Geography Subjects Research Articles

Coğrafi Unsurların Belgesel Yoluyla İncelenmesi: Anısına Belgeseli Örneği

Geography and social studies courses are studied in relation to the interaction between people and place, and alternative techniques that employ visual, auditory elements, and technological processes are supported. In this context, documentaries are among the prominent productions studied in geography topics of social studies. The main aim of this research is to examine geographical elements through documentaries. The documentary series, “Anısına” which consists of 17 episodes and focuses on different artists in each episode, is a music-themed documentary series that stands out in the study. In each episode of the related documentary series, the life story and works of the artist featured in that episode are shared with interested viewers and researchers. A qualitative research method was used in the research process, and the study was conducted in a case study pattern. In the data collection process of the research, the documentary series was examined in detail through document analysis, and in the data analysis section, main and sub-themes related to the subject were created based on the data obtained from each episode through content analysis. According to the results of the study, 9 basic geographical elements were determined as the main theme. The most recurring theme was 'calendar chronology,' while the least recurring geographical element was the theme of 'geographical events.' Based on the study's results, it is thought that using alternative teaching tools such as documentaries (e. g. Anısına Documentary) in the teaching process of geographical elements can motivate and stimulate the students' interest in the course.

أثر استراتيجية حوض السمك في تنمية التفكير الإبداعي في مادة الجغرافية

The research aims to evaluate the efficiency and effectiveness of the aquarium strategy as one of the active education strategies for increasing students' academic achievement and developing creative thinking. The research was conducted on a school in Anbar Governorate, west of Al-Iraq. To accomplish this research, the researcher used a sample of seventy students, who were equally divided into two groups (control and experimental). After completing the research requirements, the results of academic achievement and creative thinking of tests specially developed for students of both groups were analyzed using statistical methods and methods such as the T-test for the two independent samples. The results of the research showed that using the fish tank strategy significantly impacts students' skills in creative thinking and academic achievement compared to the usual method used. It is worth mentioning that the researcher conducted a questionnaire that includes and covers the geographical area of ​​the study area, and it was found that many teachers trust this modern strategy and that it has a significant role in improving students' skills in studying geography.

Comparison of Economic Geography Contents in Turkey and Turkmenistan Geography Curriculum: Grades 10th, 11th and 12th

Education curricula are programs that include topics for students’ academic achievement and individual development. Geography curricula cover many subjects such as physical, human, economic and environmental issues. In this study, the economic geography contents of Turkey and Turkmenistan high school geography curricula were compared in the study. Firstly, the content of 10th, 11th and 12th grades in the geography programs of both countries was investigated and evaluated. The study is qualitative in nature as it is mainly based on document analysis. Economic geography topics in geography programs according to grade levels were examined and the similarities and differences between the economic geography subjects in the geography programs of both countries were determined. In both countries, economic geography subjects are included in the 12-year compulsory education, especially after the 10th grade. Moreover, both programsinclude economic geography topics from a local to global scale.

IMPLEMENTASI MEDIA PEMBELAJARAN ICT UNTUK MENINGKATKAN HASIL BELAJAR GEOGRAFI PADA SISWA SMA NEGERI 2 HALMAHERA TENGAH

The success of learning carried out in an educational activity is how students can learn, by identifying, developing, organizing, and using all kinds of media and learning resources. The purpose of this study was to determine the implementation of ICT learning media in improving the learning outcomes of class X students in the subject of geography on cartography material at SMA Negeri 2 Halmahera Tengah. This type of research is classroom action research (CAR). The implementation of this research follows the stages of planning, implementing, observing, and reflecting according to Kemmis McTaggart. The research subjects were class X students of SMA Negeri 2 Halmahera Tengah. The results showed that the increase in learning outcomes in learning geography after using ICT learning media was in the first cycle, which obtained an average value of 64.44 with a mastery learning achievement of 72.22%. Whereas in cycle II, the average score was 80.55 with student learning completeness achieved at 94.44%. These results indicate that the use of ICT in geography learning can improve student learning outcomes.

