Geography Students Research Articles

Penggunaan Media Video Animasi Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Geografi Kelas X Di SMA Negeri

Abstrak: Between April and May of 2024, this study was carried out at SMA Negeri 2 Gu. Finding out how the usage of animated video learning materials affects class X geography students' learning results is the aim of this study. A one-grub-post-experiment pre-experiment design was used to conduct the study. where 32 pupils in a single class make up the sample. The pretest and posttest, which both consisted of essay-style questions, provided the research data. There are two sections to the data analysis that was done. Using the t-test formula, the first phase of the data analysis is descriptive statistical analysis, followed by inferential statistical analysis.Descriptive statistics of the research from two samples, on the pretest and postest data, were presented in the first study's results. In the second trial, the average pretest score was 58.90, and the average posttest score was 85.93. It can be inferred that Ha was accepted and Ho was not rejected because the substantial difference between the pretest and posstest results was demonstrated by the significant result value of 0.00 ≤ 0.05. Consequently, it can be said that the utilization of animated video content affects the geography learning outcomes of class X students at SMA Negeri 2 Gu.

A METHODOLOGICAL APPROACH WITH VBL (VIDEO BASED LEARNING) ANALYZING THE REPRESENTATIONS OF THE ROCK FIGURES OF THE ALCOBAÇA VALLEY: BUÍQUE - PE

The Catimbau Valley, located in the municipality of Buíque- PE, which is located at the meeting point of the mesoregions of the Southern Agreste and the Sertão region of Pernambuco, has a predominant biome of the Caatinga, this biome being endemic to the Brazilian Northeast; with a favorable relief and of great interest in field experiences, carved into the Borborema Plateau, with the presence of Massifs and high hills in the landscape, with the variation of 650 to 1000 meters. With all the phytophysiognomy encompassing its natural attributes, which makes this entire environment even more interesting for studying the place, is given through the cave paintings found on the rocks there, with emphasis on the Archaeological Site of the Alcobaça Valley, with records on the bedrock, as well as records on fallen blocks, marked in different times and peoples. Historical marks left by the groups that passed through there are observed. Included in the imagery framework in the category Agreste Tradition (Martin 2000), which is categorized by the singularities of the images made, as well as the techniques for marking the relief. The rock art made by the primary peoples of the Catimbau region contributes to the teaching of Geography, thus allowing an understanding of the geographic space and its dimensions. During the didactic excursion, Geography students were able to analyze the changes in the way of life of the original population, as well as the main physical/natural transformations of the Catimbau Valley. Given the current scenario of basic education in geography teaching, the methods used contribute to traditional teaching, in the way in which teachers reproduce their knowledge and information, without any concern for the construction of knowledge of their respective students, thus the work in question proposes the breaking of the traditional paradigm. The objective of the research is to address how rock art can collaborate in the teaching of Geography and assist in the representation of geographic space for the understanding of spatial dynamics occurring in the territory, seeking to attribute photographs to the teaching of Geography, and to break with the traditional teaching method in basic education. The methodology used is based on “Video Based Learning”, through the recording of the trail of the Alcobaça Archaeological Site by students, to be used in the production of teaching material, being a video that tells the route of the trail, showing the wall with the respective rock art, and the realization of the didactic activity entitled "Geography written in the Reliefs", in which the students will draw the rock art that caught their attention the most and what meaning was attributed to the figure. As a result of the research, we will have the elaboration of the expository video (in editing), and the practical activity carried out in the classroom with the students, which brings different memories and meanings.It is concluded that addressing the use of representations of rock figures in the teaching of Geography helps students to analyze the territory in an innovative way. Therefore, it is clear that didactic excursions are valid and of such importance for future professionals to be able to develop didactic methods that can be applied inside and outside the classroom.

Navigating personal and disciplinary frontiers: engaging with undergraduate geography students’ reflections on their geographical education

ABSTRACT In this article, we engage with undergraduate geography students’ reflections on their geography education. We begin by examining the position of geography within education across the British Isles. Following this, we critically consider how geography education is shaped by “the gap” between school and university geography and geographies of education, before reporting on the findings from a survey of 333 undergraduate students studying geography across the British Isles conducted in late 2020. We examine the complex question of who is studying geography at undergraduate level, students’ journeys through their geography degree, and their experiences of personal and disciplinary frontiers in education. We conclude by arguing the importance of educators engaging with students’ “everyday” geographies, and for further research into progress across education phases in geography to co-construct a rich and rounded geographic education.

