Improving Spatial Thinking Skills Through Problem-Based Hybrid Learning in Social Science Education for Islamic Students

Sari Dewi; Saiful Amin; Sumarmi Sumarmi; Abdul Bashith; Parida Angriani; Andi Irwan Benardi; Muchammad Akbar Kurniawan

doi:10.37905/jgej.v6i2.33298

Improving Spatial Thinking Skills Through Problem-Based Hybrid Learning in Social Science Education for Islamic Students

Sari Dewi, Saiful Amin, Sumarmi Sumarmi, Abdul Bashith, Parida Angriani, Andi Irwan Benardi, Muchammad Akbar Kurniawan

Abstract

Social science educators in training need strong spatial thinking skills to master geographical concepts, yet evidence shows that undergraduates in Social Science Education often have suboptimal abilities. This study examines the impact of the Problem-Based Hybrid Learning (PBHL) model on spatial reasoning skills of future social science educators. Using a quasi-experimental design, the research compared control and experimental groups through pre-test and post-test evaluations. Participants were Physical Geography students at the Social Sciences Education Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia, focusing on Environment and Its Conservation during the 2020/2021 academic year. Purposive sampling selected the experimental class (29 students in class D) receiving PBHL and the control class (29 students in class B) taught with conventional methods. Spatial thinking skills were measured with essay tests of ten items covering comprehension, representation, analysis, spatial interaction, and application. Data were tested for normality and homogeneity, followed by an independent samples t-test. Results showed that PBHL significantly improved students’ spatial thinking skills (p = 0.003 < α = 0.05). The experimental group achieved a higher average N-Gain (17.95) than the control group (12.62), with the greatest improvement in representation. The findings indicate that analysis and evaluation stages in PBHL are essential for success. Hybrid platforms provide opportunities for reflection, problem-solving, and information exchange. Future research should expand by testing more variables, replicating the model in other institutions, refining learning tools, enhancing lecturers’ roles as facilitators, and documenting student activities in PBHL implementation.

Keywords

Hybrid Learning; Problem-based Hybrid Learning; Problem-based Learning; Spatial Thinking Skills

Full Text:

PDF

References

Abdillah, I. R., Ramadhani, F. N., Rahmasari, N. A., Wara, S. S. M., & Damaliana, A. T. (2025). Analisis Perbandingan Kasus COVID-19 di Indonesia Tahun 2020 dan 2021 Menggunakan Uji Repeated Measure MANOVA. Jurnal Eksbar, 2(1), 1–13. https://doi.org/10.29408/eksbar.v2i1.29917

Aeni, N., Prihatin, T., & Utanto, Y. (2017). Pengembangan Model Blended Learning Berbasis Masalah pada Mata Pelajaran Sistem Komputer. Innovative Journal of Curriculum and Educational Technology (IJCET), 6(2), 84–97.

Agoestanto, A., Rochmad, R., Azmi, K. U., & Octalia, R. P. (2024). The Effectiveness of Case Study-Based Hybrid Learning on Students’ Problem Solving Ability Based on MIA. Kreano, Jurnal Matematika Kreatif-Inovatif, 15(1), Article 1. https://doi.org/10.15294/6v6sgz16

Alfi, C., Sumarmi, S., & Amirudin, Ach. (2016). Pengaruh Pembelajaran Geografi Berbasis Masalah dengan Blended Learning terhadap Kemampuan Berpikir Kritis Siswa SMA. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(4), 597—602.

Aliman, M. (2016). Model Pembelajaran Group Investigation Berbasis Spasial Thinking. Prosiding Seminar Nasional Geografi 2016, 1, 58–68.

Aliman, M., Budijanto, Sumarmi, Astina, I. K., Putri, R. E., & Arif, M. (2019a). The Effect Of Earthcomm Learning Model and Spatial Thinking Ability on Geography Learning Outcomes. Journal of Baltic Science Education, 18(3), 323–334. https://doi.org/10.33225/jbse/19.18.323

Aliman, M., Mutia, T., & Yustesia, A. (2018). Integritas Kebangsaan dalam Tes Berpikir Spasial. Prosiding Seminar Nasional Pendidikan Geografi FKIP UMP, 82–89.