IMPLEMENTASI MEDIA PEMBELAJARAN ICT UNTUK MENINGKATKAN HASIL BELAJAR GEOGRAFI PADA SISWA SMA NEGERI 2 HALMAHERA TENGAH

The success of learning carried out in an educational activity is how students can learn, by identifying, developing, organizing, and using all kinds of media and learning resources. The purpose of this study was to determine the implementation of ICT learning media in improving the learning outcomes of class X students in the subject of geography on cartography material at SMA Negeri 2 Halmahera Tengah. This type of research is classroom action research (CAR). The implementation of this research follows the stages of planning, implementing, observing, and reflecting according to Kemmis McTaggart. The research subjects were class X students of SMA Negeri 2 Halmahera Tengah. The results showed that the increase in learning outcomes in learning geography after using ICT learning media was in the first cycle, which obtained an average value of 64.44 with a mastery learning achievement of 72.22%. Whereas in cycle II, the average score was 80.55 with student learning completeness achieved at 94.44%. These results indicate that the use of ICT in geography learning can improve student learning outcomes.

Penerapan Sistem Informasi Geografi Berbasis Lapangan Sebagai Media Pembelajaran Geografi Di MAN 1 Malang

The challenges in learning today are not only focused in the classroom, but alsocarried out outside the classroom as a form of applying science and technology inlearning. One of the components in a geographic information system is hardware,the need for the availability of laboratory equipment and its use, especially forgeography subjects, is one of the main reasons for carrying out this service. Theeducational paradigm develops through the use of information technology as a toolfor developing knowledge. This community service activity will be held at MAN 1Malang City, taking place between September - October 2022. Community serviceis carried out using a combination of material in class and practice in the field, realproblems or challenges found both in local and global contexts. The purpose of the service activity is the introduction of geographic information systems, which aimsto create added value for geography subjects at MAN 1 Malang City. This is inaccordance with one of the assumed missions to provide facilities andinfrastructure that keep abreast of developments in science and technologyc

Systematic literature review on digital courseware usage in Geography subjects for secondary school students

Rapid technological advances are having an impact on the field of education. Multimedia courseware is a widely used option to help facilitate teaching and learning in the classroom. A large selection of courseware that covers many learning topics makes it easier for teachers to use it. The use of courseware that includes multimedia elements such as text, images, audio, and video, to some extent, can attract students and help their understanding process, in addition to its easy access on various platforms. However, little comprehensive analysis of digital courseware usage, especially in geography subjects for secondary school students. To the best of the authors’ knowledge, no comprehensive analysis understands the use of digital courseware among students in geography subjects. Therefore, this systematic literature review aims to examine the use of courseware in the teaching and learning process of Geography subjects for secondary school students. The search strategy was made to gather articles in the Scopus databases from 2013 to 2021, and 257 articles have been found. Based on the inclusion and exclusion criteria, 13 articles were selected for the review. The findings of this systematic and comprehensive evaluation of the literature indicate that courseware can enhance learners' comprehension and encourage them to study Geography among students. The findings offer significant implications for digital courseware usage and geography subject communities, especially for policymakers, teachers, and developers to strategize and reflect on the practice they implemented and improvised if necessary for future sustainable education and efficient teachers’ performance in teaching.

The Effect of Stem Integrated Project Based Learning Model on Students' Critical Thinking Ability in Geography Subjects

Critical thinking ability is a 21st-century skill that is still lacking well empowerment. Efforts that can be made to improve These skills are through student-centred learning. Model STEM-integrated Project Based Learning encourages contextual learning through project activities. Indirectly, this builds thinking skills critical students in each syntax. This study aims to identify the effect of the model STEM-integrated Project Based Learning on student's critical thinking skills in geography subjects. This research uses a quasi-experimental research type by applying the Post-test Only Control Group Design. The research subject is students of class X IPS 7 and X IPS 9 MAN Bondowoso. The instrument used is a test essay. Data analysis using Independent Samples - Obtain test information p - level 0.00 <0.05 with a mean post-test score of the experimental class 82, and control class 70. It is concluded that the STEM-integrated Project Based Learning model has a significant effect on critical thinking skills.

