Pengaruh Pendekatan Ecopedagogy terhadap Kemampuan Berpikir Kritis Siswa pada Mata Pelajaran Geografi di SMA Negeri 1 Tambangan

Abstrak

Critical thinking is a key competence in geography learning, yet classroom practice that is still dominated by the teacher keeps student’s passive and this competence underdeveloped. This study aims to examine the effect of the ecopedagogy approach on students' critical thinking skills in the geography subject at SMA Negeri 1 Tambangan. A quantitative pre-experimental method was applied using a one group pre-test post-test design. The population was all 59 eleventh grade science students, and 25 students of class XI IPA 1 were taken as the sample through purposive sampling. Data were collected using a twelve-item essay test that had been tested for validity and reliability, given before and after the treatment on the topic of Indonesia's marine resource potential and management. The data were analysed with the Shapiro-Wilk normality test and a paired sample t-test, and the size of the improvement was measured with N-Gain and Cohen's d. The mean score rose from 43 in the pre-test to 63.48 in the post-test (N-Gain 0.36, moderate category). The t-test produced t 8.829 against a critical value of 2.063 (p < 0.001; Cohen's d = 1.77), so the null hypothesis was rejected. The ecopedagogy approach therefore has a positive and significant effect on students' critical thinking skills.

Kata kunci

• Critical thinking
• Ecopedagogy
• Geography learning
• Marine Resources
• Pembelajaran Geografi
• berpikir kritis
• sumber daya kelautan