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All Journal GEA, Jurnal Pendidikan Geografi QOSIM: Jurnal Pendidikan, Sosial & Humaniora International Journal of Geography, Social, and Multicultural Education (IJGSME) Reskilling : Jurnal Ilmu Pendidikan Jurnal Pendidikan Geosfer
Triana, Igna Juli
Departemen Pendidikan Geografi, FPIPS Universitas Pendidikan Indonesia
Religion Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Geography Teachers’ Perceptions and Attitudes Toward Paradigm Shifts in Learning Through Deep Learning Approaches Triana, Igna Juli; Yani, Ahmad; Pratiwi, Rahayuni Tyas
Jurnal Pendidikan Geografi Gea Vol 25, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/gea.v25i2.85964

Abstract

This study explored geography teachers’ perceptions and attitudes toward the paradigm shift in learning through the Deep learning approach within Indonesia's Merdeka Curriculum. Using a convergent mixed-methods design, data were collected from 50 geography teachers across West Java through structured questionnaires and open-ended responses. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The results showed that most teachers had positive (56%) or very positive (28%) perceptions of Deep learning, although conceptual understanding remained moderate. Attitudinal responses were even stronger, with 52% of participants exhibiting very positive attitudes, particularly in terms of motivation, collaboration, and willingness to adapt. However, teachers expressed concerns about their readiness, challenges in lesson design, student learning habits, technology integration, and inadequate school infrastructure. Despite these obstacles, the findings suggest a strong professional commitment to adopting Deep Learning approaches, provided that sufficient training and institutional support are available. The study contributes to a deeper understanding of how subject-specific educators respond to curricular innovations and emphasizes the importance of equipping teachers for sustainable implementation. In addition, support from school principals and policymakers is highly expected to create a conducive and equitable learning environment. This research provides important recommendations for the development of educational policies and practices that are able to support meaningful and sustainable learning.
Students' and Teachers' Perceptions on the Implementation of Contextual Learning Based on Local Potential: A Case Study of Economic Geography in Cirebon Regency Pratiwi, Rahayuni Tyas; Ningrum, Epon; Triana, Igna Juli
Jurnal Pendidikan Geografi Gea Vol 25, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/gea.v25i2.85978

Abstract

This study aims to describe how the implementation of contextual learning based on local potential, as well as describe the perception of students and teachers in Cirebon Regency. The method used is quantitative descriptive. The data collection technique was carried out through the distribution of questionnaires for students and teachers for several schools that are close to local potential sources such as the batik and Trusmi industry, pottery businesses, salt ponds, and leather cracker businesses. The results of the study showed that students had a high interest in contextual learning based on local potential.  the impact of contextual learning of real life is 39% students strongly agree and 65% students agree. And teachers' perception of contextual learning in geography, as many as 91% of teachers have a good understanding of the basic principles of the contextual approach. In addition, 92% of teachers believe that contextual learning can improve students' understanding of geography subjects. Some schools supported by institutions have implemented contextual learning processes based on local potential. However, on the other hand, this study shows that there are obstacles in the contextual learning process. Among them are time constraints, and support from schools. This study concludes that contextual learning based on local potential has a positive impact on improving the meaning and quality of geography learning. As well as being able to increase students' love for their respective regions. Therefore, teacher training and sustainable education policies are needed to support the integration of local potential into the learning curriculum.
Analisis Butir Soal Multiple Choice Materi Posisi Strategis Indonesia dan Potensi SDA Kelas XI SMA Aulia Nailatu Az-zakia Rahmani; Rizka Rahmalia; Windy Ariyanti; Mamat Ruhimat; Dina Siti Logayah; Igna Juli Triana
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 3 No 3 (2025): 2025
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v3i3.1220