Pemanfaatan Aplikasi Google Maps sebagai Media Pembelajaran Geografi untuk Peserta Didik SMP dan SMA Sederajat

Limited geography learning media in schools sometimes makes students and teachers do field studies. But this will take quite a long time with high operational costs. This research aims to learn about using the Google Maps application as a learning medium in geography subjects for junior and senior high school students of the same level to understand better the characteristics and location of an area on the face of the earth. This research uses data collection methods related to the topic of discussion in this study, with articles, journals, and books and journals as the primary sources. The data is then reviewed, presented, and described to obtain appropriate and scientific conclusions. The results of the research show that geography learning media through Google Maps can clarify and broaden students' knowledge regarding conditions on the earth's surface so that, theoretically, it will be able to influence students so that their understanding of the material can be more in-depth and lasting.

The effectiveness of a proposed study unit in economic geography subject in developing knowledge, skills and attitudes of Omani female students at grade eleven towards entrepreneurship in Muscat Governorate in the Sultanate of Oman

هدفت هذه الدراسة إلى الكشف عن فاعلية وحدة دراسية مقترحة في مادة الجغرافيا الاقتصادية في تنمية معارف ومهارات واتجاهات طالبات الصف الحادي عشر نحو ريادة الأعمال بمحافظة مسقط في سلطنة عُمان، واستخدمت الباحثة المنهج شبه التجريبي، وتألفت العينة من (74) طالبة بالصف الحادي عشر، تم تقسيمهن إلى مجموعتين: التجريبية، وتكونت من (37) طالبة درسن منهج الجغرافيا الاقتصادية مع الوحدة المقترحة في ريادة الأعمال، والضابطة تكونت من (37) طالبة درسن فقط منهج الجغرافيا الاقتصادية. وتم استخدام ثلاث أدوات تمثلت في الاختبار المعرفي، والاختبار المهاري، ومقياس الاتجاه نحو ريادة الأعمال، وأظهرت نتائج الدراسة حصول المجموعة التجريبية على متوسط كلي بلغ (24.8 من 30) في الاختبار المعرفي و(43.9 من 50) في الاختبار المهاري؛ في مقابل حصول المجموعة الضابطة على متوسط كلي بلغ (8.7 من 30) في الاختبار المعرفي، و(5.2 من 50) في الاختبار المهاري، وأظهر مقياس الاتجاهات أن كلتا المجموعتين التجريبية والضابطة لديها اتجاهات إيجابية نحو ريادة الأعمال؛ إلا أنها كانت أعلى لدى المجموعة التجريبية، ووجود فروق ذات دلالة احصائية عند مستوى الدلالة (α=0.05) بين متوسط عينتي الدراسة في الاختبارين المعرفي والمهاري ومقياس الاتجاهات لصالح المجموعة التجريبية، وفي ضوء هذه النتائج أوصت الباحثة بضرورة الاهتمام بتضمين ريادة الأعمال في المناهج الدراسية، والدمج بين المعرفة والمهارة.

Designing and testing a module based on the integrated approach between the subjects of geography and natural sciences. A case study of the common core science stream in the Moroccan high school

