PENGARUH PJBL BERBANTUAN GEOCRAFT.ID (CRAFTING CRITICAL MINDS THROUGH GEOSTRATEGIC LEARNING) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI FASE F DALAM MEMAHAMI POSISI STRATEGIS INDONESIA DI SMA PROGRESIF BUMI SHALAWAT

THE EFFECT OF GEOCRAFT.ID–ASSISTED PROJECT BASED LEARNING (CRAFTING CRITICAL MINDS THROUGH GEOSTRATEGIC LEARNING) ON STUDENTS’ CRITICAL THINKING SKILLS OF GRADE XI PHASE F IN UNDERSTANDING INDONESIA’S STRATEGIC POSITION AT SMA PROGRESIF BUMI SHALAWAT

Penelitian ini bertujuan menganalisis efektivitas Project Based Learning (PjBL) berbantuan GeoCraft.id terhadap hasil belajar, keaktifan, dan kemampuan berpikir kritis siswa pada pembelajaran Geografi di SMA Progresif Bumi Shalawat. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental Nonequivalent Control Group Design. Subjek penelitian terdiri atas 66 siswa kelas XI Fase F, yang terbagi ke dalam kelas eksperimen (XI ICP, 33 siswa) dan kelas kontrol (XI IUPP, 33 siswa). Hasil penelitian menunjukkan peningkatan signifikan nilai posttest pada kedua kelas. Rata-rata nilai kelas eksperimen meningkat dari 61,21 menjadi 82,55 (kenaikan 21,33 poin), sedangkan kelas kontrol meningkat dari 64,85 menjadi 82,55 (kenaikan 17,70 poin). Uji Independent Samples t-test menunjukkan perbedaan signifikan nilai posttest antara kelas eksperimen dan kontrol (Sig. 2-tailed = 0,001; Mean Difference = 7,85; 95% CI = 2,007–13,693), yang menegaskan efektivitas GeoCraft.id dibandingkan Google Jamboard. Keaktifan siswa pada kelas eksperimen lebih tinggi (27–29 dari 33 siswa) dibandingkan kelas kontrol (18–23 siswa). Meskipun nilai N-Gain relatif tipis (kelas eksperimen 0,55 dan kelas kontrol 0,50) akibat ceiling effect dari kemampuan awal siswa yang sudah tinggi, PjBL berbantuan GeoCraft.id tetap efektif mendorong keterlibatan belajar, penguatan konsep, dan berpikir kritis secara optimal.

Kata Kunci: Berpikir Kritis, GeoCraft.id, Google Jamboard, Project Based Learning

This study aims to analyze the effectiveness of GeoCraft.id–assisted Project Based Learning (PjBL) on students’ learning outcomes, learning activeness, and critical thinking skills in Geography learning at SMA Progresif Bumi Shalawat. The study employed a quantitative approach using a quasi-experimental Nonequivalent Control Group Design. The research subjects consisted of 66 Grade XI Phase F students, divided into an experimental class (XI ICP, 33 students) and a control class (XI IUPP, 33 students). The results showed a significant increase in posttest scores in both classes. The experimental class mean score increased from 61.21 to 82.55 (an increase of 21.33 points), while the control class increased from 64.85 to 82.55 (an increase of 17.70 points). The Independent Samples t-test revealed a significant difference in posttest scores between the experimental and control classes (Sig. 2-tailed = 0.001; Mean Difference = 7.85; 95% CI = 2.007–13.693), confirming the effectiveness of GeoCraft.id compared to Google Jamboard. Student activeness was higher in the experimental class (27–29 of 33 students) than in the control class (18–23 students). Although the N-Gain values were relatively close (0.55 for the experimental class and 0.50 for the control class) due to a ceiling effect caused by high initial abilities, GeoCraft.id–assisted PjBL effectively enhanced learning engagement, conceptual understanding, and critical thinking skills.

Keywords: Critical Thinking, GeoCraft.id, Google Jamboard, Project Based Learning