Abstract

Pendidikan abad ke-21 menuntut adanya transformasi paradigma pembelajaran yang berorientasi pada pengembangan Higher Order Thinking Skills (HOTS) untuk meningkatkan kemampuan analisis, evaluasi, dan sintesis peserta didik. Tantangan ini menuntut pendidik merancang instrumen penilaian yang berkualitas dan sesuai dengan standar internasional. Penelitian ini bertujuan untuk menganalisis kualitas butir soal multiple choice pada materi posisi strategis Indonesia dan potensi sumber daya alam untuk siswa kelas XI SMA. Pendekatan penelitian menggunakan kuantitatif deskriptif dengan sampel 38 siswa yang dipilih melalui teknik random sampling. Instrumen penelitian berupa 30 butir soal geografi berbasis HOTS yang diuji menggunakan analisis validitas, reliabilitas, tingkat kesukaran, daya pembeda, dan efektivitas pengecoh. Hasil penelitian menunjukkan bahwa 27 butir soal (90%) dinyatakan valid, reliabilitas instrumen tinggi (r = 0,913), tingkat kesukaran didominasi kategori sedang (70%), daya pembeda soal berada pada kategori sedang (66%), baik (30%), dan kuat (3%), serta 81,33% opsi jawaban efektif
ANALISIS BUTIR SOAL MULTIPLE CHOICE MATERI LINGKUNGAN BERKELANJUTAN XI: PENDEKATAAN EVALUASI PEMBELAJARAN UNTUK PEMBANGUNAN KARAKTER EKOLOGIS koswara, mara bira; tisani, salwa dhia; putri, imelda triana; ruhimat, mamat; logayah, Dina siti; triana, igna juli
Reskilling Vol. 1 No. 2 (2025)
Publisher : CV. AKIRA JAVA BULU

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Menghadapi tantangan abad ke-21, pendidikan Indonesia menekankan penerapan soal Higher Order Thinking Skills (HOTS) untuk melatih kemampuan berpikir kritis, kreatif, dan pemecahan masalah. Soal HOTS mencakup analisis (C4), evaluasi (C5), dan kreasi (C6), mendorong siswa tidak hanya menghafal tetapi juga memahami dan menyelesaikan masalah, termasuk isu lingkungan yang kompleks. Materi lingkungan berkelanjutan di kelas XI SMA penting untuk membangun kesadaran ekologis dan tanggung jawab siswa terhadap pelestarian alam. Penyusunan soal HOTS memerlukan langkah sistematis, mulai dari pemilihan Kompetensi Dasar, penyusunan indikator berbasis ABCD (audiens, perilaku, kondisi, derajat), hingga pembuatan kisi-kisi soal. Penelitian ini bertujuan menganalisis soal pilihan ganda materi lingkungan berkelanjutan bagi siswa kelas XI SMAN 1 Kandanghaur dan SMA Pesantren Unggulan AL-BAYAN. Pelaksanaan dilakukan pada April–Mei 2025 melalui platform Quizizz. Analisis soal mengacu pada prinsip indikator ABCD dan pedoman mutu evaluasi Sunartana (1986). Aspek yang dikaji meliputi validitas, reliabilitas, tingkat kesukaran, daya pembeda, dan efektivitas pengecoh. Selain itu, berdasarkan taksonomi Anderson dan Krathwohl (2001), soal dianalisis untuk mengukur pengetahuan, sikap, dan keterampilan secara utuh.
The Suitability of HOTS-Based Geography Questions in Terms of Validity, Reliability, and Effectiveness of Distractors Andreas Sito Saputra; Siti Julpa; Mamat Ruhimat; Dina Siti Logayah; Igna Juli Triana
International Journal of Geography, Social, and Multicultural Education Vol. 3 No. 3 (2026): 1 February 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v3n3.p14-22

Abstract

This research is based on the importance of preparing evaluation instruments that are able to measure higher order thinking skills in a valid, reliable, and fair manner. Therefore, the purpose of this study is to analyze the quality of question items in Higher Order Thinking Skills (HOTS)-based Geography subjects that have been tested on class XI students of SMAN 2 Cikampek in the 2024/2025 academic year. The method used is descriptive with a quantitative approach, with a sample of 30 students selected randomly. The research instrument was in the form of 20 multiple choice questions that were done online through the Quizizz platform. Data analysis techniques include validity testing using product moment correlation, reliability testing using the Kuder-Richardson formula (KR-21), as well as analysis of difficulty level, differentiating power, and the effectiveness of exacerbators. The results showed that 14 out of 20 questions (70%) were valid with a high reliability value of 0.8122. Based on the level of difficulty, 65% of questions are classified as easy and 35% are classified as moderate, without any difficult category questions. Differentiating power analysis showed that 57% of the questions were categorized as very good, 21% as good, and the rest were classified as sufficient and insufficient. Meanwhile, most of the exemptions did not function optimally. These findings indicate that although most questions have met the criteria for good quality, improvements are still needed, especially in the aspect of exemptions.
Pengalaman Kuliah Kerja Lapangan sebagai Sumber Belajar Kontekstual dalam Pembelajaran Geografi Pesisir: Persepsi Mahasiswa Pendidikan Geografi Rahayuni Tyas Pratiwi; Igna Juli Triana; Asep Mulyadi; Arya Anggara
Jurnal Pendidikan Geosfer Vol. 11 No. 1 (2026): Jurnal Pendidikan Geosfer
Publisher : Universitas Syiah Kuala, Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpg.v11i1.202-220