Aliman, M., Ulfi, T., Lukman, S., & Muhammad, H. H. (2019a). Konstruksi Tes Kemampuan Berpikir Spasial Model Sharpe-Huynh. Jurnal Georaflesia, 4(1), 1–12. https://journals.unihaz.ac.id/index.php/georafflesia

Amin, S., Sumarmi, Bachri, S., Susilo, S., & Bashith, A. (2020). The effect of problem-based hybrid learning (PBHL) models on spatial thinking ability and geography learning outcomes. International Journal of Emerging Technologies in Learning (iJET), 15(19), Article 19. https://doi.org/10.3991/ijet.v15i19.15729

Amin, S., Sumarmi, S., Bachri, S., Susilo, S., Mkumbachi, R. L., & Ghozi, A. (2022). Improving environmental sensitivity through problem-based hybrid learning (PBHL): An experimental study. Jurnal Pendidikan IPA Indonesia, 11(3), Article 3. https://doi.org/10.15294/jpii.v11i3.38071

Arikunto, S. (2010). Prosedur penelitian: Suatu pendekatan praktik (14th ed.). Rineka Cipta.

Asiyah, S., Putri, M. K., Heldayani, E., Oktavia, M., Chairunisa, E. D., & Aryaningrum, K. (2020). Pemanfaatan seni kartografi untuk meningkatkan kemampuan spasial siswa SMA Negeri 1 Pemulutan. Jurnal Pengabdian Kepada Masyarakat, 26(1), 12–15. https://doi.org/10.24114/jpkm.v26i1.14838

Ates, B. C., & Aktamis, H. (2024). Investigating the Effects of Creative Educational Modules Blended with Cognitive Research Trust (Cort) Techniques and Problem Based Learning (PBL) on Students’ Scientific Creativity Skills and Perceptions in Science Education. Thinking Skills and Creativity, 51, 101471. https://doi.org/10.1016/j.tsc.2024.101471

Awuja, S. A., Chiazor, P. O., & Anyima, F. F. (2025). Impact of Problem-Based Learning Curriculum Versus Hybrid-Lecture Instruction on Academic Challenges of Primary 6 Pupils in Delta State. Kontagora International Journal of Educational Research, 2(1), 161–174. https://doi.org/10.5281/zenodo.14750459

Bednarz, S. W., Jo, I., & Shin, E. (2022). Spatial Thinking in Primary Geography. In G. Kidman & D. Schmeinck (Eds.), Teaching Primary Geography: Setting the Foundation (pp. 133–144). Springer International Publishing. https://doi.org/10.1007/978-3-030-99970-4_9

Beriguete Alcántara, F. E., De Los Santos Melo, A., & Santos Castillos, J. S. (2024). Geospatial Insights: Harnessing GIS for Innovation in Architectural and Building Engineering Education. In D. Bienvenido-Huertas, M. L. de la Hoz-Torres, & A. J. Aguilar Aguilera (Eds.), Teaching Innovation in Architecture and Building Engineering: Challenges of the 21st century (pp. 257–273). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-59644-5_15

Brata, D. P. N., & Mahatmaharti, A. K. (2020). The Implementation of Problem Based Learning (PBL) to Develop Student’s Soft-Skills. Journal of Physics: Conference Series, 1464(1), 012020. https://doi.org/10.1088/1742-6596/1464/1/012020

Bustami, Y., Syafruddin, D., & Afriani, R. (2018). The implementation of contextual learning to enhance biology students’ critical thinking skills. Jurnal Pendidikan IPA Indonesia, 7(4), Article 4. https://doi.org/10.15294/jpii.v7i4.11721

Chaeruman, U. A. (2018). Pembelajaran Abad 21. Seminar Nasional Pembelajaran Abad 21 Pusdiklat Kemdikbud, Sawangan.

Charcharos, C., Kokla, M., & Tomai, E. (2016). Investigating the influence of spatial thinking in problem solving. AGILE, 14–17.

