Geography Subjects Research Articles

Influence Of Use Of Geographic Information System Media Overlay & Scoring Based To Improve Critical And Creative Thinking Skills In The Implementation Of The Independent Curriculum

This research aims to determine the influence of geographic information system learning media based on overlay and scoring on the ability to think critically and think creatively in geography subjects in the implementation of the 2023/2024 independent curriculum. This research uses a quantitative approach with experimental research methods. The research design used in this research is Quasi Experimental with a None-equivalent Control Group Design. The population is all X students, totaling 324 students. From this population, samples were taken, namely class X-5 as the experimental class, totaling 34 students and class The sampling technique uses the Purposive Sampling Technique, namely sampling based on certain considerations. The instruments used in this research were questionnaires and observation sheets. The research results obtained from class X-5 as an experimental class had an average posttest score of 76.62. Meanwhile, in class X-6 as the control class the average posttest value was 71.47. The hypothesis test results obtained were sig. (2-tailed) 0.000. So a value of 0.000 < 0.05 means that H1 is accepted and Ho is rejected. So it can be concluded that there is an influence of overlay and scoring based Geographic Information System Learning Media on the ability to think critically and think creatively in class X-5 SMA Al Kautsar even semester of the 2023/2024 academic year.

Influence of use of Geographic Information System Media Overlay & Scoring Based to Improve Critical and Creative Thinking Skills in the Implementation of the Independent Curriculum

This research aims to determine the influence of geographic information system learning media based on overlay and scoring on the ability to think critically and think creatively in geography subjects in the implementation of the 2023/2024 independent curriculum. The research design used in this research is Quasi Experimental with a None-equivalent Control Group Design. The population is all X students, totaling 324 students. From this population, samples were taken, namely class X-5 as the experimental class, totaling 34 students and class The sampling technique uses the Purposive Sampling Technique, namely sampling based on certain considerations. The research results obtained from class X-5 as an experimental class had an average posttest score of 76.62. Meanwhile, in class X-6 as the control class the average posttest value was 71.47. The hypothesis test results obtained were sig. (2-tailed) 0.000. So a value of 0.000 < 0.05 means that H1 is accepted and Ho is rejected. So it can be concluded that there is an influence of overlay and scoring based Geographic Information System Learning Media on the ability to think critically and think creatively in class X-5 SMA Al Kautsar even semester of the 2023/2024 academic year.

The development of a web-based infographic for the introduction of palm industry to young learners

Exposure to the palm industry begins in the early stages of secondary school, highlighted through the agricultural sector topic in the geography subject syllabus. However, the information provided about the palm industry is insufficient to give young learners adequate exposure. Consequently, Generation Z lacks knowledge and remains unaware that the palm industry significantly contributes to the national economy. This paper aims to explain the process of developing an infographic website to expose the palm industry to young learners. The topics are traditionally presented using textbooks, but it is essential to incorporate information delivery methods in line with technological developments and interactive aspects to cater to today's Generation Z. An infographic website has been developed to introduce the palm industry to the younger generation, serving as a platform for information delivery and exposure. The website development process follows the Agile model, encompassing planning, analysis, design and development, testing, and deployment phases. Based on end-user testing involving 81 high school students who completed questionnaires, the three usability test criteria yielded an average score of 4.82 for web usability, 4.72 for information quality, and 4.82 for interface quality. The results of the students' feedback were positive, indicating that the infographic offered more detailed information, and the use of animation and posters provided a clearer depiction of palm industry-related information. In conclusion, an infographic website introducing the palm industry to the younger generation proves to be a suitable alternative for their initial exposure, garnering positive responses from this target group.

BUILDING THE CAPACITY TO APPLY INFORMATION TECHNOLOGY IN TEACHING HISTORY AND GEOGRAPHY FOR STUDENTS OF THE DEPARTMENT OF PRIMARY EDUCATION - THE CASE OF TAY NGUYEN UNIVERSITY, VIETNAM

The competence to apply information technology in teaching History and Geography as well as in educating pedagogical students is one of the most important professional capacities of primary teachers to meet the new demands of the fourth industrial revolution and the recent innovation of Vietnamese education. Therefore, equipping student teachers of the Department of Primary Education with information technology competence (hereafter IT) is essential considering the Vietnamese education situation. This paper focuses on some issues regarding student teachers’ ability to utilize IT, the necessity to form this capacity for student teachers of Departments of Primary Education majoring in History and Geography subject (a case study of Tay Nguyen University), and recommendations to improve their capacities.

