Geography Learning Outcomes Research Articles

The Impact of Learning Behavior and Student Engagement on Learning Outcomes in Geography Subjects at Junior School Level

Geography is a science that deals with all activities and symptoms found on earth. At the junior high school level, geography is integrated into integrated social studies subjects. Geography is also an important social science to be implemented in lower secondary schools, but in its application there are also factors for its success, including learning behavior and student involvement. The objectives of this research are1) Analyzing the effect of learning behavior on student geography learning results, 2) Analyzing the effect of student engagement on geography learning results, and 3) Analyzing the effect of learning behavior and student engagement on geography learning outcomes. This research used quantitative method. The population in this study were students from grade 7 to grade 9 at SMP Negeri 2 Kemalang totaling 584 students. The sample in this study consisted of 237 students. SThe sampling was conducted using the stratified random sampling technique. Data were obtained using observation, documentation, and questiinnaires. The data analysis techniques used in this study include descriptive statistic, simple correlation tests, and multiple correlation analysis. The result shiwed that 1) students have a level of learning behavior in the high category, 2) student learning engagement in geography subjects categorized into high category, and 3) There is no significant influence of learning behavior and student engagement on geography learning success. It can be observed that the r value is smaller than the r tabke value 0.059 0.134) and the significance value is above 0,05 (0.416 0.05).

The Effect of Using Canva-Based Media Usage on Geography Learning Outcomes of Class X Students at UNPATTI Laboratory High School

This study aims to determine the effect of using Canva digital media on the geography learning outcomes of tenth-grade students on the lithosphere material at UNPATTI Laboratory High School. This research employs an experimental method with a control group and an experimental group design. The research sample consists of 28 students divided into two groups: the control group, which used conventional learning methods, and the experimental group, which used Canva. The results of the independent t-test shown in the table indicate a significant difference between the learning outcomes of the control group and the experimental group. The Levene's Test showed an F value of 0.804 with a significance value (Sig.) of 0.378, indicating that the assumption of equal variances is acceptable. In the t-test for mean comparison, the obtained t value was -2.651 with degrees of freedom (df) of 26 for the assumption of equal variances, and 25.547 for the assumption of unequal variances. The two-sided significance value, which was less than 0.05 (0.013 and 0.014 respectively), indicates a significant difference between the two groups. The mean difference between the two groups was -5.857, showing that the learning outcomes of the control group were significantly lower than those of the experimental group. The results of the independent t-test showed a significant difference between the learning outcomes of the two groups, with the experimental group showing higher learning outcomes. These findings suggest that using Canva as a learning tool can enhance learning outcomes for tenth-grade students on lithosphere material. This study supports the literature stating that interactive technology-based learning approaches can positively impact learning outcomes. Therefore, the use of Canva in learning can be considered an effective strategy to improve educational quality.

The Influence of Differentiated Learning Strategies on Motivation and Geography Learning Outcomes

The purpose of this study is to ascertain how diverse learning strategies in geography instruction affect the learning outcomes and motivation of SMA Negeri 1 Bunyu geography students. This study employs quantitative techniques and is the kind that has an experimental design with a Nonequivalent Control Group Design, where there is an experimental class that uses differentiated learning strategies, while the control class uses expository learning strategies. The use of this design is based on the problems faced by teachers in the classroom, such as low student motivation to learn, and the strategies used by teachers are not diverse. This design makes it possible to compare different learning strategies between differentiated strategies and expository strategies on student motivation in the classroom. Sixty-three students made up the study's sample, which was selected using a combination of random and probability sampling techniques. SPSS version 25.00 data analysis techniques using the t-test (Independent Sample T-test). With a value of 0.000 0.05, the t-test results showed that using a variety of learning strategies can improve learning outcomes and increase student motivation. Differentiated learning tactics are implemented based on the needs and abilities of students in order to provide an inclusive learning environment. The utilization of various strategies can improve students' academic achievement in addition to encouraging deeper knowledge. The findings of this study show how differentiated instruction can improve students' academic performance and motivation for studying geography.