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).

Research on VR Geography Teaching Mode Based on SOLO Classification Theory

With the deepening of educational reform and the rapid development of educational technology, VR (virtual reality) technology is increasingly widely used in the field of education. In the face of various VR technology means and application paths, how to design scientifically in middle school, geography VR teaching mode has become an urgent problem to be solved. This paper aims to explore the VR geography teaching model based on SOLO classification theory, and improve the effectiveness of geography teaching and the level of students geography thinking by integrating the immersion of VR technology and the hierarchy of SOLO classification theory. This paper first introduces the theoretical basis of SOLO classification theory and VR technology, then analyzes the problems existing in current geography teaching, and finally proposes and designs the VR geography teaching mode based on SOLO classification theory, in order to guide the orderly development of VR teaching in middle school geography and improve the scientific and technological content of middle school geography teaching.

Detecting differences between the map reading strategies of novice and expert students of geography: A pilot study

Detecting differences between the map reading strategies of novice and expert students of geography: A pilot study

Pengaruh Penggunaan Media Pembelajaran Google Classroom terhadap Minat dan Hasil Belajar Peserta Didik Kelas XI IPS SMA Negeri Kebakkramat pada Materi Mitigasi Bencana alam tahun ajaran 2020/2021

<p>This research aimed to (1) Explain the influence of the use of Google Classroom media on the interest in learning Geography for students of class XI IPS SMA Negeri Kebakkramat on natural disaster mitigation materials and (2) Explain the influence of the use of Google Classroom media on the learning outcomes of students of class XI IPS SMA Negeri Kebakkramat on natural disaster mitigation materials for the 2020/2021 school year.</p><p>This type of research is a quasi-experimental research with a research design in the form of Pretest-Posttest, Noneuquivalent Control Group Design. This study used two classes, namely the experimental class and the control class. The population of this study was students of class XI social studies at SMA Negeri Kebakkramat. Samples were selected using purposive sampling techniques for the experimental class and its control class taking into account the average results of class XI social studies scores from cultural diversity materials. The collection method is carried out by means of interviews, interest questionnaires, test questions, and documentation. The analytical techniques used are the Kolomogorov-Smirnov test, the levene test, the independent sample t-test, and the mann whitney test.</p><p>The results of this study regarding the learning interests of students show that there is no difference in the influence of interest in learning geography between students of class XI IPS 4 who use Google Classroom media and students of class XI IPS 5 who use Whatsapp media. The results of the independent sample t-test show that the sig value. (2-tailed) of 0.939 > 0.05, then it can be concluded that Ho was accepted and Ha was rejected. Meanwhile, the results of research on learning outcomes have differences in the influence of student learning outcomes in experimental classes and control classes. The posttest results between the experimental class and the distributed control class were abnormal and homogeneous in the test using the mann whitney test showed that the U value was 327 and the W value was 855. Sig value. (2-tailed) by 0.02 < 0.05. Sig value. (2-tailed) < from the critical limit of 0.05 then there is a difference that Ha is accepted.</p><p>Keywords : Google Classroom, Interest in Learning, and Learning Outcomes</p>

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.

Assessing Competences of Geography Students Acquired through the Competence-based Teaching and Learning Approach in Rwandan Secondary Schools

This study sought to assess the level of competences acquired by Geography students through the Competence-based teaching and learning approach in the Rwandan Secondary Schools. It was conducted in six secondary schools, where geography is taught as a major subject. The study followed a quantitative approach with a cross sectional descriptive design. Data was collected using a test administered to 210 students of senior 5 and senior 6 on the content learned in senior 4 and 5 respectively. The findings highlight that students achieved the assessed competences at a high level. They performed well in human and economic geography than in physical geography. Students from boarding schools performed better than those in day schools in both sub-areas of geography and for both S5 and S6. Urban schools performed better than rural schools in physical geography for both S5 and S6 with exception in human and economic geography. The study recommends more support to all schools to achieve the expected performance in both physical and human and economic geography at an excellent level.