Cranton, P. (2023). Understanding and Promoting Transformative Learning: A Guide to Theory and Practice (3rd ed.). Routledge. https://doi.org/10.4324/9781003448433

David, H. (2022). Digital immigrants, Digital Natives and Digital Learners: Where Are We Now? Journal for the Education of Gifted Young Scientists, 10(2), 159–172. https://doi.org/10.17478/jegys.1090172

Davis, B., & Summers, M. (2015). Applying Dale’s cone of experience to increase learning and retention: A study of student learning in a foundational leadership course. QScience Proceedings, 2015, 1–7. https://doi.org/10.5339/qproc.2015.elc2014.6

de Jong, N., Verstegen, D. M. L., & Könings, K. D. (2018). The role of the e-tutor in synchronous online problem-based learning: A study in a master public health programme. British Journal of Educational Technology, 49(3), 385–397. https://doi.org/10.1111/bjet.12554

Debbané, A., Lee, K. J., Tse, J., & Law, E. (2023). Learning by Teaching: Key Challenges and Design Implications. Proc. ACM Hum.-Comput. Interact., 7(CSCW1), 68:1-68:34. https://doi.org/10.1145/3579501

Duarte, L., Teodoro, A. C., & Gonçalves, H. (2022). Evaluation of Spatial Thinking Ability Based on Exposure to Geographical Information Systems (GIS) Concepts in the Context of Higher Education. ISPRS International Journal of Geo-Information, 11(8), 417. https://doi.org/10.3390/ijgi11080417

Dubec, R. (2017). PBL: Benefits & Risks. PBL: Benefits & Risks. https://teachingcommons.lakeheadu.ca/pbl-benefits-risks

Fatani, I. (2015). Penerapan Problem Based Learning (PBL) untuk Meningkatkan Keterampilan Berpikir Kritis IPS Peserta Didik Kelas V SDN Jageran Kabupaten Bantul Propinsi DIY [Tesis, Pascasarjana Universitas Negeri Malang]. http://mulok.library.um.ac.id/index3.php/70756.html

Fitria, D., Asrizal, A., Dhanil, M., & Lufri, L. (2024). Impact of Blended Problem-Based Learning on Students’ 21st Century Skills on Science Learning: A Meta-Analysis. International Journal of Education in Mathematics, Science and Technology, 12(4), 1032–1052.

Fleming, J., & Mitchell, J. (2017). Effects of giant traveling map use on student spatial thinking. The Geographical Bulletin, 58, 67–77.

Foo, C., Cheung, B., & Chu, K. (2021). A Comparative Study Regarding Distance Learning and the Conventional Face-To-Face Approach Conducted Problem-Based Learning Tutorial During the Covid-19 Pandemic. BMC Medical Education, 21(1), 141. https://doi.org/10.1186/s12909-021-02575-1

Freyn, S. L., Sedaghatjou, M., & Rodney, S. (2021). Collaborative Engagement Experience-Based Learning: A Teaching Framework for Business Education. Higher Education, Skills and Work-Based Learning, 11(5), 1252–1266. https://doi.org/10.1108/HESWBL-08-2020-0182

Gholami, M., Moghadam, P. K., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., & Pour, A. H. H. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16–21. https://doi.org/10.1016/j.nedt.2016.06.007

Gio, P. U., & Irawan, D. E. (2016). Belajar statistika dengan R. USU Press.

Goel, A., Goel, A. K., & Kumar, A. (2023). The Role of Artificial Neural Network and Machine Learning in Utilizing Spatial Information. Spatial Information Research, 31(3), 275–285. https://doi.org/10.1007/s41324-022-00494-x

Guido, M. (2016, December 14). Advantages & Disadvantages of Problem-Based Learning. Prodigy Math Blog. https://www.prodigygame.com/blog/advantages-disadvantages-problem-based-learning/

Hadi, B. S. (2019). Penginderaan jauh pengantar ke arah pembelajaran berpikir spasial. UNY Press.