يندرج هذا العمل ضمن الدراسات التي تروم تطوير المناهج الدراسية بالمدرسة المغربية، وذلك عبر تقديم نتائج دراسة ميدانية متعلقة بتصميم وتجريب وحدة تعليمية قائمة على المقاربة التكاملية بين مادتي الجغرافيا وعلوم الحياة والأرض، ترتكز على أجرأة مكون الامتدادات والتقاطعات بين برنامج المادتين بمستوى الجذع المشترك علوم. سعت الدراسة للإجابة عن السؤال الإشكالي التالي: ما مدى تأثير التدريس بالمقاربة التكاملية بين مادتي الجغرافيا وعلوم الحياة والأرض على مستوى التحصيل الدراسي لتلاميذ مستوى الجذع المشترك علوم؟ وذلك انطلاقا من الفرضية التالية: "إن من شأن تطبيق دروس في إطار وحدة تعليمية قائمة على المقاربة التكاملية بين مادتي الجغرافيا وعلوم الحياة والأرض أن تحقق فروقا دالة بين مكتسبات تلاميذ الجذع المشترك علوم". تبنت الدراسة المنهجين التجريبي والوصفي التحليلي، ووظفت الإحصاء الوصفي والاستدلالي، واعتمدت أداة الاختبار في التجريب بين المجموعتين الضابطة والتجريبية. خلصت الدراسة إلى تفوق المجموعة التجريبية على المجموعة الضابطة على مستوى نتائج التحصيل سواء بالنسبة للنتائج العامة أو النتائج التفصلية وعلى مستوى جميع مجالات التعلم. وهو ما سمح بالتقدم بمجموعة من الاقتراحات لأجرأة مكون الامتدادات والتقاطعات بين المواد الدراسية داخل المنهاج التعليمي المغربي.

Mechanisms for Improving the Teaching of Economic and Social Geography

"Improvement of mechanisms for providing students with quality knowledge is one of the priority areas in our time. The research aims to analyse the effectiveness of the use of methods of teaching the subject “economic and social geography” and their improvement. The research aims to provide recommendations to eliminate errors in the functioning of this mechanism and to disclose the problems of development of teaching economic and social geography. Among the used methods analytical method, functional method, method of system analysis, method of deduction, method of comparison, and method of synthesis were applied. In the process of conducting the study, the features of pedagogy in the process of teaching the subject of economic and social geography, as well as their comparison with other generally accepted methodologies were pointed out. Ineffective mechanisms that need improvement for use in modern teaching practices were found. Assessment of economic and social geography teaching tools was also considered. It was determined that in the system of higher education geographical disciplines, as well as other subjects, need to improve quality, by changing the existing methodological system, as well as modernization of processes and optimization of methods and technologies of the educational process organization. The practical value lies in the use of the identified results, solving the problems associated with improving the effectiveness of training for the teaching of the subject, to bring this process to a new level."

Sailing to save the planet? Media-produced narratives of Greta Thunberg’s trip to the UN Climate Summit in German print newspapers

Narratives and stories are important communication tools and as such essential subjects of social geography. This paper analyses the retelling of Greta Thunberg’s sailing trip across the Atlantic to the Climate Action Summit in New York in 2019 in leading German newspapers and magazines and how her intentions are transformed through this reporting into different narratives. The research mainly focuses on examining the influence of space and place, as geographical research has revealed that spatial determinants are crucial in risk communication and knowledge generation on climate change but have yet to be studied considering stories. The paper, therefore, extends the story-based approach from communication sciences by geographical research on the role of space and place in action-based stories. Therefore, the Narrative Policy Framework (NPF) is used to decode the spatial environment in narratives as an active element that shapes the narrative, and the way characters can (inter)act within these settings. The paper further develops the NPF framework through a geographical lens by focusing particularly on the selection options of spaces for social interactions and affective bonds. Thus, it becomes evident how spatial contexts and environments shape the interactions between individuals and crucially influence the types of narratives that emerge.

Exploring the inner workings of the Southern African Geography Teachers’ Association Google Group

