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All Journal Jurnal Terapan Abdimas Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi Sumatra Journal of Disaster, Geography and Geography Education Jurnal Geografi Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Geografi JURNAL BUANA JURNAL PENDIDIKAN TAMBUSAI Ensiklopedia of Journal Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Didaktik : Jurnal Ilmiah PGSD STKIP Subang Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Journal of Education and Teaching Learning Indo-MathEdu Intellectuals Journal YASIN: Jurnal Pendidikan dan Sosial Budaya Al-DYAS : Jurnal Inovasi dan Pengabdian kepada Masyarakat Innovative: Journal Of Social Science Research Jurnal Buana JURNAL BUANA Jurnal Geografi, Lingkungan dan Kesehatan
Rery Novio
Universitas Negeri Padang
Arts Humanities Computer Science & IT Earth & Planetary Sciences Education Engineering Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Analisis Sadar Bencana Melalui Pembelajaran Geografi: Studi Literatur Asep, Asep; Novio, Rery
Jurnal Geografi, Lingkungan dan Kesehatan Vol 2 No 1 (2024): Jurnal Geografi, Lingkungan dan Kesehatan
Publisher : Program Studi Pendidikan Geografi Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jglk.2.1.13673

Abstract

Penelitian ini bertujuan memberikan deskripsi terkait pendidikan geografi melalui pembelajaran geografi dalam rangka peningkatan kesadaran bencana. Penelitian ini disusun dengan metode deskriptif kualitatif dengan melakukan studi literatur berdasarkan penelitian yang berhubungan dengan penelitian ini. Hasil analisis literatur menunjukan bahwa Pembelajaran geografi memiliki peran yang krusial dalam meningkatkan kesadaran bencana di kalangan siswa. Dalam konteks ini, pemahaman akan faktor-faktor yang memicu bencana alam, seperti topografi, iklim, dan geologi, menjadi landasan yang penting. Melalui pembelajaran geografi, siswa tidak hanya memahami bagaimana lingkungan fisik memengaruhi terjadinya bencana, tetapi juga dapat mengidentifikasi daerah-daerah yang rentan terhadap ancaman tersebut. Selain itu, pembelajaran geografi memberikan wawasan yang mendalam tentang dampak sosial dan ekonomi dari bencana. Siswa belajar tentang kerentanan sosial, distribusi kerusakan, dan ketidaksetaraan dalam pemulihan pasca-bencana, yang semuanya merupakan aspek penting dalam pemahaman menyeluruh tentang bencana. Pendekatan pembelajaran yang melibatkan proyek, teknologi, dan studi kasus membantu siswa mengembangkan keterampilan praktis, seperti analisis spasial, pemetaan risiko, dan pengambilan keputusan berbasis data, yang esensial dalam manajemen bencana. Selain itu, pembelajaran geografi juga berpotensi untuk mempengaruhi sikap dan perilaku siswa terkait bencana. Dengan menjadi lebih sadar akan pentingnya kesiapsiagaan dan mitigasi bencana, siswa menjadi lebih cenderung terlibat dalam upaya perlindungan diri sendiri dan komunitas mereka, membentuk masyarakat yang lebih tangguh terhadap ancaman bencana alam
ANALISIS POTENSI DAN SEBARAN AGROWISATA DI KABUPATEN SOLOK Rery Novio; Azizah Qairunnisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.23916