Abstract

Penelitian ini bertujuan mengkaji bagaimana mahasiswa Pendidikan Geografi memaknai pengalaman Kuliah Kerja Lapangan (KKL) di wilayah pesisir Kepulauan Seribu sebagai sumber belajar kontekstual dalam pembelajaran geografi pesisir, serta mengidentifikasi fenomena pesisir yang berpotensi dikembangkan sebagai bahan ajar. Penelitian menggunakan pendekatan mixed-methods desain concurrent embedded. Populasi adalah mahasiswa Pendidikan Geografi Angkatan 2023 yang mengikuti KKL di Pulau Pramuka, Pulau Pari, dan Pulau Tidung, dengan sampel 66 mahasiswa (kuesioner) dan 2 mahasiswa (wawancara) yang dipilih secara purposive. Data dikumpulkan melalui kuesioner Likert 25 item dan wawancara mendalam semi terstruktur, lalu dianalisis secara deskriptif (persentase dan rata-rata per item, diuji reliabilitasnya dengan Cronbach's alpha) untuk data kuantitatif, serta analisis tematik dan triangulasi untuk data kualitatif. Hasil menunjukkan mahasiswa memandang pengalaman KKL relevan sebagai sumber belajar kontekstual (76,3% setuju/sangat setuju), berkontribusi terhadap pemahaman konsep dan berpikir kritis (72,1%), serta berpotensi dikembangkan menjadi bahan ajar bervisual dan berbasis peta (77,0%). Wawancara memperdalam temuan bahwa nilai pembelajaran KKL tidak melekat otomatis pada kegiatannya, melainkan bergantung pada bagaimana pengalaman itu dimaknai kembali, termasuk kesadaran kritis terhadap regulasi lahan pesisir dan efektivitas konservasi yang tidak tertangkap kuesioner. Penelitian menyarankan pengalaman lapangan dirancang disertai refleksi terstruktur agar potensinya sebagai sumber belajar kontekstual termanfaatkan optimal.   ABSTRACT This study examines how Geography Education students make meaning of their field study (Kuliah Kerja Lapangan/KKL) experience in the coastal area of Kepulauan Seribu as a contextual learning resource for coastal geography education, and identifies coastal phenomena perceived as having the greatest potential for development into instructional material. The study employed a mixed-methods approach with a concurrent embedded design. The population comprised 2023-cohort Geography Education students who completed KKL on Pramuka, Pari, and Tidung Islands, with a purposively selected sample of 66 students (questionnaire) and 2 students (interviews). Data were collected through a 25-item Likert questionnaire and semi-structured in-depth interviews, then analyzed descriptively (percentages and item means, with reliability tested using Cronbach's alpha) for quantitative data, and through thematic analysis and triangulation for qualitative data. Results show students perceived their KKL experience as relevant as a contextual learning resource (76.3% agree/strongly agree), contributing to conceptual understanding and critical thinking (72.1%), and holding strong potential for development into instructional material supported by visual data and maps (77.0%). Interviews further revealed that the pedagogical value of fieldwork is not inherent to the activity itself but depends on how the experience is subsequently reinterpreted, including critical awareness of coastal land-use regulation issues and conservation program effectiveness not captured by the questionnaire. The study recommends pairing field experiences with structured reflection to optimize their potential as a contextual learning resource.  
Co-Authors ahmad yani Andreas Sito Saputra Arya Anggara Asep Mulyadi Aulia Nailatu Az-zakia Rahmani Dina Siti Logayah Dina Siti Logayah Epon Ningrum koswara, mara bira Mamat Ruhimat, Mamat putri, imelda triana Rahayuni Tyas Pratiwi Rizka Rahmalia Siti Julpa tisani, salwa dhia Windy Ariyanti