Abstract
This study aimed to determine the effect of project-based learning on student geographic literacy skills and to determine the effect of project-based learning on student learning outcomes. The research design was quasi-experimental, with a group pretest-posttest design. The research participants were students of the Health geography course in the Geography Education study program, at a State University. The data in this study were analyzed using a normality test, homogeneity test, and paired sample t-test. The results showed that project-based learning had a significant effect on student geographic literacy skills, and project-based learning had a significant effect on student learning outcomes. Implications of the study, a project-based model is recommended for learning in Health Geography courses to improve geographic literacy skills and learning outcomes. Further research is needed to examine the effect of project-based learning with other variables or integrated with web GIS connected to mobile learning media. Keywords: Geography; learning outcomes; literacy skills; project-based learning.
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