Abstract

This study aims to (1) Know the Potential of Agritourism in Solok Regency. (2) Know how the distribution of agro-tourism in Solok Regency. Descriptive qualitative research type. Selection of research informants by purposive sampling consisting of 6 informants, namely 2 managers, 3 visitors and 1 trader. Data collection techniques by means of field observations, interviews or interviews and documentation. Data analysis techniques from field notes, data reduction, data presentation, data verification and conclusion drawing. The results showed that agritourism in Solok Regency has the potential, namely 1) The attractions of the three attractions are beautiful and green natural scenery, parks, playgrounds, strawberry monuments and fruit picking tours and cultivation of ornamental plants. 2) Amenity, namely guard posts, toilets, parking lots, prayer rooms, stalls, entrance tickets, direction boards, rest areas, trash cans, photo spots. 3) Accessibility, namely the ease of reach to the tourist attraction, at the Sirukam Dairy Fram tourist attraction the road conditions are good and the quality of the road has been paved and access to the tourist attraction is far from the center of the highway, the Dzjikho Strawberry Garden tourist attraction is very strategic and the road conditions are still not good because the road is still gravel and not paved and access to the Alahan Panjang Tea Garden tourist attraction is relatively easy to access because the road to the tourist attraction is in the center of the highway and the road conditions have been paved. 4) Anciliary of the three attractions, namely guide services, Camping Ground (camping area), security posts, Wi-Fi, lodging or homestay. The distribution of agro-tourism in Solok district is very diverse and spread across several sub-districts with varying areas and has diversity ranging from livestock, agriculture, and plantations that make tourists make Solok district one of the tourist destinations and a unique and interesting experience for tourists.
Penerapan Media Pembelajaran Berbasis Genially untuk Meningkatkan Hasil Belajar Geografi Bagi Siswa Kelas XI di SMA Swasta Cendana Mandau Fadhil, Alifiah Azizah Al; Novio, Rery
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i1.2616

Abstract

The purpose of this research is to determine whether the application of Genially as a learning medium can improve Geography learning outcomes at Cendana Mandau Private High School. The method used is a pre-experimental method with a one-group pretest-posttest design. The subjects in this study were 21 students in Class IX, Package 5. Data collection techniques included pre-test and post-test questions, as well as student response questionnaires. Test results were analyzed using SPSS for IKBM and student responses using descriptive analysis. Data analysis involved normality tests, homogeneity tests, and hypothesis testing. The research results indicate that the t-test significance value (2-tailed) for the pretest and posttest is 0.000 < 0.05, meaning Ha is accepted, indicating an improvement in learning outcomes with the application of the Genially medium. Therefore, it can be concluded that using Genially-based media can enhance the learning outcomes of students in Class XI, Package 5, at Cendana Mandau Private High School.
Pelatihan Perangkat Ajar IPS Berbasis Culturally Responsive Teaching bagi Guru MGMP IPS Kota Padang Yefterson, Ridho Bayu; Rery Novio; Ratna Wilis; Ray Silva
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 7 No 4 (2025): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v7i4.1604

Abstract

Guru IPS memerlukan penguatan profesional agar mampu merancang pembelajaran yang relevan dengan keragaman sosial-budaya peserta didik. Pengajaran yang responsif secara budaya (Culturally Responsive Teaching/CRT) menekankan peran aktif guru dalam mengaitkan materi IPS dengan identitas, pengalaman, dan konteks budaya peserta didik melalui interaksi kelas yang inklusif. Kegiatan pengabdian ini bertujuan memberikan pelatihan CRT (melalui rangkaian pelatihan pendekatan CTRL yang digunakan dalam kegiatan) untuk meningkatkan kompetensi guru IPS anggota MGMP IPS Kota Padang dalam memahami prinsip CRT, merancang modul/RPP IPS berbasis kearifan lokal, serta menyiapkan strategi pembelajaran dan asesmen yang lebih responsif budaya. Dampak terhadap pembelajaran IPS yang lebih bermakna bagi peserta didik diposisikan sebagai outcome yang diharapkan melalui implementasi perangkat ajar yang disusun, namun tidak diukur secara langsung pada kegiatan ini. Metode pelaksanaan terdiri atas empat langkah, yaitu persiapan dan sosialisasi, kegiatan inti 1 (pembinaan), kegiatan inti 2 (pelatihan perancangan perangkat ajar dengan pendekatan CTRL), dan tahap pemberdayaan/evaluasi. Hasil kegiatan menunjukkan guru memperoleh pengetahuan dan strategi untuk mengaitkan pembelajaran IPS dengan latar budaya, yang tercermin pada modul/RPP yang disusun. Selain itu, berdasarkan kegiatan diseminasi perangkat ajar, sebanyak 90% guru melaporkan telah menerapkan prinsip pembelajaran responsif budaya dalam praktik pembelajaran sehari-hari.
Pengaruh Penerapan Asesmen Digital Berbasis Zep Quiz Terhadap Penguasaan Materi Peta Pada Kelas X Di SMA Negeri 1 Bukittinggi Rahmania Rizka Rahayu; Rery Novio
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46363

