Effect of The Spatial Based Learning Using Quantum Geographic Information System on Students' Critical Thinking Skills

Abstract

The Spatial-Based Learning (SBL) model, developed in 2018, has evolved through the application of various spatial techniques. Its 21st-century emergence prompts an analysis of its impact on critical thinking. This study aims to examine SBL's impact using Quantum Geographic Information System (SBL-QGIS) on undergraduates' critical thinking. Conducted in the Geography Study Program at the Faculty of Social Affairs, State University of Malang, during the 2023–2024 academic year, it used a controlled experimental design. Pre-tests and post-tests were administered, with 120 students divided into experimental and control groups. Critical thinking was measured by evaluating formulating problems, providing arguments, drawing conclusions, proposing alternatives, and making decisions. The study findings reveal significant improvement in critical thinking skills due to SBL-QGIS, highlighting its potential in geography education to foster critical thinking. These findings can provide empirical evidence regarding the effectiveness of SBL-QGIS as an innovative learning method. Practically, these findings can serve as a basis for encouraging the development of more technology-based and interactive curricula and teaching strategies, as well as motivating more educational institutions to integrate similar technologies into their teaching. Academically, these findings can support further research that explores the impact of SBL-QGIS on various other aspects of learning, such as problem-solving skills, creativity, and collaboration. Additionally, these findings are useful for policymakers in formulating educational policies that support the integration of technology in the learning process, especially in developing students' critical thinking skills.