We live in a socio-ecologically fragile and rapidly changing world that can be turned upside down in an instant as we witnessed with the crisis of the COVID-19 pandemic. Today, more than ever before, teachers need to be life-long learners who have the necessary geography subject knowledge, pedagogical knowledge and resources for responsive teaching and learning in their classrooms. Professional Learning Communities (PLCs) play an important enabling role in this regard. This article presents the findings of the second phase of an ongoing study aimed at understanding how the South African Geography Teachers’ online Google Group, an emergent Professional Learning Community, may support and enhance geography education and teacher professional development. More specifically, it opens up and looks inside the ‘black box’ of the Google Group, the workings of which are not yet fully understood. It considers the supportive role played by the Google Group during and after the COVID-19 pandemic (that is, March 2020 to December 2021 and January to November 2022). 
 Data generated by the posts made during and after the pandemic, were analysed and categorised. Emergent patterns and trends in and between the two periods were identified and discussed. A purposive sample from each category was selected for further in-depth analysis. We draw on Shulman and Shulman’s (2004) theory of teacher knowledge as an analytical lens for interpreting the findings. The findings are discussed in relation to national imperatives (for example, teacher professional development, social justice, inequality and learner underperformance) and global education discourses for transformative education.
 Our main contention in this article is that the Google Group PLC offers support for teachers. However, there are gaps that need to be addressed if it is to play a stronger supportive and transformative role. We conclude with some suggestions on how this may be achieved in practice which may be useful to members of the geography education community particularly teachers.
 Key words: teacher knowledge, teacher professional development, professional learning community, COVID-19 pandemic

The Anthropocene and the sustainable development goals: key elements in geography higher education?

PurposeThe current “Anthropocene” epoch has witnessed an imbalanced global change, but it is an opportunity to design a better and sustainable future. Sustainability criteria need to be fully implemented in political institutions, companies and universities. Moreover, sustainable pedagogies must accompany the process in terms of students’ professional competences to overcome crisis situations. This paper aims to evaluate geography degrees in Spain to corroborate whether students and teachers consider that students are prepared to address the challenges of global change.Design/methodology/approachThe research is focused on the sustainable development goals (SDGs), a clear and easily identifiable framework for society that reflects the principles of the UN 2030 Agenda. A statistically validated questionnaire answered by 319 respondents has been used. Data analysis with descriptive and inferential techniques was performed.FindingsThe results show that geography degrees do not meet the needs of students, for whom career opportunities will be related to the implementation of the 2030 Agenda; there are significant gaps between the perception of teachers and students; some geographical topics are undervalued; SDGs are more present in optional subjects; and there is a need to “sustain” the curriculum, following this highly valued framework.Originality/valueGeography educative programs had scarcely been empirically evaluated to check a sustainability framework implementation. This research provides innovative and unprecedented self-assessment results from higher education agents, in an empirical and statistically validated way.

Efektivitas Aplikasi Media Pembelajaran Berbasis Augmented Reality pada Mata Pelajaran Geografi

This study aims to determine the effectiveness of making Android Learning Media Applications Based on Augmented Reality in Geography Subjects for Class X IPS at SMA Negeri 2 Bungo in the Academic Year 2022/2023. This study uses research development methods (research & development). The research subjects were 72 people. The research model used is the development research model (ADDIE), with the design development steps as follows. (1) Analyze, (2) design, (3) development, (4) Implementation and (5) Evaluate. The results of the overall effectiveness test assessment of the effectiveness of Augmented Reality-Based Android Learning Media in Geography Class X IPS at SMA Negeri 2 Bungo amounted to 88.06% so that the level of effectiveness can be interpreted to be very effective in use. In conclusion, based on the assessment along with expert input as well as the results of field trials of Augmented Reality-Based Android Learning Media as a learning medium, it has been tested for feasibility, superiority, and can be used in the learning process in Geography class X IPS at SMA Negeri 2 Bungo.

Experiences of the Geography Subject Advisors in the Implementation of Geographic Information Systems in KwaZulu-Natal Province

This paper explored the experiences of geography subject advisors (GSAs) in the implementation of Geographic Information Systems (GIS) in South African schools. This was done to determine how they assist in the implementation of GIS. National senior certificate diagnostic reports for matric results indicate every year that learners are performing poorly in the GIS section of geography subject. The current literature shows that there is a lack of pedagogical content knowledge in geography teachers in the teaching and learning of GIS. Several scholars have written about learners and educators in the implementation of GIS in schools, but there is a lack of literature on GSAs’ experiences in the implementation of GIS in schools. This paper is underpinned by instructional leadership theory, which argues for leadership to focus their efforts on implementing of practices that positively impact students’ learning. Qualitative research approach, and semi-structured interviews were used to generate data to answer the research questions. Two GSAs from two selected districts were purposively chosen to participate in this study. The findings showed that GSAs organise workshops for educators. However, certain educators do not attend workshops and other workshops which are planned, do not materialise. GSAs rely on geography educators that are knowledgeable about GIS to assist in workshops by teaching others. GIS teaching in schools was aledged to be focused on a theoretical aspect without integrating the practical part. The study proposes that the DBE in collaboration with higher education institutions, should provide GIS teacher training opportunities for teachers.

