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All Journal Indonesian Journal of Geography Pendidikan Geografi Forum Geografi GEA, Jurnal Pendidikan Geografi Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Geografi Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Geografi JURNAL BUANA JURNAL PENDIDIKAN TAMBUSAI Jurnal Kelautan Nasional International Journal of Educational Dynamics (IJEDS) JRTI (Jurnal Riset Tindakan Indonesia) Science and Environmental Journals for Postgraduate Jambura Geo Education Journal Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat YASIN: Jurnal Pendidikan dan Sosial Budaya MASALIQ: Jurnal Pendidikan dan Sains Langgam International Journal of Social Science Education, Art and Culture Al-DYAS : Jurnal Inovasi dan Pengabdian kepada Masyarakat AHKAM : Jurnal Hukum Islam dan Humaniora Jurnal Kependudukan dan Pembangunan Lingkungan (JKPL) Jurnal Buana Journal of Innovative and Creativity JURNAL BUANA
Dedi Hermon
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

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Tingkat Kesiapsiagaan Siswa dalam Menghadapi Bencana Banjir di SMA Negeri 1 Perhentian Raja Kabupaten Kampar Provinsi Riau Zulfina, Ilma; Hermon, Dedi
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10566

Abstract

Floods are one of the natural disasters that often occur in Indonesia, including in Riau Province. Kampar Regency, especially the Perhentian Raja area, is one of the areas prone to flood disasters. caused by the morphological and physical conditions of the area which is dominated by lowlands and surrounded by large rivers such as the Kampar and Siak rivers and other rivers in Kampar Regency. This research aims to 1). Knowing the impact of the flood disaster at SMA Negeri 1 Perhentian Raja, Kampar Regency, Riau Province. 2). Analyzing the level of preparedness of students facing flood disasters at SMA Negeri 1 Perhetian Raja, Kampar Regency, Riau Province, 3). Formulating a strategy for developing students' preparedness for flood disasters at SMA Negeri 1 Perhentian Raja. This research was conducted using mixed research (Mix Methods) with quantitative and qualitative approaches, and using the AHP method (analytical Hierarchy Proces) to formulate strategies for developing student preparedness. Data collection using interviews, questionnaires, FGD (Focus group discussion), and analysis) . The research results show that 1). The impact of the flood disaster at SMA Negeri 1stop Raja showed a light impact on the physical and environmental aspects of the school. 2). The level of preparedness of students in facing flood disasters at SMA Negeri 1 Perhentian Raja was obtained using 5 parameters. The total number of parameters entered the average index of 86.4% in the very prepared category. 3). The strategy for developing students' preparedness to face flood disasters at SMA Negeri 1 Perhentian Raja uses the method Analytical hierarchy proces got 9 alternatives. This alternative was formulated to reduce the risk of flood disasters at SMA Negeri 1 Perhentian Raja.
PENGARUH MEDIA DIGITAL ASSEMBLER EDU DALAM PEMBELAJARAN GEOGRAFI TERHADAP MOTIVASI BELAJAR SISWA KELAS XI SMA NEGERI UNGGULAN SUKMA NI: Penelitian Skripsi Laowo, Priska Jernih Ventari; Dedi Hermon
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i3.33904

Abstract

This study aims to analyze the role and impact of using the digital media Assemblr Edu in Geography learning on the learning motivation of eleventh-grade students at SMA Negeri Unggulan Sukma Nias. The research background arises from the low level of student motivation in Geography, which is characterized by passive participation, lack of interest in asking questions, and low activeness during the learning process. The research method employed is a quantitative approach with a quasi-experimental design involving two classes: an experimental class and a control class. The sampling technique used was total sampling, with all 64 students of grade XI Social Sciences serving as the research sample. The results show that the use of Assemblr Edu has a positive and significant effect on students’ learning motivation. This is evident from the significant differences between the two groups, with the mean score of the experimental class being much higher than that of the control class. However, the standard deviation values between the groups did not show a substantial difference. The t-test results also revealed a striking difference, with the experimental class obtaining a t-value of 23.314, compared to only 5.431 for the control class. Students in the experimental class demonstrated greater improvement in motivation, particularly in terms of attention, activeness, and self-confidence during the learning process. Therefore, the implementation of Assemblr Edu as a learning medium in Geography effectively enhances students’ learning motivation.
Model Pembelajaran RADEC dengan Media Interaktif untuk Meningkatkan Literasi dan Kemampuan Berpikir Kritis dalam Pembelajaran Geografi Rohani, Siti; Anwar, Syafri; Hermon, Dedi; Wijayanto, Bayu
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13275