Fieldwork nearby and far away: Student-geographers and the expanded field in the history of geography

This essay argues for a connection between studying the history of geography as an academic discipline and the research experiences and knowledge productions of undergraduate geography students. The whereabouts of undergraduate dissertation research and the conceptions of what the field actually constitutes shapes geography students’ perceptions of the discipline, and thus affects shifts in what future and novice practitioners see as geography, or geographical knowledge. When comparing the local educational versions of academic geography taught at one university to more traditional, perhaps canonical, narratives on the history of geography, it becomes obvious that although there are many similarities, the timelines between disciplinary trends and educational practices never fully match.

Esej jako metoda kształcenia studentów – przyszłych nauczycieli geografii

An essay is one of the written forms of expression commonly used in literature. It can also be a method for correctly and ingenious formulation of written statements by pupils and students in the process of their education at various stages of learning and studying. The aim of the article is to present the features and values of the essay as a method used in the process of educating geography students – developing various language skills, including: freedom of expression of one’s own views, subjective assessment of facts and events, and creative involvement – i.e. competences useful to geographers, especially candidates for work in as teachers. The article also includes the results of a survey conducted on the subject of the essay among students of geography teaching specialization or teaching unit / module at five Polish universities, as well as considerations on the advisability of using it as a form of passing a course.

Geospatial Technology Intervention Module in Learning and Facilitation (L&F) Amongst Form Two Geography Students

Technological evolution in the 21st Century Learning and Facilitation (L&F) have been significantly affirmed by the Ministry of Education Malaysia (MOE). Nonetheless, the present scenario still indicates the snag of technological development in the education system such as the application of geospatial technology in the subject of Geography in Malaysia which is not significant. Generally, Learning and Facilitation (L&F) of Geography subjects concern conventional activities that do not help much in improving the Spatial Thinking Skills (STS) and student interest. Ergo, Geospatial technology has been observed to have the potential to increase STS and student interest in Geography subjects. This study aims to develop a Geospatial technology intervention module based on the theory of Cognitive Learning, Theory of Constructivism and Bloom’s Taxonomy Theory. The formation of this module adopts Sidek Module Construction Model (MPMS) as the main motivation to complete this module. The contents of the module are also identified through a more comprehensive and analytical and extensive review of past studies done. This study creates draft modules that have four submodules namely Geography Skill, Physical Geography, Human Geography and Area Geography. The module is anticipated to be implemented as an effective L&F material especially in enhancing STS and attracting students to Geography subjects.

Analysis of Interests Students in Learning Geography in Class XI IIS in MAN 1 Sintang

The objective of this research is to know how the interest of the students to study the subject of geography class XI IIS in MAN 1 Sintang, so that the teacher can find a solution to solve the problems felt by the students in their learning activities, so the students will gain success from their learning. The form of research used in this research is qualitative research with descriptive research methods. Data collection techniques in this study use observation, interview, and documentation methods. The data collection tools used are observation sheets, documentation and interview guidelines. Data analysis uses the Miles and Huberman model that consists of data reduction, data presentation, conclusion drawing. The results of the research showed that students of class XI IIS were interested in geography subjects. Students' interest in learning can be seen through 4 indicators, namely, the feeling of pleasure, the attention of the students, the involvement of students, and the willingness to learn the students. So students are said to be interested in geography subjects because they meet the four indicators of interest in learning.

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.

Assessing the influence of traditional in-seat, online, and emergency remote teaching (ERT) modalities on sustainability learning in human geography

ABSTRACT Globally, the disruptions to higher education caused by COVID-19 required most campuses to make impromptu shifts to emergency remote teaching (ERT). When compared to traditional online education, ERT generally falls short in terms of pedagogies, pacing, and/or successful modality implementation. Elsewhere, it is established that the sudden shift towards online and asynchronous ERT delivery creates student challenges, especially in terms of internet unavailability and social disconnectedness. What remains understudied is the impact of COVID-19 on actual student learning. We address this knowledge gap using a natural research design where we (i) evaluated sustainability learning for traditional in-seat and online human geography students in Fall 2018 and (ii) obtained federal funding to evaluate sustainability learning for ERT and online students in Spring 2020. Results from the analysis indicate that in-seat students outperformed online students prior to COVID-19 on a standardized sustainability knowledge assessment by 13%. Results also indicate that in-seat students prior to COVID-19 (Fall 2018) outperformed ERT students (Spring 2020) by 28%. Discussion and limitations are provided.

