Academic Achievement in the Subject of Multicultural Societies and Geography through Integrated Learning Management Using Spatial Problem-Based Learning of Students in the Field of Social Development
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Abstract
This research aimed to compare the academic achievement between integrated spatial work in problem-based learning before and after the learning, traditional teaching method and integrated spatial work in problem-based learning, and the satisfaction with integrated spatial work in problem-based learning in the course of Multicultural Social and Cultural Studies of 105 Social Development students. The research instruments included (1) lesson plans based on the
concept of problem-based learning, (2) academic achievement test, (3) evaluation form for the implementation of problem-based learning, and (4) satisfaction questionnaire. The instrument quality was examined by qualified persons, with a reliability value of .92. The statistics used for data analysis were X, S.D. and t-test.
The results of the research found that ; (1) Students in the Social Development program who received spatial integration in problem-based learning (PBL) outperformed those who received traditional instruction in the subject of Multi-Society and Landscape-Cultural Studies. This difference was statistically significant at the.01 level. The PBL learning management approach indicated that after studying, academic attainment was higher than before studying, with statistical significance at the.01 level. (2) Students' satisfaction with learning through the integration of spatial activities in problem-based learning (PBL) as demonstrated in the field of social development in the Multi
Social and Cultural Studies course. The mean ( = 4.20, S.D. = 0.54) was at a high level overall. Consequently, one way to structure learning is through the use of spatial problems in problem-based learning (PBL). Emphasize key concepts that will boost pupils' learning effectiveness.
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