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All Journal J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan Transformatif
Bambang Syaeful Hadi
Universitas Negeri Yogyakarta
Earth & Planetary Sciences Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Neuroscience Other

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Peran Strategis Indonesia di Samudra Hindia dalam Dinamika Geopolitik Regional Khumar Shubham; Risa Amalia Kurniawati; Sri Ratna Sari; Rizky Arfiyanto; Bambang Syaeful Hadi; Gunawan Santoso
Jurnal Pendidikan Transformatif (JPT) Vol. 3 No. 7 (2024): Desember 2024
Publisher : Yayasan Aya Sophia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9000/jpt.v3i6.2059

Abstract

The Indian Ocean plays a strategic role in regional geopolitics, particularly as a global trade route and a rich source of natural resources. Indonesia, with its strategic geographical position, plays a vital role in maintaining regional stability. This article examines Indonesia's role in maritime security, regional cooperation through forums such as the Indian Ocean Rim Association (IORA), and the challenges faced, including transnational threats such as piracy, human trafficking, and environmental degradation. Through maritime diplomacy and strengthening national capacity, Indonesia seeks to enhance its influence as a maritime nation. This study employs a descriptive qualitative method by analyzing policy literature related to geopolitics and maritime security. The findings highlight the importance of regional collaboration in addressing challenges in the Indian Ocean and Indonesia's strategic position in the region's geopolitical dynamics.
Pengaruh Ekoliterasi dan Literasi Spasial Terhadap Kemampuan Pemecahan Masalah Lingkungan Siswa Novi Aulia Sari; Bambang Syaeful Hadi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.18636

Abstract

This study aims to analyze the levels of ecoliteracy, spatial literacy, and environmental problem-solving ability among high school students in Medan City, as well as to examine the influence of ecoliteracy and spatial literacy on students’ environmental problem-solving abilities. This research employed a correlational design using a survey approach. The participants consisted of 343 high school students in Medan City, selected through proportional random sampling. The research instruments included tests and questionnaires. The ecoliteracy test instrument for the environmental knowledge dimension and the spatial literacy test were scored dichotomously, while the ecoliteracy questionnaire measuring environmental care attitudes and environmental problem-solving ability was assessed using a Likert scale. Data were analyzed using SEM-PLS analysis with SmartPLS 3 software. The results showed that: (1) ecoliteracy had a significant effect on students’ environmental problem-solving ability, as indicated by a t-statistic value of 11.378 and a p-value of 0.000; (2) spatial literacy also had a significant effect on environmental problem-solving ability, with a t-statistic value of 9.093 and a p-value of 0.000; and (3) ecoliteracy and spatial literacy jointly contributed 56.4% to students’ environmental problem-solving ability, which is categorized as moderate. This study provides empirical evidence that ecoliteracy and spatial literacy are two complementary constructs in shaping students' environmental problem-solving abilities. Through the integration of these competencies and the use of geospatial technology, students can develop evidence-based and contextual solutions, enabling them to become a generation that is responsive to real-world environmental challenges such as climate change and other complex environmental issues.
Integration of GIS Technology and STEM in Geography Learning to Improve Students' Spatial Thinking Skills Nurmuhniyanti M Hubaib; Bambang Syaeful Hadi
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.37723

Abstract

The integration of Geographic Information System (GIS) technology and the STEM approach in geography education remains limited, particularly due to teachers’ insufficient technological proficiency. This study examines the partial and interactive effects of GIS based instruction and STEM-oriented learning on the spatial thinking skills of senior high school students. A quasi-experimental 2 × 2 factorial design was employed, involving 136 students drawn from intact geography classes, where individual randomization was not feasible. Spatial thinking skills were measured using a validated and reliable test instrument. Data were analyzed using descriptive statistics and two-way ANCOVA. The results indicated a significant main effect of GIS (η²p = 0.657, large effect), a moderate effect of STEM (η²p = 0.093), and a moderate-to-large interaction effect between GIS and STEM (η²p = 0.128). These results indicate that the combined implementation of GIS and STEM provides stronger support for the development of students’ spatial thinking skills than either approach applied independently. This study contributes conceptually by clarifying the role of GIS as a cognitive mediator within STEM-based geography learning, thereby extending existing research that has predominantly emphasized the technical application of GIS or the isolated effects of STEM instruction.
Co-Authors Gunawan Santoso Khumar Shubham Novi Aulia Sari Nurmuhniyanti M Hubaib Risa Amalia Kurniawati Rizky Arfiyanto Sri Ratna Sari