Implementation of a Lesson Study-Based Problem-Based Learning Model to Improve High School Students' Interest and Activity in Learning Geography

Students’ learning activity and interest are important factors in achieving effective Geography learning. However, preliminary observations in class X.8 of SMA Negeri 1 Mataram indicated that students’ learning activity and interest were not yet optimal. This study aimed to improve students’ learning activity and interest in Geography through the implementation of Problem-Based Learning (PBL) using the Lesson Study approach. This study employed Classroom Action Research conducted in three cycles, consisting of Plan, Do, and See stages. The participants were 36 students of class X.8 at SMA Negeri 1 Mataram, West Nusa Tenggara, during the 2025/2026 academic year. Data on learning activity were collected through an observation rubric covering visual, writing, oral, listening, and emotional activities, while learning interest was measured using a 20-item questionnaire covering feelings of enjoyment, attention, interest, and involvement. Data were analyzed descriptively by comparing students’ scores across cycles. The findings showed a gradual improvement in both learning activity and learning interest following the implementation and refinement of PBL across the cycles. The improvement was supported by contextual problems, varied learning media, structured group activities, teacher guidance, and reflection through Lesson Study. Thus, the integration of PBL and Lesson Study can support more active, engaging, and meaningful Geography learning.