Development of Interactive Learning Media Based on Problem-Based Learning: Improving Geography Learning Outcomes

The aim of this research is to produce interactive learning media based on a problem-based learning model that is feasible, practical, and effective in improving student learning outcomes in geography subjects. The ADDIE development model was the type of research used. The results of the research show: the material validation test obtained a score of 98% in the very feasible category, the media validation test obtained a score of 94% in the very feasible category, the design validation test obtained a score of 100% in the very feasible category, the individual and small group trials obtained a score of 86% in the very feasible category. , and the field trial obtained a score of 91% in the very worthy category, with an overall average result from the respondent category of 93%. The use of PBL-based interactive learning media in the experimental class obtained an average learning outcome of 84.17, while in the control class, which used video media and printed books, it obtained an average learning outcome of 79.50. The research data was declared normal and homogeneous. The results of the independent samples t test show tcount = 2.38 and ttable = 2.00 with a significance level of α = 0.05, so tcount > ttable. It can be interpreted that H0 is rejected and H1 is accepted, which means that the PBL-based interactive learning media product developed is effective. Furthermore, based on the results of the N-Gain calculation, a score of 60.78% was obtained, so this PBL-based interactive learning medium is classified as "quite effective" in the "medium" category

Dominant Indicator of Creative Thinking: The Case of Geography Learning Outcomes

Dominant Indicator of Creative Thinking: The Case of Geography Learning Outcomes

UPAYA MENINGKATKAN HASIL BELAJAR KOGNITIF GEOGRAFI SISWA KELAS X MELALUI PENERAPAN SOAL EVALUASI BENTUK URAIAN DI SMAN 61 JAKARTA

This study aims to describe the efforts made through research on the application of evaluation questions in the form of descriptions in order to improve students' cognitive geography learning outcomes. Data collection was carried out for five weeks, from March to May 2023, with a total of 36 students for the experimental class group. The instrument used is a formative test of lithosphere material with 8 questions in the form of descriptions as an instrument applied to the trial application of evaluation questions in the form of descriptions to improve student learning outcomes. The method used in this research is descriptive quantitative, with experimental approach, and a pretest-posttest control group design. Based on the results of data calculation and processing, it was found that the description questions applied to the lithosphere material chapter were able to improve student learning outcomes by 7.28. And based on the data obtained from the research results, it shows that the application of evaluation questions in the form of descriptions is able to increase the percentage of completeness of student learning outcomes compared to the previous chapter, the basics of geography chapter, which uses multiple choice evaluation questions, namely from seventy percent to eighty-six percent, or by sixteen percent.

Differences in Learning Outcomes Using Discovery Learning and Problem-Based Learning Models on Indonesia's Strategic Position as The World's Maritime Axis

Discovery Learning is a model that invites students to actively learn to discover their knowledge. Meanwhile, Problem-Based Learning is a learning model where students are required to be active in acquiring concepts by solving problems. This research aims to analyze geography learning outcomes using the discovery learning model; determine the results of learning geography using the problem-based learning model; determine differences in geography learning outcomes using discovery learning models and problem-based learning models. The research method used was a quasi-experiment with two classes, namely the experimental class and the control class. Based on the research results, the learning outcomes for class XI IPS 1 were obtained with an average score of 85.8, and the learning outcomes for class learning on geography learning outcomes in class.

Improving Student Learning Outcomes by using Blog Media in Geography Subjects

Purpose of the study: This research aims to improve student learning outcomes by using blog media. The background of this research is that learning is still teacher-centered, more teachers only use the lecture method, and do not use learning media. Students are less enthusiastic when studying geography, they often fall asleep in class. This causes low student learning outcomes, so the method used to overcome this problem is to use blog media. Methodology: The method used in this research is Classroom Action Research with a sample of 34 class XI high school students. The instruments used were lesson plans, observation sheets, interview sheets and geography learning results tests. This research was conducted at Senior High School Nusantara. Main Findings: Theresearch results showed that student learning activities experienced significant changes and the average N-Gainin cycle I was 0.33 and increased to 0.52 in cycle II. Based on these results, it can be proven that the use of blog media is effective in improving geography learning outcomes Novelty/Originality of this study:In an effort to enrich the learning process, this research allows the use of blog media as an innovative tool. By integrating information and communication technology through blogs, it is hoped that it can create a more dynamic and interactive learning environment. The focus of this research is not only on technological aspects, but also on the impact of using blog media on students understanding and involvement in understanding geographical concepts.