Halverson, L. R., Spring, K. J., Huyett, S., Henrie, C. R., & Graham, C. R. (2023). Blended Learning Research in Higher Education and K-12 Settings. In Learning, Design, and Technology (pp. 3107–3135). Springer, Cham. https://doi.org/10.1007/978-3-319-17461-7_31

Harizah, D. T. D., Sumarmi, S., & Bachri, S. (2022). Pengaruh Model Pembelajaran Project Based Learning terhadap Hasil Belajar Geografi Siswa SMAN 5 Pamekasan. J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial), 8(2), 104–113. https://doi.org/10.18860/jpips.v8i2.13020

Hartono. (2015). Pendidikan geografi di era global: Tinjauan substantif di era program nawa cita dan isu dunia. Fakultas Ilmu Sosial, Universitas Negeri Malang.

Hasan, R., & Syatriandi, B. (2018). Pengaruh model pembelajaran berbasis masalah (PBM) terhadap kemampuan berpikir kritis dan hasil. Prosiding Seminar Nasional SIMBIOSIS III, 135–143.

Hickman, J. (2023). Spatial Thinking and GIS: Developing and Assessing Student Competencies. International Research in Geographical and Environmental Education, 32(2), 140–158. https://doi.org/10.1080/10382046.2022.2138172

Hidayah, R., Fajaroh, F., Parlan, P., & Dasna, I. W. (2021). Collaborative Problem Based Learning Model for Creative Thinking Ability. Journal of Asian Multicultural Research for Educational Study, 2(2), 24–30. https://doi.org/10.47616/jamres.v2i2.156

Hidayati, S., Susilawati, S., & Harjono, A. (2021). Validity and Practicality of Problem Based Learning (PBL) Model Learning Tools to Improve Students’ Conceptual Understanding. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 9(1), 82–87. https://doi.org/10.33394/j-ps.v9i1.3966

Hsu, Y.-C. (2024). Mapping the Landscape of Data Science Education in Higher General Education in Taiwan: A Comprehensive Syllabi Analysis. Education Sciences, 14(7), 763. https://doi.org/10.3390/educsci14070763

Huynh, N. T. (2010). The Role of Geospatial Thinking and Geographic Skills in Effective Problem Solving with GIS: K-16 Education. Library and Archives Canada = Bibliothèque et Archives Canada.

Istifarida, B., Santoso, S., & Yusup, Y. (2017). Pengembangan E-Book Berbasis Problem Based Learning-GIS untuk Meningkatkan Kecakapan Berfikir Keruangan pada Siswa Kelas X SMAN 1 Sragen 2016/2017. GeoEco, 3(2), Article 2. https://jurnal.uns.ac.id/GeoEco/article/view/14308

Ji, Y., Gao, S., Nie, Y., Majić, I., & Janowicz, K. (2025). Foundation Models for Geospatial Reasoning: Assessing the Capabilities of Large Language Models in Understanding Geometries and Topological Spatial Relations. International Journal of Geographical Information Science, 1–38. https://doi.org/10.1080/13658816.2025.2511227

Jo, I. (2018). Spatial thinking in secondary geography: A summary of research findings and recommendations for future research. Boletim Paulista de Geografia, 99, 200–212.

Khani, H. (2025). Edgar Dale’s Pyramid of Learning in Medical Education: Is it Still a Scientific Myth After Ken Masters’ Research? Medical Teacher, 47(5), 906–907. https://doi.org/10.1080/0142159X.2024.2427743

Kibret, S., Teshome, D., Fenta, E., Hunie, M., Taye, M. G., Fentie, Y., & Tamire, T. (2021). Medical and Health Science Students’ Perception Towards a Problem-Based Learning Method: A Case of Debre Tabor University. Advances in Medical Education and Practice, 12, 781–786. https://doi.org/10.2147/AMEP.S316905

Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development. Pearson Education, Incorporated.