Abstract

Penelitian ini bertujuan (1) mengetahui tingkat penguasaan materi peta oleh murid setelah penerapan asesmen digital berbasis Zep Quiz di SMA Negeri 1 Bukittinggi, (2) mengetahui pengaruh penerapan asesmen digital berbasis Zep Quiz terhadap penguasaan materi peta pada kelas X di SMA Negeri 1 Bukittinggi. Metode penelitian yang digunakan adalah metode penelitian eksperimen semu (Quasi Ekperiment). Pengambilan sampel dilakukan dengan teknik Random Sampling. Sampel yang digunakan dalam penelitian ini adalah murid kelas X E4 sebagai kelas kontrol menggunakan pembelajaran konvensional dan murid kelas X E2 sebagai kelas eksperimen yang menggunakan media Zep Quiz. Pengambilan data menggunakan instrument pre-test dan post-test yang telah diuji validitas dan reliabilitasnya. Teknik analisis data yang digunakan berupa uji validitas, reliabilitas, homogenitas, tingkat kesukaran, daya beda, normalitas, T-Test, dan uji N-Gain. Hasil penelitian menunjukkan bahwa: (1) penerapan asesmen digital berbasis Zep Quiz pada pembelajaran Geografi memberikan pengaruh positif pada penguasaan materi peta dilihat dari empat ranah kognitif yaitu mengetahui, memahami, menerapkan, dan menganalisis, dan (2) penggunaan asesmen digital berbasis Zep Quiz berpengaruh signifikan dalam meningkatkan penguasan materi peta dalam pembelajaran Geografi. Temuan ini ditunjukkan dengan adanya peningkatan nilai rata-rata murid dari hasil pretest sebelum pembelajaran sebesar 65,73 hingga nilai posttest setelah proses pembelajaran dilaksanakan sebesar 84,43. Dari uji hipotesis (Uji-T) diperoleh nilai Sig sebesar 0,001<0,005, rata-rata N-Gain kelas eksperimen 0,57 (kategori sedang) dapat disimpulkan bahwa variable independent (X) yaitu penggunaan asesmen digital berbasis Zep Quiz pada materi peta memiliki pengaruh secara simultan terhadap variable dependen (Y) yaitu penguasaan materi murid kelas X di SMA Negeri 1 Bukittinggi.
Pengaruh Self-Regulated Learning terhadap Hasil Belajar Geografi dengan Observasi Sebaya sebagai Moderator Putri Irwan, Safana; Rery Novio
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45509

Abstract

This study is motivated by the suboptimal level of students' self-regulated learning (SRL), which affects geography learning outcomes. The purpose of this study is to analyze the effect of self-regulated learning on geography learning outcomes and to examine whether peer observation acts as a moderating variable. This study uses a quantitative method with a causal approach and a non-experimental design. The sample consists of 30 tenth-grade students of MAN 1 Kampar selected using purposive sampling. Data were collected through SRL questionnaires, geography learning outcome tests, and peer observation sheets. Data analysis was conducted using simple linear regression and moderated regression analysis. The results show that self-regulated learning affects students' geography learning outcomes. However, peer observation does not significantly moderate the relationship. In conclusion, SRL is the main factor influencing learning outcomes, while peer observation has not been proven as a moderating variable.
STUDI KOMPARATIF KELAYAKAN ISI BUKU TEKS GEOGRAFI KELAS XI Imam Munandar; Rery Novio
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17675

