Effectiveness of Small Group Discussion in Improving Geography Students’ Learning Outcomes at Lambung Mangkurat University: A Study on Air Quality Course
DOI:
https://doi.org/10.56127/jukim.v5i05.2869Keywords:
Small Group Discussion , Learning outcomes, Student EngagementAbstract
: Higher education requires learning approaches that encourage students to actively engage with concepts, exchange ideas, and develop higher-order thinking. In Geography education, these needs are particularly relevant to environmental courses such as Air Quality, which require students to understand environmental processes, analyze problems, and evaluate appropriate responses. Small group discussion provides opportunities for students to actively participate, exchange perspectives, and construct knowledge collaboratively. Objective: This study aimed to examine changes in student learning outcomes following the implementation of the small group discussion method in the Air Quality course of the Geography Study Program at Lambung Mangkurat University. Methods: A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants consisted of 52 students selected through total sampling. Data were collected using pretests and posttests to measure cognitive learning outcomes, supported by questionnaires assessing students’ perceptions of the learning process. Data were analyzed using a paired-samples t-test and normalized gain (N-Gain) analysis. Findings: The mean score increased from 58.8 in the pretest to 83.1 in the posttest, with a statistically significant difference between the two measurements (p = 0.003). The N-Gain value of 0.59 indicated a moderate level of learning improvement across cognitive indicators, including conceptual understanding, application, analysis, and evaluation. Furthermore, 81.1% of students reported positive perceptions, particularly regarding engagement, collaboration, and understanding of course material. Implications: The findings suggest that small group discussion can support learning improvement and positive learning experiences when implemented through structured tasks, clear guidance, and continuous lecturer facilitation. Originality: This study provides empirical evidence on the application of small group discussion specifically in an undergraduate Air Quality course, extending discussion-based learning research within Geography education.
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