EVALUATION OF GROWTH, DEVELOPMENT AND QUALITY OF SOME YELLOW CAMELLIA SPECIES GROWN IN TAM DAO

The competence to apply information technology in teaching History and Geography as well as in educating pedagogical students is one of the most important professional capacities of primary teachers to meet new demands of the fourth industrial revolution and the recent innovation of Vietnamese education. Therefore, equipping student teachersof Department of Primary Education with information technology competence (hereafter IT) is essential considering Vietnamese education situation. This paper focuses on some issues regarding student teachers’ ability to utilize IT, the necessity to form this capacity for student teachers of Departments of Primary Education majoring in History and Geography subject (acase study of Tay Nguyen University) and recommendations to improve their ’ capacities.

Research on the Integration Strategy of Secondary School Teaching and Information Technology in the Background of Internet

Abstract The form of teaching using the combination of Internet resources and information technology has not yet been perfected and popularized in many secondary school curricula, and the teaching conditions are relatively backward. In order to change the status quo of teaching, this paper proposes a strategy for integrating teaching and information technology. Through the TPACK model, information technology and secondary school teaching will be integrated hierarchically. The integration strategy is divided into three steps: considering the matrix covariate factors, using the trace regression model to mathematically model the quantile trace regression model, and solving and statistically inferring the parameters, on the basis of which the learning effectiveness prediction model is constructed to predict the learning effectiveness of students. Using empirical analysis, the behavioral effects of secondary school teaching classrooms under information technology integration were analyzed, and the mean differences in the results were compared as a reflection of the effectiveness of the strategies proposed in this paper. After a controlled experiment, the usefulness of integrating technology for secondary school teaching was analyzed. The results of the empirical study showed that the students’ data of 123.62%, 128.66%, and 110.54% in nine subjects of mathematics, physics, and geography, respectively, were >100%, and the teachers’ indirectly guided behavior was more significant. The total achievement range of the students in the experimental class is around [540,560], the mean value is distributed around 550 points, which is 30 points higher than the control class, and the integration strategy has achieved good results.

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.

Portraying the developing PCK of Dutch pre-service geography teachers

Pedagogical Content Knowledge (PCK) is used to describe the knowledge teachers use to teach a specific subject to a specific audience. Although PCK is linked to student success and motivation, relatively little is known about the PCK of geography teachers. Through a mixed methods approach, we surveyed a group of 73 Dutch pre-service teachers in their final year of geography teacher education. We used the PCK-consensus model to address both PCK-on action (teacher knowledge) and PCK-in action (teacher practice). We investigated the former through a CoRe-assignment and the latter through a quantitative survey. Teacher’s PCK-in action focussed on teacher-centred lessons with ample attention for visualisations, current events, and efforts to engage students. The results for PCK-on action confirmed the content dependency of PCK. Pre-service teachers chose different geographical topics and used different goals and strategies when teaching these topics. In this context, we also found that they experienced difficulties when teaching controversial issues. In a final step, we combined the results of both methods for 9 teachers in individual PCK portraits. These portraits show that coherence between PCK-elements and, therefore, PCK-quality is still weak for most pre-service teachers. Consequently, their fragile subject matter knowledge seems to influence their developing PCK.

Persepsi Siswa tentang Implementasi Media Literasi Digital di Pembelajaran Daring Geografi [Students' Perception about the Implementation of Digital Literacy in Geography Online Learning

