Geography Learning Research Articles

Geographic-inquiry on virtual environment mobile application to support fieldwork based on blended learning

<span lang="EN-US">Implementing geography learning using the blended learning model is challenging for most geography teachers because this subject is ‘hands-on’ and needs to be learned directly in a real environment using fieldwork. This study aimed to test the pedagogical effectiveness of the geographic-inquiry on virtual environment (GIVE) application in supporting fieldwork based on blended learning to improve students’ geographical thinking. This study used a quasi-experimental method involving 216 high school students from three schools. The paired sample t-test (Sig. 2-tailed 0.000) shows that GIVE has a pedagogical influence on students’ geographical thinking. GIVE also offers a big effect size (Cohen’s d=1.37). The technology and the right smartphone application can help develop a virtual environment close to a real one, so fieldwork and hands-on learning activities can be carried out in blended learning; this helps to increase the quality of geography learning.</span>

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.

Development of Web-Based Geography Learning Media for High School Students

Purpose of the study: This research aims to address the low student learning outcomes and motivation in the geography learning subjects of students at higher schools by developing and evaluating a web-based geography learning media using Moodle and examining its effectiveness in enhancing student learning achievement and interest.
 Methodology: This research uses an R&D method development procedure with six steps. The research subjects are 21 students in higher school. The data collection technique is a test using a before-after experimental design.
 Main Findings: The research data shows that Moodle's web-based geography learning media is effective and suitable. The validation by subject matter experts in geography shows that the learning media material is very good quality, with an average score of 92.5%. The media validation results show that the learning media is very good and suitable for application in the learning process, with an average score of 66.2%. The test results using a before-after experimental design show that the learning media can improve student learning outcomes with a significant difference of 5.570 ≥ 2.086, exceeding the expected outcome of 75%.
 Novelty/Originality of this study: Develop and evaluate a web-based geography learning media using Moodle for the geography learning subjects of higher school, which may have different characteristics and needs from other students in other regions or countries. The research has implications for improving the geography curriculum and the teacher training program in higher schools.

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.

The Analysis of Pro-Environmental Conservation Attitudes and Behavior Assessment Instruments Upon High School Students Using the Rasch Model

The purpose of this research was to examine the validity and reliability of a questionnaire assessing pro-environmental conservation attitudes and behavior for high school students with 50 statement. Research on pro-environmental conservation attitudes and behavior of secondary school students has probably often been carried out, as was done by Syarief with the title The Role of Geography Learning in Developing Conservation Character of Participants in SMA Negeri 9 Gowa. This research was conducted without using standard instruments to collect data regarding students' attitudes and behavior towards the environment. Research conducted by Lubis et.al entitled Profile of Environmental Concern Attitudes of High School Students in Aceh. This research focuses only on students' caring attitudes towards the environment. Meanwhile, in this study, data collection used standard instruments that had been tested for validity and reliability, and separated attitude indicators from behavioral indicators, so that the focus was not only on pro-conservation attitudes but also on conservation behavior. Statement that were created to measure high school students pro-environmental attitudes and behaviors. The method usin in the research is Research And Development is the approach employed, which alludes to Borg & Gall in Sugiyono (2013). Using simple random selection, 250 high school students from 3 different schools including SMA Negeri 3 Pontianak, SMA Abdi Wacana Pontianak and SMA Kemala Bhayangkari Kubu Raya were used to test the instrument. The findings indicated that the items' validity had been established, as 47 statement items were approved and 3 statement items were refused. Cronbach's alpha value was 0.90, Person Reliability was 0.89, and Item Reliability was 0.97, as determined by reliability analysis. Based on these findings, the instrument for measuring high school students' pro-environmental conservation attitudes and actions may be described as "valid" and "reliable."

21st-Century Geography Teaching and Learning: Issues and Challenges

21st-Century Geography Teaching and Learning: Issues and Challenges

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

Bridging Technology and Geography: Contextual E-Comics for Enhanced Learning in Indonesian Natural Resource Management

This study explores the development of innovative digital learning media in geography education during the COVID-19 pandemic. It uses contextual e-comics to help people learn more about Indonesian natural resource management. These were made through a research and development process that used the ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation. The final product is a contextual E-Comic in PDF format designed to enhance learning in geography. Feasibility and effectiveness were vital evaluation metrics. Validation by media, subject matter experts, and linguists yielded approval ratings of 96%, 71%, and 92%, respectively. Student trials showed an 89% acceptance rate, and teacher feedback indicated a 92% approval rating. An important finding was that the E-Comic worked, as demonstrated by a paired sample t-test with a significant t-value of 0.000. This indicates that it could be a valuable educational tool during the pandemic. This study addresses the challenges of geography education during a global health crisis and showcases the potential of digital media to enhance learning experiences.