Abstract

This study aims to analyze the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) learning model in improving students’ literacy and critical thinking skills in geography learning at the senior high school level. The need for this research arises from the consistently low literacy and higher-order thinking performance of Indonesian students in PISA and AKM, as well as the limited implementation of RADEC in geography. This study employed a one-group pretest–posttest quasi-experimental design involving 16 eleventh-grade students from SMA Negeri 3 Tebing Tinggi Barat, Riau Province. The instruments consisted of a literacy test based on AKM indicators and a critical thinking test adapted from Facione’s framework, which measured Interpretation, Analysis, and Evaluation. Data were analyzed using descriptive statistics, N-gain calculations, and paired-samples t-tests. The results showed a significant improvement (p < 0.05) in both variables, with N-gain scores of 0.40 for geographic literacy and 0.36 for critical thinking, categorized as moderate. These findings indicate that the RADEC model enhances students’ literacy and critical thinking through structured stages involving reading comprehension, answering tasks, collaborative discussion, explanation, and the creation of learning products. The study provides empirical evidence for the application of RADEC in geography learning and highlights its relevance to the Merdeka Curriculum.
Content Feasibility and 21st-Century Skill Support in Grade XII Geography Textbooks under Indonesia’s Merdeka Curriculum: A Content Analysis Anita Liliana; Bayu Wijayanto; Dedi Hermon
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8113

Abstract

Textbooks play a vital role in supporting learning and instructional delivery, particularly under Indonesia’s Merdeka Curriculum, which emphasizes not only academic standards but also the development of 21st-century competencies. This study evaluates the feasibility of Grade XII Geography (Phase F) textbooks and their integration of Problem-Based Learning (PBL), Project-Based Learning (PJBL), and 4C skills—critical thinking, creativity, communication, and collaboration. A quantitative content analysis was conducted on three widely used textbooks, selected purposively from senior high schools in Jambi City. The evaluation used a rubric based on national curriculum standards (BSKAP), textbook assessment frameworks, and 4C competency indicators. Each textbook was scored across five content feasibility standards, PBL/PJBL integration, and 4C skill representation. All textbooks demonstrated high feasibility, averaging 93% across content quality indicators. Book C exhibited the most comprehensive integration of PBL, PJBL, and 4C skills, offering diverse activities and assessment formats. Book A was strongest in fostering critical thinking, while Book B emphasized communication and collaboration. However, inconsistencies were noted in environmental engagement, digital resource use, and visual quality, particularly in Book B. While the textbooks align with curriculum objectives, refinements are needed to fully support innovative, student-centered learning. Recommendations include incorporating authentic environmental tasks, enhancing digital interactivity, and expanding project diversity. The study is limited by regional scope and rubric subjectivity; future research should include Grades X and XI and investigate links to student learning outcomes.
Development of Digital Teaching Modules to Enhance Differentiated Learning in Geography Subjects Md. Navri Zulirfan; Syafri Anwar; Dedi Hermon; Bayu Wijayanto
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8041

Abstract

Differentiated learning in geography education requires innovative digital resources that cater to diverse student learning styles. This study aimed to design, validate, and evaluate the effectiveness of a digital teaching module that supports differentiated instruction based on visual, auditory, and kinesthetic learning preferences for Phase E students at SMAN 2 Sungai Apit. This research employed a Research and Development (RD) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The product was validated by three experts (subject matter, media, and instructional design), tested for practicality through small and large group trials, and evaluated for effectiveness through pretest-posttest experimental design involving 63 students divided into experimental and control groups. Validation results showed the module was highly valid, with expert ratings of 91.5% (content), 90.15% (media), and 83.25% (instructional design). Practicality scores from student trials reached 81.35% (small group) and 83.21% (limited group), both classified as "very practical." The module's effectiveness was confirmed through a significant difference in posttest scores between the experimental group (M = 80.21) and the control group (M = 73.03), with p 0.001. The average N-Gain score for the experimental group was 66.45%, indicating moderate improvement. These findings suggest that the developed digital teaching module is a valid, practical, and effective tool to enhance differentiated learning in geography. Its structure supports personalized learning experiences and can serve as a scalable model for other contexts.
Enhancing Student Participation and Understanding of Social Studies Material through the Implementation of the STAD Model: A Classroom Action Research at SMP Negeri 57 Muaro Jambi Martono, Martono; Hermon, Dedi
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.6587

Abstract

This study aims to improve student learning outcomes and activeness in Integrated Social Sciences (IPS) learning through the implementation of the Student Team Achievement Division (STAD) cooperative learning model in class VIII of SMP Negeri 57 Muaro Jambi. The research method used was Classroom Action Research (CAR). The research subjects were 25 class VIII students in the odd semester of the 2025/2026 academic year. Data were collected through observation, interviews, learning outcome tests, and documentation. The results showed that the implementation of the STAD model significantly improved student learning outcomes, with the average post-test score increasing from 66.52 in cycle I to 90.00 in cycle II. The percentage of learning completeness increased from 43% to 91.3%, while the N-Gain score increased from 0.23 (low category) to 0.67 (medium-high category). In addition, student learning activity and motivation also experienced a significant increase. Students became more active in thinking, dared to express opinions, and showed better cooperation and responsibility in groups. Thus, the application of the STAD-type cooperative model has proven effective in improving students' learning outcomes and social interactions in Integrated Social Studies learning at SMP Negeri 57 Muaro Jambi
The Effectiveness of the Outdoor Study Method in Improving Students’ Ecological Intelligence in Geography Learning at SMAN 6 Muaro Jambi S, Nur Sya'bani; Suasti, Yurni; Hermon, Dedi; Wijayanto, Bayu
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.11691