Pengaruh Media Google Earth Terhadap Hasil Belajar Siswa Materi Mitigasi Bencana Alam Bermodelkan Group Investigation

Improving the quality of education cannot be separated from learning activities because education includes the learning process. However, in reality, learning that occurs in the school environment is still far from the expected target, namely related to learning media that is still conventional, so that it has an impact on geography learning outcomes, therefore new innovative and modern learning media are needed. The purpose of this study was to determine the effect of using Google Earth learning media on the learning outcomes of students in class XI IPS 1 SMA Negeri Ngoro Jombang on natural disaster mitigation material in the 2022/2023 school year. This research is a quasi-experiment with data analysis using: descriptive analysis, normality test, homogeneity test, and Mann-Whitney and Wilcoxon tests. This research is a quasi-experiment with data analysis using: descriptive analysis, normality test, homogeneity test, and Mann-Whitney and Wilcoxon tests. The results showed that the learning outcomes of students at SMA Negeri Ngoro Jombang increased in the control class and experimental class with the calculation of the superior average of the experimental class.

Comparison of Motivation and Geography Learning Outcomes of Students Who Live in Islamic Boarding Schools and Outside Islamic Boarding Schools

Purpose of the study: The purpose of this research is to determine whether or not there are differences in the motivation and learning outcomes of geography Madrasah Aliyah Nurul Jadid students who live in Islamic boarding schools and outside Islamic boarding schools.
 Methodology:This research uses comparative quantitative research. Data collection methods use observation, questionnaires and documentation. The population of this study was all students in classes X-XII Madrasah Aliyah Nurul Jadid, totaling 113 students. There are 78 students living in Islamic boarding schools and 35 students living outside Islamic boarding schools. Sampling used the Proportional Sampling technique. The number of samples in this study was 65 students who lived in Islamic boarding schools and 32 students who lived outside Islamic boarding schools. Analysis of hypothesis testing on learning motivation variables and student geography learning outcomes using Parametric Statistics with the Polled Variance t-test formula and Independent t test SPSS 23 for Windows program.
 Main Findings: The results of research data analysis show that there are differences in motivation to learn geography between students living in Islamic boarding schools and outside Islamic boarding schools. Likewise, with student learning outcomes, there are differences in motivation to learn geography between students who live in Islamic boarding schools and outside Islamic boarding schools.
 Novelty/Originality of this study: Comparing these aspects between students inside and outside Islamic boarding schools can reveal patterns of insight regarding the impact of the learning environment, motivation and teaching methodology on geography learning outcomes.

Pengaruh Model Pembelaaran REACT terhadap Hasil Belajar Geografi Siswa Kelas XI IPS MAN 2 Kota Padang

This research discusses the influence of the REACT learning model on the geography learning outcomes of class XI IPS MAN 2 Padang City students. This research aims to determine: 1) Geography learning outcomes after using the REACT learning model. 2) Implementation of learning using the REACT learning model. 3) The influence of the REACT learning model on learning outcomes. Quasi Experimental Design research design type Pre-Test and Post-Test with Non-Equivalent Control-Group Design. The data collection technique uses a written test consisting of 25 Multiple Choice (PG) questions. The data analysis technique uses an independent samples test. The research results showed that the results of learning geography using the REACT learning model in the experimental class were higher than those in the control class which did not apply the REACT learning model. These results are supported by the results of the independent samples test, obtained tcount > ttable, namely 2.866 > 1.667.

The Influence of the Student Facilitator and Explaining (SFAE) Learning Model on Critical Thinking Abilities and Geography Learning Outcomes of High School Students

Students' low critical thinking skills will of course also affect their learning outcomes. This is influenced by the use of conventional learning models. This research aims to examine the influence of the Student Facilitator and Explaining (SFAE) model on students' critical thinking abilities and geography learning outcomes for high school students. This research was conducted experiments using a posttest only control group design. The research samples in the form of control and experimental classes were selected using the cluster random sampling method which had previously been tested for homogeneity via SPSS V.25 and was proven to be homogeneous. The data collection techniques used were critical thinking ability tests in the form of descriptions, geography learning outcomes tests in the form of multiple choice, observation, interviews and documentation. The data analysis techniques used are normality test, homogeneity test, hypothesis test, critical thinking ability data analysis and learning outcomes data analysis. Based on the research results, it shows that the Student Facilitator and Explaining (SFAE) learning model has a significant effect on students' critical thinking abilities based on the Independent Sample t-test with a significance value of 0.001 < 0.05 and also has a significant influence Influence on students' geography learning outcomes based on independent sample T-test with a significance value of 0.016 <0.05. This makes the Student Facilitator and Explaining (SFAE) learning model an alternative model that can be applied in schools to improve students' critical thinking skills and geography learning outcomes, especially high school students.