The Reality of Using Activities and Teaching Methods Based on the Theory of Multiple Intelligences and its Relationship to the Achievement of Basic Stage Students in Geography in Irbid Governorate

The study aimed to reality of using activities and teaching methods based on the theory of multiple intelligences and its relationship to the achievement of basic stage students in geography. The study used the correlative descriptive approach, and the sample consisted of (351) male and female students who were selected randomly. The results showed a high degree of the geography teachers’ use of the teaching activities and methods based on the theory of multiple intelligences in teaching, and that there are no differences in the viewpoints of the members of the study sample due to (gender and class). It also showed that there is a correlation between using activities and teaching methods based on the theory of multiple intelligences and achievement. The study recommended the need to hold educational workshops and training courses for in-service teachers to train them on methods of developing the use of activities and teaching methods based on the theory of multiple intelligences in improving the cognitive content of the geography they teach ,and developing positive attitudes towards it.

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.

Perspectives of senior geography students on geography as a profession

Bu araştırma, Afyon Kocatepe Üniversitesi Fen-Edebiyat Fakültesi Coğrafya Bölümü son sınıf öğrencilerinin coğrafyacı mesleğine bakışlarını, mezuniyet sonrasına ilişkin mesleki beklentilerini tespit etmeyi amaçlamaktadır. Çalışmada, nitel yöntemlerden “örnek olay/vaka çalışması” uygulanmıştır. Verileri çözümlemede “içerik analizi yöntemi” kullanılmış ve veriler kategorilere ayrılmıştır. Tüm veriler istatistik programında sayısallaştırılarak sonuçlar yorumlanmıştır. Veri analizlerine göre, öğrencilerin meslek tercihinde öğretmenlik mesleği %39 ile ilk sırada bulunmakta, onu %23 ile polis, gardiyan, özel güvenlik gibi meslekler izlemektedir. Öğrencilerin %88’i bir an önce meslek sahibi olmak, mesleğinde yükselmek, mesleki hedeflere ulaşabilmek gibi beklentilere sahiptir. %60’ı iş bulamamak, pedagojik formasyon eğitimi sertifikası alamamak, kadroya yerleşememek kaygılarını belirtmişlerdir. Öğrencilerin büyük bir bölümünün eğitim sektöründe çalışmak istedikleri tespit edilmiş ve hedeflerindeki mesleği yapacak ortam bulamamak, kısaca işsizlik kaygısı taşıdıkları ortaya çıkmıştır. Bu sorunlara çözüm olarak coğrafya programlarında kontenjanlar azaltılmalı, coğrafya öğretmenliği ve Coğrafi Bilgi Sistemlerine yönelik iş fırsatları artırılmalı, çeşitli devlet kurumlarında coğrafyacı kadrolarına daha fazla yer verilmelidir.

Effects of Insurgency on Senior Secondary School Students’ Attitude and Achievement in Geography in Maiduguri, Borno State, Northeastern Nigeria

This study explored the effects of insurgency on senior secondary school geography students’ attitude and achievement in in Maiduguri Borno State, Northeastern Nigeria. The study design was survey. The sample consisted of 337 geography students drawn from 20 sampled schools cutting across 98 public and private schools in the study area. Data for the study was collected using Students’ Attitudes towards Geography Scale (SATGS) and students Geography Achievement Test (GAT). The reliability coefficients of SATGS (computed using Cronbach Alpha method) and GAT (computed using Pearson r method) were 0.87 and 0.80 respectively. Data was analyzed using frequency counts, percentages, mean scores and Chi Square at 0.05 level of significance. The results revealed that insurgency had instilled negative attitude in students towards Geography, resulting to students’ devotion of little and insufficient time to the study of the subject. The study further revealed a significant relationship exists between students’ attitude and achievement in Geography. More so, Students’ decision to pursue future careers in Geography did not relate significantly to their grades in the subject. It was concluded that insurgency was the reason for students’ negative attitude towards Geography. Therefore, it was recommended that government should adapt measures to guarantee security of teachers, students and schools’ facilities to improve students’ attitudes and achievement in Geography, and teachers to work hard to restore the status of the subject by adapting innovative instructional methods. Students were encouraged to work extra time at home in studying Geography to cover time lost for school due to insurgency.

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

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