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All Journal Psychology, Evaluation, and Technology in Educational Research ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Belantika Pendidikan
Aulia Amatullah
Universitas Negeri Malang
Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Pemanfaatan Teknologi Geospasial Untuk Meningkatkan Kompetensi Profesional Guru Geografi SMA Listyo Yudha Irawan; Aulia Amatullah; Siti Nur Farihah; Alfyananda Kurnia Putra; Nurul Ratnawati; Yuni Auliafani; Isha Pure
Belantika Pendidikan Vol 8, No 2 (2025)
Publisher : Kayon Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47213/bp.v8i2.436

Abstract

Abstract: This study aims to determine the effect of geospatial technology-based Pedagogical Content Knowledge (PCK) training as an effort to improve the professional competence of high school geography teachers. This study uses an ex post facto method, with a qualitative descriptive approach and data collection techniques through field observation, documentation, and pre-test and post-test questionnaires. The results of this study indicate that training in the use of geospatial technology based on Pedagogical Content Knowledge (PCK) has a significant effect on improving teachers' professional competencies, including a comprehensive understanding of the integrative concepts of pedagogy, content, and technology, an increase in the use of geospatial platforms such as Google Earth, Inarisk, and Inageoportal, and the ability to link learning materials with the use of spatial data. This activity is a strategic step in encouraging teachers to become more professional and prepared to face the challenges of the 21st century.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan Pedagogical Content Knowledge (PCK) berbasis teknologi geospasial sebagai upaya peningkatan kompetensi profesionalitas kepada guru geografi tingkat sekolah menengah atas. Penelitian ini menggunakan metode ex post facto, dengan pendekatan deskriptif kualitatif serta teknik pengumpulan data melalui observasi lapangan, dokumentasi dan pemberian kuesioner pre-test dan post-test. Hasil penelitian ini menunjukkan pelatihan pemanfaatan teknologi geospasial berbasis Pedagogical Content Knowledge (PCK) berpengaruh signifikan dalam meningkatkan kompetensi profesional guru, meliputi memahami secara utuh konsep integratif antara pedagogi, konten, dan teknologi, menunjukkan peningkatan dalam penggunaan platform geospasial seperti Google Earth, Inarisk, dan Inageoportal, serta mampu mengaitkan materi pembelajaran dengan penggunaan data spasial. Kegiatan ini menjadi langkah strategis dalam mendorong guru menuju profesionalisme dan kesiapan menghadapi tantangan abad ke-21
Is difficult item relevant to higher cognitive process level?: Proof from the geomorphology topic assessment based on Bloom’s and Marzano cognitive taxonomy Listyo Yudha Irawan; Siti Nur Farihah; Agus Dwi Febrianto; Aulia Amatullah; Nurul Ratnawati; Bayu Kurniawan
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 2 (2026): Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i2.290

Abstract

Assessment of learning outcomes needs to consider the appropriateness between the level of difficulty of questions and the cognitive level being measured, especially in Physical Geography–Geomorphology material that requires higher-order thinking skills (HOTS). This study aims to analyze the relationship between the level of difficulty of questions and cognitive levels as defined by Bloom's Taxonomy and Marzano's Taxonomy. The study employs a quantitative descriptive approach by developing ten essay-type questions classified according to both taxonomies. The difficulty level analysis was conducted using Classical Test Theory (CTT) with the parameter of the proportion of participants who answered correctly. The research results indicate that difficulty levels do not always correlate with cognitive levels. In Bloom's Taxonomy, C1 questions tend to be the easiest, while in Marzano's Taxonomy, C3 questions are actually easier than other levels. This demonstrates that difficulty levels and cognitive levels are two distinct concepts, so the perception that HOTS questions are always difficult is not entirely accurate. In conclusion, the development of assessment instruments must consider the relationship between learning objectives, cognitive levels, and item characteristics. The study recommends integrating HOTS-based learning into geomorphology material through the use of contextual media and geospatial technology to support meaningful assessment and the development of 21st-century skills.
Analysis of the Need for Innovative Use of Google Sites in Teaching Inland and Marine Geography Based on Student Characteristics Aulia Amatullah; Listyo Yudha Irawan; Yusuf Suharto; Hidayah Eka Fitriyah
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24433

Abstract

The development of digital technology in education is important to help students overcome difficulties in learning geography, especially abstract topics such as the hydrological cycle and marine water movements. This study aimed to develop interactive, contextual, and student-centered learning media using Google Sites for geography learning. The research used a Research and Development (R&D) approach with the 4D model, consisting of Define, Design, Development, and Dissemination stages. The study involved 35 students of class X at SMAN 1 Tumpang. Data were collected through classroom observations, questionnaires, and interviews distributed using Google Forms and analyzed descriptively. The results showed that students needed innovative digital learning media. About 68.6% of students preferred learning media containing contextual concepts and real-life examples, while 17.1% preferred collaborative learning features. In addition, 5.7% expected informative maps, and 8.6% wanted interactive quizzes. These findings indicate that Google Sites-based media can support effective and innovative geography learning.
Co-Authors Agus Dwi Febrianto Alfyananda Kurnia Putra Bayu Kurniawan Hidayah Eka Fitriyah Isha Pure Listyo Yudha Irawan Nurul Ratnawati, Nurul Siti Nur Farihah Yuni Auliafani Yusuf Suharto