Analysis of Cultural Geography Learning Concept Design Based on Case Method and Team-Based Project

Since the issuance of the Service of Instruction and Culture Proclaim No. 3/M /2021 in 2021 concerning Key Execution Pointers (IKU), where classroom learning will utilize one or a combination of the case strategy and project-based gather learning (team-based venture), which incorporates 50% in its assessment weight. Hence, this investigation pointed to plan learning concepts in political geology courses with a case strategy method and team-based venture within the Division of Geology Instruction, Workforce of Social Sciences, Medan State College. This inquiry about employment uses an expressive, subjective approach. The populace in this were all 454 understudies of the Division of Topography Instruction for the 2020-2022 year, and the test was 67 understudies. Information collection employs a survey (survey) disseminated to understudies through Google Shapes. This consideration demonstrates that executing case strategy and team-based project-based learning got a positive reaction from understudies. Based on the overview, 87% of understudies concurred that the schedule assignment task framework in papers was supplanted with dialogue learning by watching and analyzing various phenomena or issues within the environment or standard of living. Then, 76% of understudies concurred in case the assignments within the shape of CBR and CJR, and within the IQF learning framework were supplanted with the substance of hypothetical thinking in case of strategy reports and team-based projects. Selection of case strategies and team-based ventures carried out in bunches by groups by raising case considers that happen around or in the standard of living. Besides, the examination will be displayed and talked about in the course on the other hand.
 Keywords: geography learning, design, case method, team-based project

GeoSMART: A New Approach to Learning Geography in The 21st Century

The development of human life in the 21st century requires teachers to be more creative in designing learning that is more interesting, challenging and impressive. Interesting learning is learning that is presented with the teacher's brilliant ideas in the form of methods, media and learning resources. Challenging learning can be defined as learning that is able to develop students' reasoning, critical thinking and analytical skills. Meanwhile, impressive learning is learning that is framed by example, character and universal human values. The GEOSMART approach was developed as an alternative solution to the problem of Geography learning which is still teacher-centred, has minimal student involvement and limited use of technology. There are five elements in the GEOSMART approach, namely, 1) scientific, 2) measurable, 3) applicable, 4) reasoning and 5) technology. Development is carried out using the Plomp model. The results of validation by experts show that the development product is in the very valid category. Meanwhile, the practicality test results show that the development product is in the very practical category. The results of effectiveness tests based on the results of experimental research in seven schools in West Sumatra show that the GeoSMART approach can improve student learning outcomes, especially student involvement in learning and critical thinking abilities.

Students' perceptions towards mobile learning and its influence on students' learning achievement

This action research investigates the impact of mobile learning on geography education, employing a mixed methods approach. A quasi-experimental design consisting of pre-test and post-test measures was employed. Data were gathered using a geography learning achievement test, a survey questionnaire, and semi-structured interviews. Purposive sampling was employed to select 70 students from class Eight, with 35 in each of the control (CG) and experimental groups (EG). The intervention incorporated mobile devices in the EG's geography learning, while the CG was taught using traditional methods. The quantitative data were analyzed using descriptive statistics and inferential statistics, while qualitative data were analyzed using thematic analysis. The findings are presented in two phases. In the quantitative phase, both an independent and paired sample t-test revealed no significant difference between CG and EG in the pretest. However, a post-test showed a substantial difference, favoring the EG with a large effect size (d = 1.02). Both the quantitative and qualitative phases explored students' perceptions, revealing strong positive perceptions towards mobile learning (M = 4.26, SD = .49). Furthermore, Pearson's correlation analysis indicated a moderately positive correlation (r = .637) between students' perceptions and post-test scores, suggesting a relationship between positive perceptions and improved learning achievement. This AR concludes with implications and recommendations for future research.

Географія та спортивне орієнтування в закладах освіти

Studying geography in school helps students develop a comprehensive understanding of the geography of the planet, including the study of their home country and territory, as well as the study of global laws and processes. By mastering geographic knowledge, schoolchildren can realize the role of geographic knowledge in solving various economic and social problems. Geography also has a significant impact on student development. Orienteering is a recreational sport in which participants must overcome a certain number of control points located on the terrain as quickly as possible. In addition, sports orienteering is a recreational activity that strengthens health, promotes the development of physical activity and improves mental activity. Combining orienteering with geography learning is a method that uses the practical application of geographic knowledge to improve a variety of skills.

