Nurul Safia Rianti
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Nurul Safia Rianti has a total of 5 co-authors. Here are the top co-authors by number of shared publications:
- Sugeng Utaya
Universitas Negeri Malang, Indonesia
2 shared publications - Pur Wanto
Universitas Negeri Malang
1 shared publication - Purwanto Purwanto
Universitas Negeri Malang
1 shared publication - Rajendra Prasad Shrestha
Department of Development and Sustainability, School of Environment, Resources and Development, Asian Institute of Technology, Pathumthani 12120, Thailand
1 shared publication - Tuti Mutia
Universitas Negeri Malang
1 shared publication
Latest Publications
- Open Access
- 6 April 2024
- Published by Universitas Muhammadiyah Mataram in GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan
- Vol. 12 (1) , 433-444
MENELAAH PERSEPSI GURU GEOGRAFI TERHADAP PENERAPAN PROJECT BASED LEARNING DALAM KURIKULUM MERDEKA (MGMP KEDIRI, TULUNGAGUNG)
MENELAAH PERSEPSI GURU GEOGRAFI TERHADAP PENERAPAN PROJECT BASED LEARNING DALAM KURIKULUM MERDEKA (MGMP KEDIRI, TULUNGAGUNG)
- 6 April 2024
- Published by Universitas Muhammadiyah Mataram in GEOGRAPHY : Jurnal Kajian, Penelitian dan Pengembangan Pendidikan
- Vol. 12 (1) , 433-444
Open AccessMENELAAH PERSEPSI GURU GEOGRAFI TERHADAP PENERAPAN PROJECT BASED LEARNING DALAM KURIKULUM MERDEKA (MGMP KEDIRI, TULUNGAGUNG)
MENELAAH PERSEPSI GURU GEOGRAFI TERHADAP PENERAPAN PROJECT BASED LEARNING DALAM KURIKULUM MERDEKA (MGMP KEDIRI, TULUNGAGUNG)
- Open Access
- 30 March 2024
- Published by Universitas Negeri Gorontalo in JAMBURA GEO EDUCATION JOURNAL
- Vol. 5 (1) , 33-43
Uncovering The Effectiveness of the Project-Based Learning Model and Ecological Intelligence: Impact on Environmental Problem-Solving Ability in Senior High School
Equipping students with proficient environmental problem-solving skills is critical in the 21st century to address pressing global problems. This research explores the effectiveness of Project-Based Learning (PjBL) combined with ecological intelligence as a strategy to increase students' cognitive understanding and environmental awareness. A quasi-experimental design with a pre-test and post-test control group design was used. The participants were class XI IPS (Class XI IPS) students from SMA Negeri 1 Karangrejo (n = 5 classes). Purposive sampling resulted in an experimental class that was exposed to PjBL and a control class that followed traditional learning. Data collection was carried out through descriptive tests and observations that were validated and reliable. Two-way ANOVA analysis showed a significant positive effect (p less than 0.05) between PjBL and ecological intelligence on students' environmental problem solving abilities. Interestingly, no significant interaction effects (p greater than 0.05) were detected, indicating the potential dominance of the PjBL structured learning environment. These findings highlight the potential of PjBL as a pedagogical tool to foster environmental literacy and problem solving in geography education
- 30 March 2024
- Published by Universitas Negeri Gorontalo in JAMBURA GEO EDUCATION JOURNAL
- Vol. 5 (1) , 33-43
Open AccessUncovering The Effectiveness of the Project-Based Learning Model and Ecological Intelligence: Impact on Environmental Problem-Solving Ability in Senior High School
Equipping students with proficient environmental problem-solving skills is critical in the 21st century to address pressing global problems. This research explores the effectiveness of Project-Based Learning (PjBL) combined with ecological intelligence as a strategy to increase students' cognitive understanding and environmental awareness. A quasi-experimental design with a pre-test and post-test control group design was used. The participants were class XI IPS (Class XI IPS) students from SMA Negeri 1 Karangrejo (n = 5 classes). Purposive sampling resulted in an experimental class that was exposed to PjBL and a control class that followed traditional learning. Data collection was carried out through descriptive tests and observations that were validated and reliable. Two-way ANOVA analysis showed a significant positive effect (p less than 0.05) between PjBL and ecological intelligence on students' environmental problem solving abilities. Interestingly, no significant interaction effects (p greater than 0.05) were detected, indicating the potential dominance of the PjBL structured learning environment. These findings highlight the potential of PjBL as a pedagogical tool to foster environmental literacy and problem solving in geography education