Kolvoord, R. A. (2024). The Evolution of the Use of Geospatial Technologies and Their Impact on Spatial Thinking in K-12 Classrooms. In Handbook of Geography Education (pp. 373–387). Springer, Cham. https://doi.org/10.1007/978-3-031-72366-7_16

Kučera, E., & Haffner, O. (2025). Competency-Based Hybrid Learning: A Modern Approach to Teaching Programming and Digital Technologies Subjects. IEEE Access, 13, 54892–54919. https://doi.org/10.1109/ACCESS.2025.3555333

Lamb, T., & Vodicka, G. (2021). Education for 21st Century Urban And Spatial Planning: Critical Postmodern Pedagogies. In Teaching Urban and Regional Planning (pp. 20–38). Edward Elgar Publishing. https://www.elgaronline.com/edcollchap/edcoll/9781788973625/9781788973625.00012.xml

Leavy, J. E., Della Bona, M., Nelson, B., & Leaversuch, F. (2022). A Comparison of Face-to-Face and Fully Online Problem-Based Learning: Student Results and Staff Experiences, 2014–2020. Health Promotion Journal of Australia, 33(S1), 57–66. https://doi.org/10.1002/hpja.636

Lee, J. (2023). Beyond Geospatial Inquiry How Can We Integrate the Latest Technological Advances into Geography Education? Education Sciences, 13(11), 1128. https://doi.org/10.3390/educsci13111128

Lee, J., & Jo, I. (2022). Assessing Spatial Skills/Thinking in Geography. In T. Bourke, R. Mills, & R. Lane (Eds.), Assessment in Geographical Education: An International Perspective (pp. 77–97). Springer International Publishing. https://doi.org/10.1007/978-3-030-95139-9_4

Lee, S. J., & Reeves, T. (2018). Edgar Dale and the cone of experience. In R. E. West (Ed.). In Foundations of Learning and Instructional Design Technology. EdTech Books. https://edtechbooks.org/lidtfoundations/edgar_dale

Lestaringsih, E. D. (2017). Pengembangan Model Problem Based Learning dan Blended Learning dalam Pembelajaran Pemantapan Kemampuan Profesional Mahasiswa. Jurnal Bahasa, Sastra, dan Budaya (LITE), 13(2), 105–121.

Lillo, E. A. G. (2023). Tutors’ and Students’ Views on Learning and Feedback in Problem-Based Learning. European Journal of Educational Research, 12(2), 705–717. https://doi.org/10.12973/eu-jer.12.2.705

Luo, S., & Zou, D. (2024). A Systematic Review of Research on Technological, Pedagogical, and Content Knowledge (TPACK) for Online Teaching in the Humanities. Journal of Research on Technology in Education, 56(3), 332–346. https://doi.org/10.1080/15391523.2022.2139026

Maharani, W., & Maryani, E. (2016). Peningkatan Spatial Literacy Peserta Didik Melalui Pemanfaatan Media Peta. Jurnal Geografi Gea, 15(1), 46–54. https://doi.org/10.17509/gea.v15i1.4184

Manek, A. H., Utomo, D. H., & Handoyo, B. (2019). Pengaruh model spasial based learning terhadap kemampuan berpikir kritis siswa. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 4(4), Article 4. https://doi.org/10.17977/jptpp.v4i4.12245

Mineshima-Lowe, D., Mihai, A., Le Bourdon, M., Pears, L., Bijsmans, P., Hadjipieris, P., & Lightfoot, S. (2024). Hyflex and Hybrid Teaching and Learning in Higher Education: Evolving Discussions in the Post-Pandemic Era. European Political Science, 23(3), 321–337. https://doi.org/10.1057/s41304-023-00447-4

Montafej, J., Lotfi, A. R., & Chalak, A. (2022). The Effectiveness of Hybrid and Pure Problem-Based Learning in the Productive Skills and Critical Thinking of Iranian Undergraduate Students through MALL Application. Education Research International, 2022(1), 1531210. https://doi.org/10.1155/2022/1531210

Moust, J. H. C., Bouhuijs, P. A. J., & Schmidt, H. G. (2019). Introduction to Problem-based Learning: A Guide for Students (1st ed.). Routledge. https://doi.org/10.4324/9781003021810

Mulenga, R., & Shilongo, H. (2025). Hybrid and Blended Learning Models: Innovations, Challenges, and Future Directions in Education. Acta Pedagogia Asiana, 4(1), 1–13. https://doi.org/10.53623/apga.v4i1.495

Müller, C. J., Senßfelder, A., & Diller, C. (2025). Values in The Evaluation and Consideration Process—An Experimental Study on Values in a Spatial Context. ERDKUNDE, 79(2), 97–114. https://doi.org/10.3112/erdkunde.2025.02.01

Muraida, N. L., & Sundari, N. (2017). Pengaruh model multiliterasi sosial terhadap kemampuan berpikir spasial siswa sekolah dasar pada pembelajaran IPS. Antologi UP, 5(1), 24–34.

