EVALUATION OF THE IMPLEMENTATION OF THE SCIENTIFIC APPROACH AND PROCESS SKILLS IN GEOGRAPHY LEARNING ON THE CRITICAL THINKING ABILITY OF SENIOR HIGH SCHOOL STUDENTS IN YOGYAKARTA CITY

Hasriana; Muhammad Nursya’ban; Silvia Agnesi Waly

doi:10.30998/61gxre47

Authors

Hasriana Universitas Negeri Yogyakarta Author
Muhammad Nursya’ban Universitas Negeri Yogyakarta Author
Silvia Agnesi Waly STKIP Pelita Nusantara Buton Author

DOI:

https://doi.org/10.30998/61gxre47

Keywords:

Scientific Approach, Process Skills, Critical Thinking Ability

Abstract

This study aims to evaluate the implementation of the scientific approach and process skills in geography learning on the critical thinking ability of senior high school students in Yogyakarta City. The study employed the Discrepancy Evaluation Model (DEM) developed by Malcolm Provus with a descriptive quantitative approach, involving 8 geography teachers and 240 eleventh-grade students from 4 public senior high schools and 4 private senior high schools selected through purposive sampling. Data were collected through document analysis, classroom observation, questionnaires, and multiple-choice tests, which were analyzed using descriptive statistics and the Independent Samples T-Test. The results indicate that teachers' understanding and the implementation of the scientific approach and process skills ranged from 35% to 75%, with students' critical thinking ability achievements ranging from 40% to 90%. Public schools consistently demonstrated higher achievements compared to private schools, with differences statistically confirmed through a significance value of 0.001 and a mean difference of 5.773 points. These findings affirm that the quality of teachers' understanding and the appropriateness of instructional method selection are the primary determining factors in developing students' critical thinking ability, while simultaneously serving as a strategic foundation for equalizing the quality of geography education that contributes to the achievement of SDGs Goal 4.

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