Integrating PBL and FGD to Foster Critical Thinking in Disaster Based Geography Learning
Keywords:
Problem-Based Learning, Focus Group Discussion, Critical Thinking, Disaster-Based Learning, Geography Education, Sustainability EducationAbstract
Critical thinking is an essential competency in geography education, particularly in
understanding environmental and disaster-related issues within sustainability-oriented learning
contexts. However, geography learning in schools is still frequently dominated by teacher-centered
instruction, limiting students’ opportunities to critically analyze environmental problems and
collaboratively construct solutions. This study aimed to examine the effect of integrating Problem
Based Learning (PBL) and Focus Group Discussion (FGD) on students’ critical thinking skills in
disaster-based geography learning at SMA Negeri 2 Kolaka, Indonesia. The study employed a pre
experimental one-group pretest–posttest design involving 10 tenth-grade students. The learning
intervention focused on contextual flood disaster issues occurring in Kolaka Regency. Data were
collected using critical thinking tests consisting of essay and multiple-choice questions developed
based on Ennis’ critical thinking indicators, including clarity of arguments, relevance of answers,
depth of analysis, and creativity of solutions. Data were analyzed using descriptive quantitative
analysis through percentage score comparisons between pretest and posttest results. The findings
revealed that students’ average critical thinking score increased from 40% in the pretest category
to 65% in the posttest category, indicating substantial improvement after the implementation of
integrated PBL and FGD. The results suggest that collaborative and contextual disaster-based
learning effectively promotes students’ analytical reasoning, reflective thinking, and environmental
problem-solving abilities. This study contributes to sustainability-oriented geography education by
demonstrating that integrating PBL and FGD can support transformative learning, disaster literacy,
and critical environmental awareness in secondary education.
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