THE EXISTENCE OF PROBLEM-BASED LEARNING, DISCOVERY LEARNING, CASE-BASED METHOD, AND PROJECT-BASED LEARNING IN MEASURING STUDENTS' HIGHER-ORDER THINKING SKILLS IN GEOGRAPHY
DOI:
https://doi.org/10.66303/se7v6p14Keywords:
PBL, CBL, PjBL, Discovery Learning, Geography, HOTSAbstract
Geography learning encompasses complex physical, environmental, and social dimensions that require students to develop higher-order thinking skills (HOTS) to address environmental and spatial challenges in the 21st century. However, geography instruction in practice often remains teacher-centered and monotonous, resulting in low student engagement and an excessive emphasis on memorization. Therefore, innovative learning models oriented toward critical thinking and problem-solving skills—such as Problem-Based Learning (PBL), Discovery Learning, Case-Based Learning (CBL), and Project-Based Learning (PjBL)—are needed to promote active and meaningful learning. This study aims to: (1) identify the proportion of research focusing on the development and application of HOTS-oriented learning models in geography education; (2) analyze the advantages of PBL, Discovery Learning, CBL, and PjBL in geography learning; and (3) formulate effective strategies for implementing these learning models. The study employed a qualitative meta-synthesis approach supported by comparative quantitative analysis (meta-review) to synthesize findings from various empirical studies. The results indicate that the application of PBL, PjBL, Discovery Learning, and CBL significantly enhances the quality of geography learning processes and outcomes. These learning models encourage students to actively construct knowledge through problem-solving, concept discovery, project development, and analysis of real-world cases relevant to physical and social geographic phenomena. Moreover, the implementation of these models contributes to the development of HOTS, spatial literacy, analytical skills, collaboration, and data-driven decision-making. Consequently, the strategic and proportional integration of these learning models, aligned with learning objectives and material characteristics, is essential to realizing innovative, participatory, and contextually meaningful geography education that responds to contemporary challenges
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