Mursali, S., Dewi, I. N., & Anwar, Z. (2025). Hybrid Learning Development: A Combination of Level of Inquiry and Moodle to Enhance Students’ Critical Thinking Skills. Al Jahiz: Journal of Biology Education Research, 6(1), Article 1. https://doi.org/10.32332/al-jahiz.v6i1.10565

Musalamani, W., Yasin, R. M., & Osman, K. (2021). Comparison of School Based-Cooperative Problem Based Learning (SB-CPBL) and Conventional Teaching on Students’ Attitudes towards Science. Journal of Baltic Science Education, 20(2), 261–276.

Mustajab, A., Bahri, S., & Julyanto, Y. (2020). 7-step PBL: Problem solving ability of students in work and energy. JIPF (Jurnal Ilmu Pendidikan Fisika), 5(3), 169. https://doi.org/10.26737/jipf.v5i3.1838

Nofirman, N. (2018). Studi Kemampuan Spasial Geografi Siswa Kelas XII SMA Negeri 6 Kota Bengkulu. Jurnal Georaflesia, 3(2), Article 2.

Oktavianto, D. A., & Handoyo, B. (2017). Pengaruh Pembelajaran Berbasis Proyek Berbantuan Google Earth terhadap Keterampilan Berpikir Spasial. Jurnal Teknodik, 21(1), Article 1.

Orozco, J. A., & Yangco, R. T. (2016). Problem-Based Learning: Effects on Critical and Creative Thinking Skills in Biology. Asian Journal of Biology Education, 9, 3–10.

Peranginangin, A. P. (2025). The Application of Problem-Based Learning Model to Improve Students’ Mathematical Problem-Solving Skills in Junior High School. Jurnal Info Sains : Informatika Dan Sains, 15(01), 140–150.

Pimdee, P., Sukkamart, A., Nantha, C., Kantathanawat, T., & Leekitchwatana, P. (2024). Enhancing Thai Student-Teacher Problem-Solving Skills and Academic Achievement Through a Blended Problem-Based Learning Approach in Online Flipped Classrooms. Heliyon, 10(7). https://doi.org/10.1016/j.heliyon.2024.e29172

Pratimi, R. S. (2024). The Influence of the Implementation of the Self-Directed Learning (SDL) Learning Model Assisted by Blended Learning on the Learning Outcomes of Environmental Chemistry Students. Jurnal Riset Ilmu Pendidikan, 4(3), 124–131. https://doi.org/10.56495/jrip.v4i3.864

Purnomo, R. A. (2016). Analisis statistik ekonomi dan bisnis dengan spss untuk mahasiswa, dosen, dan praktisi. WADE Group.

Putra, H. D., & Purwasih, R. (2015). Meningkatkan prestasi belajar dan keaktifan mahasiswa melalui project based learning. P2M STKIP Siliwangi, 2(2), 128. https://doi.org/10.22460/p2m.v2i2p128-136.156

Redhana, I. W. (2019). Mengembangkan Keterampilan Abad Ke-21 dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1), 2239–2253.

Salari, M., Roozbehi, A., Zarifi, A., & Tarmizi, R. A. (2018). Pure PBL, Hybrid PBL and Lecturing: Which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course? BMC Medical Education, 18(1), 1–15. https://doi.org/10.1186/s12909-018-1305-0

Sari, Y. I., Sumarmi, Utomo, D. H., & Astina, I. K. (2021). The effect of problem based learning on problem solving and scientific writing skills. International Journal of Instruction, 14(2), 11–26. https://doi.org/10.29333/iji.2021.1422a

Setiani, Y., Ruhiat, Y., & Hendrayana, A. (2025). Needs Analysis for Designing Hybrid Learning with Problem-Based Scaffolding to Enhance Mathematical Problem-Solving Skills. Journal of Mathematics Instruction, Social Research and Opinion, 4(2), 443–454. https://doi.org/10.58421/misro.v4i2.459