Students’ Attitude in Learning Geography at Secondary Level of Education

Students’ Attitude in Learning Geography at Secondary Level of Education

Geography Teachers’ Standpoint on Problems Facing High School Students in Learning Geography

Geography Teachers’ Standpoint on Problems Facing High School Students in Learning Geography

Challenges in the implementation of fieldwork learning in the geography curriculum in Indonesia

The objective of this study is to analyze the high school geography curriculum in Indonesia and suggest ways in which fieldwork geography learning can be implemented. To gather data, mixed methods were employed, including analyzing curriculum documents, the results of national exams, and surveys of geography teachers. The study was conducted with 26 geography teachers from South Kalimantan Province in Indonesia. The findings demonstrate that while the geography curriculum in Indonesia allows for fieldwork, not all teachers have the opportunity to carry it out. Furthermore, poor results in national exams may be attributed, in part, to the lack of fieldwork learning on the lithosphere topics. Geography teachers can handle the challenges in carrying out fieldwork by doing more student-centered learning, by developing students' investigative abilities, such as inquiry-based learning or project-based learning. Teachers can overcome cost problems by choosing locations around the school, reducing transportation costs, and using mobile phone technology for data input.

Investigation into the Promotion and Instruction of Chinese Traditional Music in Liaocheng Peiwen School of Peking University

This research investigates the promotion and instruction of Chinese Traditional music in Liaocheng Peiwen School of Peking University. The first author, an alum with a decade of pedagogical experience, examined the challenges faced by private schools in providing tailored regulatory frameworks for Chinese Traditional music education. We share practical experience, drawing on the successful establishment of the school-based course "Chinese Folk Music and Geography." As the course is offered each year during the geography exam for students in their second year of junior high school, singing folk songs while learning geography enables students to explore China's beautiful landscapes while broadening their horizons. Students can understand the connection between folk music and geography, assisting their preparation for the exam.

The need of taking online geography lessons during states of emergency situations

The purpose of this research was to determine whether there is a need for students to take online geography lessons during states of emergency situations when schools are temporarily closed as a result of unforeseen events such as pandemics, natural disasters, technological mishaps, the effects of terrorism, war, and other significant catastrophes. With this research we investigated whether the number of online geography lessons was increasing or decreasing and whether students searched for online help during school closure. Research was conducted through an online survey. Our study will contribute to the understanding of investigating how students at any school in the world are prepared for online learning. The results show that students need online assistance and tutoring when learning geography in unpredictable situations when schools are closed.

Assessment of geography learning process standards in the indonesian curriculum: Instrument development and quality

The need for mapping the achievement of geography learning process standards in the Indonesian curriculum can provide recommendations in accordance with the conditions in the field. This study aims to determine and describe the quality of geography learning process standard instruments in the Indonesian curriculum, namely: 1) content validity 2) construct validity 3) reliability. This research is instrument development research. The development stage used is the development stage of the instrument test by Heri Retnawati. The process of preparing the instrument, namely: determining the purpose of instrument preparation, searching for relevant theories, compiling indicators of instrument items, compiling instrument items, content validation, revising based on expert input, conducting trials to respondents, conducting reliability analysis, and assembling instruments by considering certain characteristics. The data analysis used was content validity with the Aiken method, construct validity with Exploratory Factor Analysis (EFA), and reliability with the Cronbach Alpha formula. The results of this study showed that: 1) The standard instrument of geography learning process in Indonesian curriculum based on Aiken's V index value of 0.92 is categorized as high. 2) The standard geography learning process instrument in the Indonesian curriculum using EFA formed into eight factors can explain the variance of 73.452%. 3) Reliability estimation results on the standard instrument of geography learning process in the Indonesian curriculum amounted to 0.913 very high category. This research is expected to be an appropriate recommendation for the follow-up of geography learning process standards in the Indonesian curriculum.

Development Media Learning Geography with Applications Kahoot! as Media Evaluation Results Study Students in SHS 10 Padang

Learning media is one of the supporting components of learning. Learning media has the benefit of increasing student interest and creativity, besides that learning media also influences student learning interest. The media used should follow current developments in science and technology. The media also helps in evaluating student learning outcomes. The purpose of this study is to describe the feasibility, effectiveness, and student responses regarding the use of Kahoot! in learning activities as a medium for evaluating learning outcomes. The development model used by researchers, namely the 4D model, is formed from 4 main stages such as: define, design, develop, and disperse. The results of validation by material experts obtained a proportion of 84% "valid". Media experts get a proportion of 87% "valid". Furthermore, the test results obtained an average pre-test score of 42.89 students and a Post-test of 87.4, there was an increase in value of 44.51. The last student's response to the use of Kahoot obtained the proportion of 92% "very good". So it can be concluded that the song Kahoot! that researchers developed is relevant and interesting to serve as a medium for evaluating student learning outcomes.