critical thinking skills, namely problem orientation, guiding
individual/group investigations, working with group members to develop and
present work, analyzing and evaluating problem solving. The syntax of the PBL
model is in accordance with critical thinking indicators, so that students' critical
thinking skills can be developed with this model (Kusumawati et al., 2022). The
explanation related to student activities in each syntax during the learning process
is explained as follows.
The syntax of problem orientation begins with the teacher providing a
stimulus in the form of an example of a problem in the form of a video. In cycle I,
the problem of land waters was presented, namely the water pollution of the
Petruk River in Malang. There were five students who dared to respond to the
problem. This is because other students lack confidence in expressing their ideas
and there is a fear of being wrong in their opinion. In cycle II, marine water
problems were presented, namely sea water pollution in Malang Regency. At this
stage, each student has dared to respond to the problem and other students
provide their arguments to be able to provide solutions or problem solving to
problems. The relevance of the problem in students' daily lives can help students
to determine the right solution (Herzon et al., 2018; Weiss, 2017). In addition,
through problem orientation, students are indirectly required to think critically in
formulating problems according to the given case study. A well-done problem
orientation, namely by presenting interesting, challenging, and contextual
problems, so that students will have a sense of the problem and will be motivated
to solve it. Problems that arise from students themselves tend to be better in
determining an appropriate solution to be applied (Lestari et al., 2017).
Syntax organizes students to work together in groups in solving problems,
activities at this stage students are asked to gather with their group members who
have been determined to complete LKK (Group Worksheet). One of the objectives
of applying the PBL model is that students can actively participate in groups,
students need to work together in determining solutions, discussing to be able to
solve problems (Lestari et al., 2017). This model is not only applied to understand
the problem but also work together to solve it (Masrinah et al., 2019).
Syntax guiding individual/group investigations, the activities of this stage
students collect various information through articles, analyze and conduct
investigations to prove the truth of the information. Information that has been
obtained from the results of the investigation is then discussed in the group before
being written in the Group Worksheet (LKK). In cycle I and II the investigation
process was carried out outside of geography class hours, this was due to the
limited time available in the learning process. The teacher provides an inquiry
sheet that can be a reference for students in conducting the inquiry process.
Students are trained to be able to think scientifically in accordance with the
investigation procedure, so that they can analyze the problem directly (Herzon et
al., 2018). At this stage of the investigation, students are able to provide solutions
to problems accompanied by relevant evidence (Aini et al., 2023).

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Syntax of working together with group members to develop and present

work, students are required to communicate ideas in finding solutions to problems
which are then presented. The presentation of the work does not only focus on
the skills of communicating individual results but also collaboration and explaining
their ideas. Presentation activities can familiarize students to express their ideas
in front of the class, so that the transfer of knowledge becomes broad. This is
because each group gives their arguments to the problems analyzed by other
groups. In cycle I there were students who had not actively participated during
group presentations, due to a lack of confidence in the answers given in answering
questions from other groups. In cycle II the teacher gave reinforcement to the
arguments presented by students by giving students the opportunity to ask about
the difficulties of the material studied, this made each student able to provide
arguments and ideas correctly and precisely. This fulfills the critical thinking
indicator, namely expressing arguments. Learning with the PBL model helps
students provide arguments and search for data in order to provide authentic
solutions (Herzon et al., 2018).
The syntax of analyzing and evaluating problem solving serves as a reflective
process to enhance critical thinking. At this stage, the teacher provides students
with a comprehensive understanding of problem-solving strategies, including
guidance on identifying key issues, evaluating alternatives, and selecting effective
solutions. Together, the teacher and students discuss problems from Cycles I and
II to ensure accurate answers are achieved for each problem item. Throughout
this process, the teacher evaluates students' understanding and encourages
further questions to clarify any remaining uncertainties. This stage culminates in
independent problem solving, where students apply these skills to determine the
most appropriate solutions. This aligns with the critical thinking indicators of
evaluating options and making well-reasoned decisions (Herzon et al., 2018).
The PBL model has several advantages that contributed to the success of
this research by increasing students' critical thinking skills after its application in
the classroom. One key advantage is that it enhances students' problem-solving
abilities, thereby developing their reasoning skills as they identify ideas and
strategies that guide the problem-solving process (Purba, 2012). Additionally,
students become the central focus of learning, with teachers acting as facilitators.
This approach encourages students to actively construct their own knowledge
from their surroundings, empowering them to think independently and solve
problems on their own (Lutfiah et al., 2021; Suliyati et al., 2018). Moreover, PBL
promotes collaboration, as students work together in groups to generate ideas
and solutions (Rahmadani, 2019). Group activities foster communication,
discussion, and the exchange of information and perspectives among students,
which strengthens their problem-solving capabilities (Safitri et al., 2019). These
discussions also allow students to express their opinions and, through
presentations, learn to respond to and evaluate solutions collaboratively (Putri et
al., 2021).
The PBL model is needed in geography lessons so that students' critical
thinking skills can develop, especially in solving geography problems (Setiawan et
al., 2023). Geography is closely related to the phenomena around students, so
applying the PBL model can help students understand geography problems. This
is because PBL is designed by presenting contextual problems related to learning
material, making it easier for students to understand the material (Rafika et al.,
2019). Students are encouraged to be able to solve problems by organizing
student learning tasks, exchanging ideas through group discussions, gathering