Sugiharto, B. (2019). Pengembangan model blended collaborative problem based learning (BCPBL) pada mata kuliah strategi pembelajaran biologi dan pengaruhnya terhadap keterampilan berkomunikasi, metakognisi, dan berpikir tingkat tinggi mahasiswa pendidikan biologi FKIP UMS [Doctoral Dissertations, Pascasarjana Universitas Negeri Malang]. http://karya-ilmiah.um.ac.id/index.php/disertasi/article/view/78040

Sugiharto, B., Susilo, H., & Ibrohim, I. (2019). The Pre-Service Biology Teacher Readiness in Blended Collaborative Problem Based Learning (BCPBL). International Journal of Instruction, 12(4), 113–130. https://doi.org/10.29333/iji.2019.1248a

Sugiyono. (2016). Metode Penelitian Kuantitatif Kualitatif dan R&D. Alfabeta.

Sugiyono. (2016). Statistika untuk penelitian. Alfabeta.

Sumarmi̇, Bachri̇, S., Irawan, L. Y., Putra, D. B. P., Ri̇snani̇, & Ali̇man, M. (2020). The Effect of Experiential Learning Models on High School Students Learning Scores and Disaster Countermeasures Education Abilities. Journal for the Education of Gifted Young Scientists, 8(1), Article 1. https://doi.org/10.17478/jegys.635632

Susetyo, B. B., Sumarmi, & Astina, I. K. (2017). Pengaruh Pembelajaran Problem Based Learning Berbasis Outdoor Adventure Education Terhadap Kecerdasan Spasial. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(12), 1669–1675. http://dx.doi.org/10.17977/jptpp.v2i12.10326

Tzuriel, D. (2021). The Socio-Cultural Theory of Vygotsky. In D. Tzuriel (Ed.), Mediated Learning and Cognitive Modifiability (pp. 53–66). Springer International Publishing. https://doi.org/10.1007/978-3-030-75692-5_3

Vaske, J. J., Beaman, J., & Sponarski, C. C. (2017). Rethinking Internal Consistency in Cronbach’s Alpha. Leisure Sciences, 39(2), 163–173. https://doi.org/10.1080/01490400.2015.1127189

von Fircks, E. (2025). Comparing J. Bruner with W. Stern: Differences and Similarities Between Worldviews and Narratives. Human Arenas. https://doi.org/10.1007/s42087-025-00482-1

Wagino, W., Maksum, H., Purwanto, W., Simatupang, W., Lapisa, R., & Indrawan, E. (2024). Enhancing Learning Outcomes and Student Engagement: Integrating E-Learning Innovations into Problem-Based Higher Education. International Journal of Interactive Mobile Technologies (iJIM), 18(10), 106–124. https://doi.org/10.3991/ijim.v18i10.47649

Walker, D. A. (2017). JMASM 48: The pearson product-moment correlation coefficient and adjustment indices: The fisher approximate unbiased estimator and the olkin-pratt adjustment (SPSS). Journal of Modern Applied Statistical Methods, 16(2), 540–546. https://doi.org/10.22237/jmasm/1509496140

Xu, L., Zhao, S., Lin, Q., Chen, L., Luo, Q., Wu, S., Ye, X., Feng, H., & Du, Z. (2025). Evaluating Large Language Models on Geospatial Tasks: A Multiple Geospatial Task Benchmarking Study. International Journal of Digital Earth, 18(1), 2480268. https://doi.org/10.1080/17538947.2025.2480268

Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004

Yurt, E., & Tünkler, V. (2016). A Study on the Spatial Abilities of Prospective Social Studies Teachers: A Mixed Method Research. Educational Sciences: Theory & Practice, 16(3), 965–986. https://doi.org/10.12738/estp.2016.3.0324

Yusup, F. (2018). Uji validitas dan reliabilitas instrumen penelitian kuantitatif. Tarbiyah : Jurnal Ilmiah Kependidikan, 7(1), 17–23. https://doi.org/10.18592/tarbiyah.v7i1.2100

DOI: https://doi.org/10.37905/jgej.v6i2.33298