The indication are the students able on thinking critically about changes taken place in their environment, so they could present environmentally friendly measures. The students' learning outcome that asses by a test base on geographical skill indicator revealed that students' geographical skills increase. EBL model design consisted of 5 steps, encountering the problem, problem analysis, discovery and reporting, presentation, and review and evaluation. Data were analyzed from the syllabus, study plan, and student module validation along with instructional media, teacher and student response questionnaire, teacher and student interviews, student observation sheets, and students' learning outcomes. Data collection techniques were a compilation of observation, interviews, questionnaires documentation, and test. Samples consisted of 32 students aged 13- 14 years who were purposively selected. Learning media used covered syllabus, lesson plans, student modules and EBL teaching materials.
This research was development study of environment-based-learning in geography teaching. This study aims to provide a new design in environment-based-learning (EBL) to improve geographical skills and to encourage students to think critically, innovatively and to come up with solutions. The teachers are still being the center of learning resources so that they are made to correct the perception by creating a learning model that students prefer. In this study, an obstacle unlikely faced by teachers is the lack of innovation in the learning model employed.
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