Abstract

Penelitian ini bertujuan menganalisis kelayakan isi tiga buku teks Geografi Kelas XI Kurikulum Merdeka terbitan Kemendikbudristek, Erlangga, dan Bumi Aksara berdasarkan empat karakteristik: 1) kesesuaian materi dengan Capaian Pembelajaran BSKAP No. 046/H/KR/2025, 2) keakuratan konsep, 3) kedalaman dan keluasan materi, serta 4) relevansi dengan perkembangan ilmu. Penelitian menggunakan metode kualitatif dengan pendekatan analisis isi. Objek penelitian adalah dokumen buku teks Geografi Kelas XI. Instrumen berupa lembar analisis isi yang divalidasi ahli materi. Teknik pengumpulan data menggunakan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan model Miles dan Huberman. Uji keabsahan data menggunakan kredibilitas, dependabilitas, dan konfirmabilitas. Hasil penelitian menunjukkan ketiga buku dinyatakan sangat layak digunakan. Buku Erlangga memperoleh skor tertinggi 95% dengan kategori Sangat Layak, unggul pada kedalaman studi kasus tiap provinsi dan relevansi teknologi melalui integrasi SIG, IPCC AR6, dan InaTEWS/InaRISK. Buku Kemendikbudristek memperoleh skor 94,5% kategori Sangat Layak, unggul pada keselarasan redaksi CP dan keakuratan konsep dengan 95% data valid merujuk BIG, BPS 2024, dan BNPB. Buku Bumi Aksara memperoleh skor 92,25% kategori Sangat Layak, unggul pada konteks data demografi BPS 2024 dan kebijakan nasional RPJMN. Temuan ini sejalan dengan penelitian Santoso et al. (2024) bahwa buku Kurikulum Merdeka memiliki kelayakan isi 93%. Disimpulkan bahwa ketiga buku telah selaras dengan CP, namun guru tetap memerlukan pendampingan implementasi dan pengembangan LKPD diferensiasi agar capaian pembelajaran tercapai optimal. [i]
PENGARUH MODEL PEMBELAJARAN SOMATIC, AUDITORY, VISUAL, INTELLECTUAL (SAVI) TERHADAP KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK FASE E DALAM PEMBELAJARAN GEOGRAFI Saadah, Walhidayatul; Rery Novio
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51025

Abstract

This study aims to analyze the effect of the SAVI learning model (Somatic, Auditory, Visual, Intellectual) on critical thinking skills of phase E students in geography learning. This study uses a quantitative method with a One-Group Pretest-Posttest pre-experimental design. The research sample consisted of 33 phase E7 class students. Data were obtained through pretest and posttest tests as well as questionnaires. The results showed an increase in the average student score from 59.6 in the pretest to 85.3 in the posttest. The Shapiro-Wilk normality test showed that the data were normally distributed. The average N-Gain value of 0.62 indicated an increase in critical thinking skills in the moderate category. The T-test showed a significance value of 0.001. Overall, the SAVI model provided students with the opportunity to develop their understanding through direct experience, listening to explanations, viewing visual representations, and engaging in critical thinking activities, especially on the hydrosphere (water cycle) material.
PENGARUH PENDEKATAN DEEP LEARNING BERBANTU WEB BLOOKET DALAM MENINGKATKAN KEMAMPUAN CRITICAL THINKING SISWA PADA PELAJARAN GEOGRAFI KELAS XI SMA NEGERI 1 SITIUNG Dwi Novarini, Febriani; Novio, Rery
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53080

Abstract

Critical thinking is one of the essential competencies required in 21st-century learning. However, students' critical thinking skills remain relatively low due to teacher-centered learning practices. This study aimed to determine the effect of a Deep Learning approach assisted by Web Blooket on students' critical thinking skills in Geography learning. The research employed a quantitative approach using a Quasi Experimental Design with a Pretest-Posttest Control Group Design. The sample consisted of class XI F4 as the experimental class and class XI F6 as the control class at SMA Negeri 1 Sitiung. Data were collected using critical thinking tests based on Ennis indicators and analyzed through normality tests, homogeneity tests, N-Gain tests, and Independent Sample t-tests. The results showed that students' critical thinking skills increased after the implementation of Deep Learning assisted by Web Blooket. The hypothesis test yielded a significance value of 0.004 (<0.05), indicating a significant effect of the treatment on students' critical thinking skills. The highest increase occurred in the Advanced Clarification indicator (67%), while the lowest increase was found in the Basic Support indicator (14%). Therefore, the Deep Learning approach assisted by Web Blooket can be used as an effective alternative to improve students' critical thinking skills in Geography learning
PENGARUH MODEL PEMBELAJARAN CHALLENGE BASED LEARNING (CBL) BERBASIS LABORATORIUM KEHIDUPAN TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN GEOGRAFI Rifa Fitriyah F; Rery Novio
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63553