<div><p class="1eAbstract-text">The background of this research is the low literacy, participation, and collaboration ability of students. The COVID-19 pandemic has had an impact on the learning process. This study aims to determine student perceptions related to the implementation of digital literacy media on participation, collaboration skills, student satisfaction, and cognitive learning achievement in geography subjects. The subjects in this study were 162 students of class XI and XII social studies at XYZ private high school in South Tangerang. This research is a quantitative descriptive study using a simple regression test to measure. Data collection techniques using a questionnaire in the form of google form. The research instrument used is a variable to measure students' perceptions about the implementation of digital literacy, participation, collaboration skills, and student satisfaction. The results showed that students' perceptions about the implementation of digital literacy media affected the participation of 38.2%. Students' perceptions of digital literacy media also affect 50.2% of collaboration skills and 64.3% of student satisfaction. Participation and collaboration ability did not show any effect on cognitive learning achievement, it was seen from the sig value. > 0.05 and Fcount. < Ftable. Cognitive learning achievement is influenced by student satisfaction and perceptions regarding digital literacy media in geography online learning by 5.4% and 2.5%, respectively. So it can be concluded that students' perceptions of digital literacy media help students learn in geography online learning.</p></div>

Methodologies for identifying and preventing gender-based violence in high school: an approach from Mexican feminist geography

ABSTRACT This paper focuses on sharing methodologies implemented in the classroom setting to identify gender-based violence (GBV). Rooted in Feminist Geography, these methodologies include focus groups and counter-cartographies that centre the concept of cuerpo-territorio as a scale of analysis in order to understand structural violence in our spaces of production and reproduction, how it is embodied and how we can collectively transform violent spatialities. We argue that collective knowledge as a means of preventing GBV can be produced through concepts taught within the subject of Geography. The locations of the high schools involved include Mexico City, San Luis Potosi and Oaxaca.

Effect of English as a Medium of Instruction on Academic Performance of Students in Geography Subject in Public Secondary Schools in Rwanda

Effect of English as a Medium of Instruction on Academic Performance of Students in Geography Subject in Public Secondary Schools in Rwanda

The effectiveness of differentiated learning in Geography subject, anthroposphere material, for grade X at SMAN 4 Sidoarjo

Students play a crucial role in the learning process at school, and creating a fun and engaging learning environment that can positively impact their interest and active participation. However, accommodating the diverse learning styles and needs of students can be a challenge for teachers. To address this, differentiated learning activities are considered appropriate, as they focus on meeting the individual needs of students and allow educators to respond effectively in the classroom. This study aims to assess the effectiveness of differentiated learning in improving the activity and learning outcomes of Grade X Geography students, specifically focusing on the Anthroposphere material at SMAN 4 Sidoarjo during the academic year 2022/2023. To investigate the effectiveness of differentiated learning, a one-shot case study experimental design was employed. The study involved 40 students and utilized the one-shot case study model. The results revealed that the implementation of differentiated learning effectively improved the activity and learning outcomes of Grade X-C Geography students in relation to the Anthroposphere material at SMAN 4 Sidoarjo during the academic year 2022/2023.

Application of media notion to improve students' critical thinking through TaRl learning at SMAN 6 Malang

This research was motivated by the low critical thinking ability of students in Geography subjects at SMA Negeri 6 Malang. This study aims to improve students' critical thinking skills by using a project-based learning model based on TaRl learning strategies. This type of research is classroom action research. The subjects of this study were students of grade X-I SMA Negeri 6 Malang. The instruments used in this study were interview sheets, observations, test questions, and documentation. Data collection techniques consist of interviews, observations, tests and documentation. Data analysis in this study used quantitative and qualitative data analysis. The result of this study is to improve students' thinking processes with a problem-based learning model based on Tarl learning strategies assisted by media notion in class X-I SMA Negeri 6 Malang. This is shown from the results of the analysis of each cycle showing a significant improvement so that students' thinking processes can develop.

Pengaruh Penerapan Model Pembelajaran PAIKEM GEMBROT terhadap Hasil Belajar Geografi pada Siswa Kelas XI IPS SMAN 1 Koto Baru Kabupaten Dharmasraya

This research aims to determine the effect of implementing the PAIKEM GEMBROT learning model on improving student learning outcomes in geography subjects at SMA N 1 Koto Baru, Dharmasraya Regency. This type of research is quantitative, quasi-experimental method. The research design used was Pretest-Pottest Control Group Design. With the research sample, namely class XI IPS I as the experimental class and class XI IPS 2 as the control class. The sampling technique used purposive sampling with a sample size of 60 people. Based on the results of this research, the learning outcomes of the experimental class were higher than the control class. This can be seen from the average value of the experimental class of 86.78, while in the control class the result was 72.78. The t-test results were t count (6.807) < t table (1.672). So, H0 is accepted and Ha is rejected. This shows that there is an influence of the PAIKEM GEMBROT learning model on student learning outcomes in class XI IPS geography subjects at SMAN 1 Koto Baru Dharmasraya Regency.

