Dampak Integrasi Problem Based Learning dengan Google Earth- Degradasi Lingkungan terhadap Keterampilan Berpikir Kritis Siswa SD
The Impact of Integrating Problem Based Learning with Google Earth-Environmental Degradation on Elementary School Students' Critical Thinking Skills
DOI:
https://doi.org/10.47709/educendikia.v6i01.8165Keywords:
Critical Thinking, Environmental Education, Problem-Based Learning, Satellite ImageryAbstract
This study aimed to analyze the impact of integrating problem-based learning (PBL) with Google Earth on the critical thinking skills of elementary school students. This study employed a quantitative approach with a quasi-experimental design, employing a pretest-posttest experimental-control group design. Fifty elementary school students were selected through purposive sampling, consisting of 26 students in the experimental group and 24 students in the control group. The research instruments included a critical thinking skills test based on Facione's dimensions (interpretation, analysis, evaluation, inference, and explanation), as well as an observation sheet to measure learning activities. The results of the ANCOVA analysis of the pretest-posttest scores showed a significant increase in students' critical thinking skills in the experimental group (p < 0.001, Cohen's d = 3.24), indicating a very strong effect.
Furthermore, the MANOVA and ANOVA results also confirmed a significant increase in all five dimensions of critical thinking, with the largest effect being on the evaluation dimension. These findings suggest that integrating satellite imagery into PBL learning can provide a contextual and meaningful learning experience. Thus, the use of technology like Google Earth not only enhances critical thinking skills but also fosters deeper environmental awareness in students. It is hoped that this learning implementation can become an innovative alternative in environmental education in elementary schools.
References
Abugri, B. A., Assibi, M. A., Amalba, A., Gaa, P. K., Kpebu, S. E. A., Karikari, P. A. A., & Mogre, V. (2026). The effects of problem-based learning (PBL) on undergraduate medical students’ critical thinking and communication skills development: A scoping review across resource-rich and resource-limited settings (2015–2024). Plos One, 21(2 February), 1–15. https://doi.org/10.1371/journal.pone.0342599
Adaktylou, N. (2020). Remote Sensing as a Tool for Phenomenon-Based Teaching and Learning at the Elementary School Level: A Case Study for the Urban Heat Island Effect. International Journal of Educational Methodology, 6(3), 517–531. https://doi.org/10.12973/ijem.6.3.517
Aggraini, M. D., Koto, I., & Gunawan, B. (2024). The Effect of Problem-Based Learning Integrated Numbered Head Together on the Critical Thinking Ability of Grade XI Students. Physics Education Journal, 7(2), 457–469. http://jurnal.unipa.ac.id/index.php/kpej
Amin, S., Utaya, S., Bachri, S., Sumarmi, & Susilo, S. (2020). Effect of problem-based learning on critical thinking skills and environmental attitude. Journal for the Education of Gifted Young Scientists, 8(2), 743–755. https://doi.org/10.17478/jegys.650344
Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334. https://doi.org/10.1016/j.tsc.2023.101334
Babiichuk, S., Pikul, S., Davybida, L., Tomchenko, O., & Hordiienko, O. (2023). Using Satellite Imagery as an Educational Tool: Experience on the example of the All-Ukrainian Summer School on Remote Sensing 2021-2022. International Conference of Young Professionals “GeoTerrace 2023,” 2023(1), 1–5. https://doi.org/10.3997/2214-4609.2023510075
Biney, E. (2025). Systematic review of problem-based learning in environmental education. Educational Point, 2(2), e131. https://educationalpoint.net/article/systematic-review-of-problem-based-learning-in-environmental-education-17292
Bondarenko, O. V. (2025). Teaching geography with GIS: a systematic review, 2010-2024. Science Education Quarterly, 2(1), 24–40. https://doi.org/10.55056/seq.903
Dannwolf, L., Matusch, T., Keller, J., Redlich, R., & Siegmund, A. (2020). Bringing earth observation to classrooms-the importance of out-of-school learning places and E-learning. Remote Sensing, 12(19). https://doi.org/10.3390/RS12193117
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment, 1(1), 1–23.