Pengaruh Model Pembelajaran Core pada Materi Pelestarian Flora dan Fauna terhadap hasil Belajar Siswa

This study aims to determine whether there is an effect of Core learning model on flora and fauna conservation material on student learning outcomes. This research uses a quantitative and descriptive design that involves data processing in the form of pre-test and post-test. Classroom Action Research (PTK) aims to improve learning outcomes and improve learning practices in the classroom more professionally at SMA Negeri 1 Sukoharjo. F-6 phase students totaling 31 students in the first semester of SMA Negeri 1 Sukoharjo in the 2023/2024 academic year. Whether or not there is an influence of student learning activities, teacher teaching activities and student Geography learning outcomes taught using the CORE type cooperative learning model. Research data were obtained from observation sheets and learning outcomes tests. Based on the analysis results obtained that: 1) on the pre-test worksheet the average number of students who have not completed is 45.16% and on the post-test worksheet the number of students who have not completed is 3.2% which is categorized as increased; 2) There was an increase in Geography learning outcomes of phase F-6 students of SMA Negeri 1 Sukoharjo from the pre-test worksheet to the post-test worksheet. The pre-test worksheet showed that 17 students scored ≥ 75 with an average score of 84.5 which was categorized as good. Furthermore, the results of the post-test worksheet showed a significant increase because there were 30 students who scored ≥75 with an average score of 95.5 which was categorized as excellent.

Hubungan Dukungan Orang Tua dan Disiplin Belajar dengan Hasil Belajar Geografi Siswa Kelas X SMA Negeri 1 Kuta Cot Glie

High learning outcomes are the hope of all students, parents, schools and the government. The school's hope is that 100% of students can meet the Minimum Completeness Criteria (KKM) that the teacher has set. However, the reality that occurred was not as expected. Based on the results of observations at SMAN 1 Kuta Cot Glie, there are still very many students who have not met the KKM. In addition, a phenomenon that often occurs in schools today is the large number of students who do not comply with the rules and lack of discipline at school. The formulation of the problem in this research is whether there is a relationship between parental support and learning discipline with the Geography learning outcomes of class X students at SMA Negeri 1 Kuta. Cot Glie. This research aims to determine the relationship between parental support and learning discipline with the Geography learning outcomes of class X students at SMA Negeri 1 Kuta Cot Glie. This research uses a quantitative approach with a correlation research type. The population in this study was all Class X IPS students at SMAN 1 Kuta Cot Glie totaling 42 students using a total sampling technique. Data collection techniques are documentation and questionnaire techniques. Data analysis was carried out by calculating multiple correlations and significance tests. The correlation calculation result is 0.33, including a low category correlation with a coefficient of determination of 11.05%. The significance calculation value obtained is Fcount (2.42) < Ftable (3.25) so that Ha is rejected. Therefore, it can be concluded that there is no significant relationship between parental support and learning discipline with the Geography learning outcomes of class X students at SMA Negeri 1 Kuta Cot Glie.Keywords: Relationship, Parental Support, Learning Discipline, Learning Results

Exploring the Acceptance of Instructional Videos to Bridge Knowledge Gaps in Physical Geography among Senior Secondary School Students in Oyo State Nigeria

The integration of videos in the instructional process has become increasingly prevalent, offering a dynamic approach to enhancing students’ learning experiences. Specifically, this study focuses on factors influencing the acceptance of instructional videos, emphasising internet self-efficacy and access to mobile/digital devices as critical variables. While previous studies have examined the effectiveness of video in students’ learning outcomes in geography, this research fills a gap by investigating its acceptance, with a view to harnessing the potential of instructional videos for a more immersive learning experience in physical geography classrooms. The study adopted a descriptive survey research design. The participants comprised 302 students randomly selected across six senior secondary schools in all three senatorial districts in Oyo State, Nigeria. The results showed that the level of acceptance of instructional videos and internet self-efficacy among senior secondary school students were high with weighted averages of 3.0 and 2.8 respectively, suggesting reasonable dispositions to accept and utilise these learning resources to facilitate learning. The Analysis of Variance (ANOVA) further shed light on the critical roles of internet self-efficacy and access to devices in determining the level of acceptance of instructional videos in physical geography education. The p-values of 0.000 indicated that there were significant effects of internet self-efficacy and access to mobile/digital devices on the level of acceptance of instructional videos. The results, therefore, underscore the critical impact of internet self-efficacy and access to devices on the extent to which students accept the use of instructional videos in physical geography classrooms.

