PENGARUH MODEL PROBLEM-BASED LEARNING (PBL) BERBASIS ISU LOKAL TERHADAP MINAT BELAJAR GEOGRAFI SISWA SMA N 5 BENGKULU SELATAN

Abstract

This study examines the effect of a Problem-Based Learning (PBL) model
integrated with local issues on the geography learning interest of Class XI Social
Science students at SMA Negeri 5 Bengkulu Selatan. Initial observations indicated
that student engagement and learning interest were noticeably low, supported by
pretest results far below the minimum competency standard. A quasi-experimental
design with a nonequivalent control group was employed, involving 28 students in
the experimental class and 23 in the control class. Data were collected through a
20-item Likert-scale questionnaire measuring four indicators of learning interest:
enjoyment, curiosity, receptiveness, and active participation. Hypothesis testing
was conducted using SmartPLS 4 with the bootstrapping technique. The findings
show that the experimental class achieved a mean interest score of 64.29
(80.36%), categorized as High, compared to 48.65 (60.82%) in the control class,
categorized as Moderate. The path coefficient was 1.530, T-statistics reached
18.303 (>1.96), and P-value was 0.000 (<0.05), confirming a significant positive
effect. The R-squared value of 0.585 indicates that the PBL model accounted for
58.5% of the variance in student learning interest. This study confirms that
contextualizing PBL with locally relevant issues specifically illegal gold mining
(PETI) in Lebong Regency is an effective strategy for improving student
engagement in geography learning.