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information through investigation, and preparing work and evaluation, as well as

an alternative in the implementation of learning (Aini et al., 2023; Fetricia et al.,
2023; Rafika et al., 2019).
The results of the study are also reinforced by previous research, critical
thinking skills and student learning outcomes have increased after applying the
PBL model in geography learning. Students actively participate in group learning
to complete tasks after applying the PBL model (Ervina et al., 2023; Nurhamidah,
2017; Rafika et al., 2019). The increase is driven by student motivation in solving
problems encountered in everyday life (Agustiningrum, 2022). This is in line with
the design of the PBL model, which presents real-world problems in the learning
process to be solved both individually and in groups. Other research proves that
the application of the PBL model also plays a role in improving spatial thinking
skills, by providing student collaboration in finding solutions to geospheric
problems that arise in the environment around students (Aliman et al., 2023; Buana
& Putra, 2023).

CONCLUSION
Based on the research findings, it can be concluded that the application of
the Problem Based Learning model can improve the critical thinking skills of
students in class X-F MAN 1 Malang. The increase occurred due to the advantages
of the PBL model that supports students in critical thinking. This is evidenced by
the increasing percentage of the average value in each cycle. The limitation of this
research is the syntax of the investigation that is not implemented in the
classroom, so that the investigation is carried out outside of geography class
hours due to the limited time available in the study. The recommendation given by
the researcher is to design additional meetings in each cycle, so that the
investigation activities in the PBL model can be focused and the syntax of guiding
the investigation can run optimally.

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AUTHOR
Reka Nonda Andini, an alumnus of the Geography Education undergraduate
program, Department of Geography, Faculty of Social Sciences, State University
of Malang, Malang, Indonesia (email: [email protected]).
Alfyananda Kurnia Putra, is a lecturer in Geography Education at Universitas
Negeri Malang, specializing in innovative approaches to geography instruction.
His research emphasizes the integration of technology in teaching, with a notable
focus on geospatial technology and virtual field trips to enhance spatial
understanding in geography learning. He has contributed to several projects on
virtual learning environments, aiming to strengthen teachers' competencies in
technological pedagogical content knowledge (TPACK), particularly through
platforms like Google Street View and Theasys.io, for creating immersive
educational experiences (email: [email protected]).
Sumin An, is a lecturer in the Department of Environmental & IT Convergence
Engineering at Chungnam National University, Daejeon, South Korea. Her research
primarily addresses the application of advanced computational techniques, such
as artificial intelligence and deep learning, to environmental challenges. Specific
research interests include improving groundwater forecasting models and
developing innovative approaches to water resource management. By leveraging
interdisciplinary methods, her work aims to enhance environmental monitoring
and create sustainable solutions for complex ecological issues (email:
[email protected]).
Muhammad Mu’tashimbillah, is a geography teacher at Madrasah Aliyah
Negeri (MAN) 1 Malang, where he contributes to teaching and educational content
development within the school’s geography curriculum (email:
[email protected]).

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