Abstract

This study aims to (1) Determine how the application of the Challenge Based Learning learning model based on life laboratories affects students' critical thinking skills in geography learning; (2) determine the effect of the Challenge Based Learning learning model based on life laboratories on students' critical thinking skills in geography learning. The research method used is the Quasi Experiment research method. The sample in this study consisted of E3 (control class) and X E5 (experimental class) which used the Challenge Based Learning model. Data were obtained from tests and a questionnaire. The results of the study showed that: (1) The application of the Challenge Based Learning (CBL) learning model based on life laboratories on students' critical thinking skills in geography learning had a positive effect on students' critical thinking skills, (2) The effect of the Challenge Based Learning learning model based on life laboratories on students' critical thinking skills in geography learning. This finding is shown in the increase in the average student score from the pretest result of 61.57 to the posttest average of 84.00. From the results of the average N-gain of the experimental class of 0.60 (quite effective category) it can be concluded that H0 is rejected and Ha is accepted because there is a difference in Geography learning outcomes between students who use the Challenge Based Learning model and students who use the conventional model at SMAN 1 V Koto Kampung Dalam. It can be concluded that the Challenge Based Learning model has a significant influence on geography learning.
Co-Authors Ahyuni ahyuni Ahyuni Ahyuni Aldyanti, Dinda Andiko Putra Anggreyni, Dara Annisa Ladia Fitri Aprizon Putra Ariusni Ariusni Artha, Dwirani Puspa Asep attika khusnul khotimah Aulia, Yona Azizah Qairunnisa Azrul Azrul Bayu Akbar Bigharta Bekti Susetyo cahayani, erika putri CHICI SARTIKA AYU Deded Chandra Dedi Hermon dion, nofrion Dwi Novarini, Febriani Eriskaputriyani ernawati . Fadhil Lailatul Ramadan Fadhil, Alifiah Azizah Al Fiana Aprilia, Gina Gusriani i Hastuti, Hera Helfia Edial Hellen Apriani Putri Ika WAHYUNI Imam Munandar Indriana Indriana Indriana Indriana, Indriana Intan Safitri, Intan Iswandi U Khairani Khairani Khairani Khairani Lumbantoruan, Rapika Maisyaqinah Qinah Mohammad Zohir Ahmad Muhamad Iqbal Muhammad Fadhlillah Muhammad Lukman Hakim, Muhammad Lukman Nafis, Ayubby Ibnu Najmi Najmi, Najmi Nisa, Rahmiyatin Nora. AN, Desri Nova, Sari Novira Esa Framujiastri nurindah indah mandasari Nurul Anggriani Pertiwi, Arizka Ratwo Maida Pramudia, Heru puja rizki bahari puspa dwi rahayu Putri Irwan, Safana Putri, Icha Yesika Putri, Novita Sari Putri, Sri Kandi rahayu, nadia Rahmah Fadillah Rahmanelli Rahmanelli Rahmania Rizka Rahayu Rahmatul Husni rahmi zulkhiati Ratna Wilis Ray Silva Resti Walensia reyhan hadiansyah Rifa Fitriyah F Rizqi Akbar Nofli Saadah, Walhidayatul Sari, Ratna Kurnia Sari, Yollit Permata Siti Aisyah Soya Shalati Muslimah Sri Mariya Surtani Surtani Syamsul Anwar Thamrin Thamrin Triani, Mike Ulfia Rahmi Umar, Iswandi Widya Prarikeslan Wiga Deswita Manik Yefterson, Ridho Bayu Yeni, Isra yulia fitri yanti Yurni Suasti Zikri, Afdhal Zurri Yati Khairi