Journal of Sustainable Social Studies Education

Integrating PBL and FGD to Foster Critical Thinking in Disaster Based Geography Learning

Yusneti Yusneti — 2026-08-01

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.

Culturally Responsive History Learning Through Pong Tiku’s Leadership Values

Renol Parubak — 2026-08-01

Culturally responsive history learning plays an important role in strengthening students’
cultural identity, historical awareness, and citizenship values in contemporary education. However,
history learning in schools is often dominated by generalized historical narratives and less
connected to students’ local cultural contexts and indigenous heritage. This study aimed to analyze
the implementation of culturally responsive history learning through Pong Tiku’s leadership values
at SMA Negeri 3 Toraja Utara, Indonesia. The study employed a qualitative descriptive design
using historical and ethnopedagogical approaches. Data were collected through classroom
observations, semi-structured interviews, and documentation studies involving history teachers,
students, and supporting informants. Data validity was ensured through source triangulation,
technique triangulation, and member checking, while data analysis followed the interactive model
of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion
drawing. The findings revealed that Pong Tiku’s leadership values, particularly kina na manarang
(strategic thinking), sugi’ na barani (courage), bida’ (commitment), and karapasan (peace and social
harmony), were integrated into history learning through biographical texts, ethnopedagogical
approaches, interactive discussions, and project-based learning activities. The implementation of
culturally responsive learning contributed positively to students’ historical awareness, character
development, critical thinking, cultural identity, and civic responsibility. The study further indicates
that integrating indigenous leadership values into history learning supports transformative
education and the sustainability of local wisdom in the modern educational context. These findings
highlight the importance of culturally grounded and ethnopedagogical approaches in developing
meaningful, contextual, and sustainability-oriented history education.

Place-Based History Learning for Cultural Heritage Awareness

Amri Amri — 2026-08-01

Place-based history learning has become an important pedagogical approach for
strengthening students’ historical understanding, cultural identity, and heritage awareness through
direct engagement with local environments and cultural landscapes. However, history learning in
schools is often still dominated by textbook-oriented instruction that limits students’ emotional
connection to local cultural heritage. This study aimed to analyze the implementation of place
based history learning through exploration of the Vatunonju Cultural Heritage Site in Central
Sulawesi, Indonesia. The study employed a qualitative case study design with contextual and
experiential learning approaches. Data were collected through observations, semi-structured
interviews, documentation studies, and students’ reflective journals involving 35 eleventh-grade
students, a history teacher, and a site caretaker. Data validity was ensured through source
triangulation, technique triangulation, and member checking, while data analysis followed the
interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display,
and conclusion drawing. The findings revealed that place-based learning activities involving
historical field visits, artifact exploration, collaborative inquiry, and reflective reinterpretation
significantly enhanced students’ historical empathy, cultural heritage awareness, and emotional
engagement with local history. Students developed stronger appreciation toward the megalithic
heritage of Central Sulawesi and demonstrated greater responsibility for cultural preservation after
directly interacting with the Vatunonju site. The study further indicates that experiential and
contextual history learning contributes positively to transformative education, cultural
sustainability, and identity construction among students. These findings highlight the importance
of utilizing local cultural heritage sites as living educational spaces for developing meaningful,
reflective, and sustainability-oriented history learning in contemporary education.

Integrating PjBL, FGD, and LMS to Foster Creative Thinking in Geography Learning

Vergina Lusi Septia Nanda — 2026-08-01

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.

Students’ Perspectives on the Pedagogical Readiness of Pre-Service Geography Teachers During School Practicum

Ulil Azmi — 2026-08-01

Pedagogical competence is a fundamental component of teacher professionalism and plays a crucial role in creating meaningful, student-centered learning experiences. Evaluating the pedagogical readiness of pre-service teachers through students’ perspectives provides valuable insights into the effectiveness of teacher preparation programs and school practicum experiences. This study aimed to examine students’ perspectives on the pedagogical readiness of pre-service geography teachers during the School Practicum Program (Pengenalan Lapangan Persekolahan [PLP]) at SMA Negeri 1 Palu, Indonesia. The study employed a quantitative descriptive research design involving 20 eleventh-grade students selected through purposive sampling. Data were collected using a structured questionnaire based on seven dimensions of pedagogical competence, including understanding student characteristics, mastery of teaching principles, curriculum implementation, learning facilitation, student development, communication skills, and assessment and evaluation. Supporting data were obtained through classroom observations and documentation. The collected data were analyzed using descriptive statistical techniques and percentage analysis. The findings revealed that students generally perceived the pedagogical readiness of the pre-service geography teachers positively, with all competency dimensions categorized as Good to Very Good. The highest evaluations were observed in the ability to foster students’ learning potential and conduct assessment and evaluation, while learning facilitation and communication skills also received favorable ratings. Overall, the findings indicate that the School Practicum Program effectively supports the development of pedagogical competence and professional readiness among prospective geography teachers. The study highlights the importance of incorporating students’ perspectives into practicum evaluation to strengthen reflective practice and enhance the quality of teacher education programs.