Determining the Perceptions of Social Studies Teacher Candidates on the Subject of Political Geography by Word Association Test (WAT)

This research aims to investigate the cognitive structures of social studies teacher candidates regarding political geography with the word association test. The scanning method was used in the research. 4th-grade social studies teacher candidates at a state university in Turkey in the 2022-2023 academic year participated in the research. We conducted the research with 26 teacher candidates, selected using the criterion sampling method, one of the purposeful sampling methods. The Word Association Test (WAT) form obtained the research data. “Political geography, geographical necessity, dominance theory, continental shelf, problematic region, a form of government, international power struggles, conflict zones, geopolitics, and Turkey's neighbors” were keywords in the WAT form. Prospective teachers formed concepts regarding each keyword, and we created a frequency table for these concepts. Then, we prepared concept network maps based on this frequency table. We used the breakpoint technique in the preparation of the concept network maps. As a result of the research, social studies teacher candidates formed 561, a concept about political geography. When the sentences made by social studies teacher candidates about political geography concepts were examined, it was determined that the number of sentences containing scientific information was 161, and the number of sentences containing non-scientific or superficial information was 86. As a result of the research, the word association test is an important tool in determining prospective teachers' perceptions of certain concepts. It is recommended that social studies teacher candidates be given training to improve their cognitive levels on the subject.

Fransa Ortaokul Tarih-Coğrafya Öğretim Programlarının İncelenmesi

French and Turkish societies have been in intense interaction in every field since the Ottoman Empire period. For this reason, it is important for the future of both countries that the republics of Turkey and France follow and interact with each other in the field of education as in every field. Because France has had important effects on the shaping of the Turkish education system. In this context, the developments in the field of education in France should be closely followed. In addition, the developments in France after the French Revolution of 1789 have influenced all societies on issues such as human rights and democracy and helped the concept of citizen to have its current meaning. For this reason, it is important to examine the current situation of disciplines such as Social Studies, which are directly related to human and social life, in France. However, when the relevant national literature was analyzed, it was found that there are very few studies on this subject. This situation was seen as an important gap in the national literature and it was thought that a study on the History-Geography course, which is taught in France as an equivalent of the Social Studies course, would make an important contribution to the literature. With this in mind, it was aimed to examine the History-Geography Course Curriculum being implemented in secondary schools in France. The research is a qualitative study and document analysis method was used. Descriptive analysis method was preferred in analyzing the data. As a result of the research, it was seen that the curriculum being taught in secondary schools in France consists of three parts as skills, content, learning and teaching process, the content is arranged in the form of themes and subjects, themes and subjects are arranged separately according to grade levels, and there are no target achievements in the curriculum. It has been concluded that the themes and topics related to history in the curriculum are mostly oriented towards France and European societies, considering the multicultural and cosmopolitan structure of France, the curriculum is not multicultural enough for the minority groups in France, and the geography topics are created with a more universal perspective for different regions of the world compared to history topics. In addition, it has been determined that there is no section on evaluation in the curriculum, but it is recommended to use process-oriented evaluations based on performance as well as exams in the learning-teaching process.

Evaluasi Penerapan Kurikulum Merdeka Pada Pembelajaran Geografi Kelas X di SMA Negeri 1 Jakarta

This research aims to determine the success of implementing the Merdeka Curriculum in the subject of geography, focusing on the following aspects: (1) Implementation of geography teaching hours, (2) Use of teaching materials, (3) Learning process, (4) Assessment process, (5) Student learning outcomes, and (6) Challenges faced. The method used in this research is descriptive with a quantitative approach. The population of the study consists of all 286 students in Grade X at SMA Negeri 1 Jakarta. The sample for this research is composed of 75 students and 1 geography teacher, selected using simple random sampling technique. Data collection is carried out through distributing a questionnaire containing 20 closed-ended statements. The results of this research obtained a percentage of 76%, which falls into the good category. The students' learning outcomes reached the Minimum Mastery Criteria (KKM) with an average score of 80.5. There are several challenges faced, such as students feeling overwhelmed by the number and difficulty of project assignments, which clash with their school tasks. They also feel burdened because the Merdeka Curriculum does not offer subject specialization, requiring students to take all subjects. The challenges faced by the teacher include a lack of experience in implementing self-directed learning. Additionally, time management is a challenge as the geography teacher at SMA Negeri 1 is the only one responsible for teaching Grade X, XI, and XII.

