Development Model for Environment Based Learning to Improve Junior High School Students’ Geographical Skills

Abstract

In this study, an obstacle unlikely faced by teacher is the lack of innovation in the learning model employed. The
teachers are still being the center of learning resources so that they are made to correct the perception by creating a
learning model that students prefer. T his study aims to provide a new design in environment based learning (EBL) to
improve geographical skills and to encourage students to think critically, innovatively and to come up with solutions.
This research was development study of environment based le arning in geography teaching. Learning media used
covered syllabus, lesson plans, student modules and EBL teaching materials. Samples consisted of 32 students aged 13
14 years who were purposively selected. Data collection techniques were a compilation of observation, interviews,
questio nnaires documentation, and test . Data were analyzed from the syllabus, study plan, and student module
validation along with instructional media, teacher and student response questionnaire, teacher and student interviews,
stu dent observation sheets , and students’ learning outcomes. EBL model design consisted of 5 steps, encountering the
problem, problem analysis, discovery and reporting, presentation, and review and evaluation. The students’ learning
outcome that asses by a te st base on geographical skill indicator revealed that students geographical skills increase.
The indication are the students able on thinking critically about changes taken place in their environment, so they could
present environmentally friendly measure s. Besides, students preferred the new design of EBL as they were welcomed
to think in a critical, innovative, and solvable way of solving problems in their environment to improve their
geographical skills . Those provided students a belief in loving geogra phy education from an early age