Fadilah, N., Suhartini, S., & Aloysius, S. (2024). Fostering critical thinking: Designing problem-based learning student worksheet on environmental change topic. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(1), 291–298. https://doi.org/10.22219/jpbi.v10i1.30931
García-Ceberino, J. M., Antúnez, A., Ibáñez, S. J., & Feu, S. (2020). Design and validation of the instrument for the measurement of learning and performance in football. International Journal of Environmental Research and Public Health, 17(13), 1–22. https://doi.org/10.3390/ijerph17134629
González, R. O., Lozano, C. G., Olivas Corominas, L., & Sitjar Suñer, J. (2022). Monitoring natural phenomena from the classroom with Edusat. Proposal for a teaching guide (and support material). 4th Symposium on Space Educational Activities. https://doi.org/10.5821/conference-9788419184405.020
Handoyo, B., Purwanto, Ridha, S., & Tan, G. C. I. (2024). Effect of The Spatial Based Learning Using Quantum Geographic Information System on Students’ Critical Thinking Skills. Journal of Social Studies Education Research, 15(5), 328–379.
Hasibuan, S., Yustina, Y., & Wahyuni, R. (2025). Bridging cognitive skills and environmental awareness: critical and creative thinking as predictors of digital ecoliteracy. Frontiers in Education, 10(December), 1–12. https://doi.org/10.3389/feduc.2025.1705676
Kurniawan, E., Syifauddin, M., Sholeh, M., Sriyanto, & Sari, S. N. (2024). Environmental Problem-Solving Learning Model with Geographic Information System-Based Learning Media. International Journal of Environmental Impacts, 7(3), 381–394. https://doi.org/10.18280/ijei.070301
Labianca, M. (2021). Can gis foster conscious and critical learning in geography? An application from students to a real case included in the national strategy for inner areas: Monti dauni, apulia (italy). Sustainability (Switzerland), 13(16), 9246. https://doi.org/10.3390/su13169246
Liu, Y., Bui, E. N., Chang, C. H., & Lossman, H. G. (2010). Pbl-gis in secondary geography education: Does it result in higher-order learning outcomes? Journal of Geography, 109(4), 150–158. https://doi.org/10.1080/00221341.2010.497541
Lu, L., Mustakim, S. S., & Muhamad, M. M. (2025). A Meta-analysis of the Effectiveness of Problem-based Learning on Critical Thinking. European Journal of Educational Research, 14(1), 249–265. https://doi.org/https://doi.org/10.12973/eu-jer.14.3.789
Najoan, R. A. O., & Makawawa, J. C. (2025). The Impact of Problem-Based Learning on Enhancing Fifth-Grade Students’ Critical Thinking Skills at St. Antonius Kali Catholic Elementary School (Issue Iceste). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-489-1_78
Nurdessyanah, A., Maryani, E., & Sapriya, S. (2025). The Influence of the Problem-Based Learning Model on the Improvement of Geography Literacy Skills. Journal of Innovation and Research in Primary Education, 4(3), 789–799. https://doi.org/10.56916/jirpe.v4i3.1593
Sirwesvary, M., & Jamaludin, K. A. (2025). Implementations of Project Based Learning in Primary Schools. International Journal of Academic Research in Progressive Education and Development, 14(1), 206–223. https://doi.org/10.6007/ijarped/v14-i1/24282
Sunarhadi, M. A., Dilahur, D., & Priyono, P. (2017). Pelatihan Sistem Infromasi Geografi Kepada Guru Sma/Ma Se-Eks Karesidenan Surakarta. Warta LPM, 10(1), 25–45. https://doi.org/10.23917/warta.v10i1.3205
Yu, L., & Zin, Z. M. (2023a). The critical thinking-oriented adaptations of problem-based learning models: a systematic review. Frontiers in Education, 8, 1139987. https://doi.org/10.3389/feduc.2023.1139987
Yu, L., & Zin, Z. M. (2023b). The critical thinking-oriented adaptations of problem-based learning models: a systematic review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1139987
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nirwati Nirwati, Mulyono Mulyono, Darnanengsi Darnanengsi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