Footballing journeys: migration, citizenship and national identity

ABSTRACT Sport, in particular football, can provide a useful means through which to explore the related issues of migration and national identity. Sports stars migrate from one country to another often mirroring patterns of more widespread migration from periphery to core. Such movements are influenced by a range of factors. In an increasingly commercialised and globalised sport, the exploration of footballers’ roots and the routes they take feeds into a consideration of issues of place identity and belonging. In international sporting competition, competitors don the national colours, sing the anthem and “fly the flag”, and in doing so become the embodiment of the wider imagined community. Traditionally those who compete for countries have usually been born and raised there or have lived there for sizeable periods of their lives. In recent years, however, the selection by international sports teams of competitors born in other countries has become increasingly common. The use of these footballing examples provides insights into migration, diaspora, citizenship, globalisation, and the multi-layered and contingent nature of national identity. Sport can offer a useful means of illuminating these various geographic themes and socio-spatial processes, thereby rendering them more accessible and interesting to students.

Positive discipline to build student character in learning during the pandemic

The problem in distance learning in Geography subjects at SMA Negeri 1 Rongkop is the lack of student discipline in responding to and completing assignments given by the teacher. Based on observations made during the first three months of the odd semester 2021/2022, the average student attendance rate in distance learning was 77%. Meanwhile, students have an average of 72% discipline in submitting assignments or responding to teachers. This is possible because teachers have not instilled positive discipline in students, so the results are less than optimal. The aim of this research is to describe the general picture of the application of positive discipline in the classroom, including the preparation of class agreements, implementation, and results. The research results show that the application of positive discipline through class agreements has a positive impact on teachers and students. The level of student discipline in completing assignments is 88%, and the average attendance rate is 90% with very good qualifications. The results of interviews with students conducted via Google Forms and distributed by teachers regarding the use of positive discipline received a very positive response, with 97% giving a positive response. As a result, teachers must use positive discipline during distance learning. This shows that even though learning is distance learning, critical assessment of learning can still be carried out. Average attendance is 90% with excellent qualifications. The results of interviews with students conducted via Google Forms and distributed by teachers regarding the use of positive discipline received a very positive response, with 97% giving a positive response. As a result, teachers must use positive discipline during distance learning. This shows that even though learning is distance learning, critical assessment of learning can still be carried out. Average attendance is 90% with excellent qualifications. The results of interviews with students conducted via Google Forms and distributed by teachers regarding the use of positive discipline received a very positive response, with 97% giving a positive response. As a result, teachers must use positive discipline during distance learning. This shows even though learning is distance learning, critical assessment of learning can still be carried out.

The Effect of the Number Heads Together (NHT) Learning Model on Critical Thinking in Geography Subjects at SMA Angkasa 1 Jakarta

One of the educational challenges is the lack of a strong learning process in the classroom, students are not encouraged to develop thinking skills. As a result, a teacher must take a step forward. The learning process needs to be changed so that students become the center of learning and can be achieved in various ways, including the use of the Numbered Head Together (NHT) learning model. The aim of this research is to determine the effect of the Number Heads Together (NHT) learning model on critical thinking in Geography subject at Angkasa 1 Jakarta High School. The research method uses quasi-experimental research (Quasi Experiment). The research subjects consisted of two classes, namely the experimental class and the control class. Data was collected using a test instrument in the form of a description. The results showed that the t test obtained a significance of 0.180 > 0.05, so there was an influence of the Number Heads Together (NHT) learning model on critical thinking in geography subjects at SMA Angkasa 1 Jakarta.
 Keywords: Number Heads Together (NHT) Model, Critical Thinking, Geography Learning