Pengaruh Media Pembelajaran Video Tiktok Materi Interaksi Desa Kota Terhadap Hasil Belajar Geografi Pada Siswa SMAN 9 Pontianak

This research aims to determine the effect of learning media using TikTok videos with village-city interaction material on geography learning outcomes for students at SMAN 9 Pontianak. The method used in this research is the experimental method. The form of experiment used was One-Group Pretest-Posttest and a class XII sample of 20 students. Data analyzed using pretest and posttest are presented in bar charts and data management uses SPSS. The results of the Paired Samples Statistics Test show that the average for the pretest is 46.75 and the posttest is 87.80, so there is a fairly large increase between the average value of the pretest and posttest. The results of the Paired Samples Test show a significance value of 0.000, which is smaller than 0.005. So it can be concluded that there is a significant influence between the TikTok video learning media, village-city interaction material on geography learning outcomes for students at SMAN 9 Pontianak.

Perbandingan Efektivitas Evaluasi Hasil Belajar Peserta Didik Melalui Quizizz dan Google Form pada Materi Pemetaan, Penginderaan Jauh dan SIG Kelas XII IPS di SMAN Mojogedang Tahun Ajaran 2021/2022

<p><em>The aims of this study was: (1) Knowing the differences in geography learning outcomes between the use of Quizizz and Google Form for class XII Social Studies at SMAN Mojogedang for the academic year 2021/2022.</em></p><p><em>This research raises material about Mapping, Remote Sensing, and GIS. This type of research is a quasi-experimental research with Posttest Only Design. The population in this study were 5 classes with 166 students. Sampling was done by cluster random sampling, the sample in this study amounted to 67 students consisting of 33 students for the experimental class and 34 students for the control class. The instrument used is a posttest learning outcome test which consists of 25 questions.</em></p><p><em>The results of data analysis showed that the average score of the experimental class students' learning outcomes was 84 and the control class students' average scores were 80.23. The results of hypothesis testing using t test, where the calculation results obtained t count > t table that is 2.013 > 1.668. From the results of the analysis, it was found that there were differences in geography learning outcomes between students who used Quizizz as a learning evaluation tool and students who used Google Form.</em></p><p><strong><em>Keywords: Quizizz, Google Form, learning outcomes</em></strong></p>

The Relationship Between Students' Attitudes Towards Geography Lessons and Learning Motivation and Geography Learning Achievement

Purpose of the study: The aim of this research is to determine the relationship between students' attitudes towards geography lessons and the relationship between learning motivation and students' geography learning achievement.
 Methodology: This research is a descriptive study whose population is all high schools in Surakarta. The sample for this research was 79 students of class XI IPS. Data collection is carried out through questionnaires, tests, observations and documents. The data was then analyzed using multiple linear regression with three analysis prerequisites: normality test, multicollinearity test, and heterogeneity test.
 Main Findings: The findings of this research are as follows. First, there is no positive correlation between students' attitudes towards Geography and their learning outcomes. This is indicated by a probability value of 0.231; which is higher than 0.05. Second, there is a positive relationship between student motivation and learning outcomes, with a probability value of 0.018. The third finding is that there is a simultaneous relationship between students' attitudes and motivation and their learning outcomes, with a probability value of 0.033.
 Novelty/Originality of this study: The novelty of this research is that it provides information about the relationship between students' attitudes towards geography lessons and learning motivation with students' geography learning outcomes so that it can be used as material for consideration in learning strategies by Geography subject teachers.

Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era

Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.

The Relationship Between Social Attitudes and Responsibilities Towards Geography Learning Outcomes

The Relationship Between Social Attitudes and Responsibilities Towards Geography Learning Outcomes