Effects of ICT Integration in Teaching Using Learning Activities

Progress in schooling using competence-based teaching for students is a priority in setting up a quality-centered educational process. Thus, using ICT tools as teaching–learning techniques represents an important objective in reaching scholastic performance and the capacity to offer students various experiences in teaching. Starting with an analysis of research on integrating ICT tools in the educational environment, this study is aimed at presenting teaching opportunities for all students, seeing education through the lens of those instruments specific to a secondary school level, referencing the subject of geography. The applied research design includes mixed methods applied to a total of 674 students, based on results received before and after a written evaluation, to determine the level of knowledge of the students. The present study evaluates the learning environment in which a successful and practical integration of ICT tools is anticipated in the teaching and learning process, from the perspective of the comparative measurement of the impact on the tests, resulting from the formative assessment. The conducted experiment and the Google Forms questionnaires suggest, through the degree of involvement of all students, how technology can facilitate the teaching–learning process. The results showed that there are statistically significant differences between the experimental and the control group, and that information and communication technologies (ICT) represent an important tool for improving performance and developing participatory skills, having the ability to provide students with positive results.

Innovation of Digital-Based Instructional Design and Virtual Reality on Geography Subject for 10th Grade High School

After the COVID-19 pandemic passed, the Indonesian government issued regulations encouraging the recovery of the education sector, such as guidelines for implementing the curriculum in the context of learning recovery. However, this is the problem, and teachers need help adjusting and developing learning plans due to the changes in the curriculum used. Based on these problems, this study aims to develop a digital-based learning design that simultaneously develops and utilizes virtual reality learning media on solar system material. This development research (R&D) type uses the ASSURE model involving media experts, material experts, and instructional design experts as research subjects. The data collection technique used was the provision of a closed questionnaire instrument. Data analysis technique using a percentage quantitative descriptive analysis approach. The results of the data analysis showed that three media experts gave an average score of 3.42, 3 material experts gave an average score of 3.61, and 3 instructional design experts gave a score of 3.31. It was concluded that the learning design and virtual reality media were declared valid and feasible. Learning designs and virtual reality media can be used for Class X SMA in Geography learning.

Perbandingan Hasil Belajar Geografi Menggunakan Model Take And Give Dan TPS Berbantuan Media Kartu SMAN 8 Banda Aceh

Education can experience changes for the better so that there is a need for renewal. The teaching model is said to be relevant if it is able to lead students to achieve their educational goals. The Take And Give and Think Pair Share models are learning models that use group work and collaboration systems. The purpose of this study was to compare the learning outcomes of geography using the Take and Give and Think Pair Share models assisted by card media in class X students of SMA Negeri 8 Kota Banda Aceh. This research uses a quantitative approach with the type of Quasi Experiment research. The population in this study were all students of class X SMA Negeri 8 Banda Aceh City. Sampling using the Purposive Sampling Technique, two research classes were taken, namely X IPS 1 with 30 students and X IPS 2 with 30 students. Data analysis techniques in the form of initial ability analysis, normality test, homogeneity test, and hypothesis testing. Data were processed using the t-test with normal and homogeneous requirements. Based on hypothesis testing shows that tcount > ttable so that Ha is accepted. The results showed that the learning outcomes of geography taught by the Take and Give model were better than those taught by the Think Pair Share model assisted by card media in geography subject class X IPS SMA Negeri 8 Kota Banda Aceh.