Integrating PjBL, FGD, and LMS to Foster Creative Thinking in Geography Learning
Keywords:
Digital Pedagogy, Focus Group Discussion, Learning Management System, Geography Learning, Project-Based Learning, Creative ThinkingAbstract
Creative thinking and active participation are essential competencies in twenty-first-century geography education, particularly in addressing complex environmental and geosphere-related issues. However, geography learning in schools is often still dominated by conventional teacher-centered instruction that limits students’ opportunities to collaborate, express ideas, and develop innovative environmental problem-solving abilities. This study aimed to analyze the effect of integrating Project-Based Learning (PjBL), Focus Group Discussion (FGD), and Learning Management System (LMS)-supported learning on students’ learning activeness and creative thinking abilities in geography learning at SMAN 1 Wundulako, Indonesia. The study employed a quantitative quasi-experimental method using a One Group Pretest–Posttest Design involving 30 tenth-grade students. Data were collected through observation sheets measuring students’ learning activeness and essay-based creative thinking tests developed based on Guilford’s indicators, including fluency, flexibility, originality, and elaboration. Supporting data were also obtained through documentation of collaborative learning and LMS activities. Data were analyzed using descriptive statistics, N-Gain analysis, and paired sample t-tests. The findings revealed significant improvement in students’ learning activeness, with average scores increasing from 63.6 to 87.0 after the intervention. Students’ creative thinking abilities also improved substantially, with average scores increasing from 62.0 in the pretest to 86.2 in the posttest and an N-Gain score of 0.63 categorized as moderate improvement. The integration of PjBL, FGD, and LMS created collaborative and flexible learning environments that supported students’ participation, digital interaction, and contextual environmental problem-solving. The study further indicates that technology-supported collaborative geography learning contributes positively to transformative education, ecological creativity, and sustainability-oriented learning practices in secondary education.
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