Abstract

This study aimed to examine the effectiveness of the outdoor study method in improving students’ ecological intelligence in geography learning at SMAN 6 Muaro Jambi. A quantitative approach with a quasi-experimental non-equivalent control group design was employed, involving 60 eleventh-grade students, divided equally into an experimental group receiving outdoor study instruction and a control group receiving conventional classroom learning. Ecological intelligence was measured using a validated five-point Likert-scale questionnaire administered as both the pretest and posttest, which served as the sole quantitative data source. Observation sheets were used only as supporting documentation of learning activities. Data analysis included descriptive statistics, normality and homogeneity tests, and Analysis of Covariance (ANCOVA) to control initial differences in pretest scores. The ANCOVA results indicated that the pretest covariate significantly influenced posttest scores, and after controlling for this effect, the outdoor study method produced a statistically significant increase in ecological intelligence (p < 0.001). Students in the experimental group achieved higher adjusted mean scores compared with the control group. The findings demonstrate that outdoor study is an effective experiential learning approach that meaningfully enhances ecological awareness, sensitivity, and environmentally responsible tendencies in secondary school geography education.
Geo-Exploration Outdoors: Utilizing Green Open Spaces for Learning Geography Concepts Hidayat, Angel; Hermon, Dedi
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13288

Abstract

This study aims to analyze the effectiveness of the use of Green Open Space (RTH) as a contextual learning medium to improve students’ understanding of geographic concepts at MAN 3 Kampar. The research employed a quasi-experimental design with a pretest–posttest one-group approach involving 32 tenth-grade students selected through purposive sampling. Learning activities integrated digital tools such as Google Earth, Google Maps, and Augmented Reality (AR) during three outdoor sessions conducted in August 2025. Data were collected using multiple-choice cognitive tests, observation sheets for the skills and affective domains, and student reflection questionnaires. Quantitative data were analyzed using descriptive statistics and N-Gain tests, while qualitative data from reflections supported the interpretation of students’ learning engagement. The results showed a mean cognitive score improvement from 71.12 to 88.27 (N-Gain = 0.59, moderate) and an increase in the affective-skill score from 65.84 to 78.23. These findings indicate that RTH-based digital exploration effectively enhances geospatial literacy, critical thinking, and environmental awareness. Despite challenges such as limited equipment and weather variability, strategic preparation ensured smooth implementation. The study concludes that integrating outdoor and digital learning supports the Merdeka Curriculum’s goals of contextual and meaningful education in madrasah settings.
Transformation of Collaborative Project-Based Learning to Improve 21st Century Learning Outcomes in the Society 5.0 Era Arian, Diqi; Iskarni , Paus; Hermon, Dedi
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13399

Abstract

The Society 5.0 era demands educational innovation that integrates technology, collaboration, and complex problem solving into the learning process. This study aims to analyze the effectiveness of implementing a project-based collaborative learning model on improving student learning outcomes and 21st-century skills in geography. The research used a Classroom Action Research (CAR) approach in two cycles, which included planning, action, observation, and reflection. The research subjects consisted of 67 grade XI phase F students at SMAN 1 Siak, Siak Regency, Riau Province, in the 2023–2024 academic year, who were randomly divided into experimental and control groups. The results showed that the experimental group experienced a significant increase in their understanding of geography concepts with an increase of 41.74%, p < 0.05, while the control group only increased by 4.49%, p > 0.05. In addition, 88.6% of students in the experimental group achieved the “very good” category in 21st-century skills, particularly in collaboration, critical thinking, communication, and creativity. Thus, the project-based collaborative learning model has been proven effective in transforming geography learning and is recommended as an innovative strategy to address educational challenges in the Society 5.0 era
Penggunaan Gamifikasi Berbasis Quizizz untuk Meningkatkan Kepuasan Siswa dalam Pembelajaran Geografi Sasmita, Anggun; Iskarni, Paus; Hermon, Dedi
Jurnal Penelitian Pendidikan IPA Vol 11 No 12 (2025): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i12.13400

Abstract

The rapid advancement of digital technology has transformed educational practices, particularly through the integration of gamified learning platforms such as Quizizz. This study aimed to explore students satisfaction with the use of Quizizz in Geography learning and to identify which aspects most influence their learning experience. Employing a descriptive quantitative design, data were collected from 35 tenth grade students through a Likert-scale questionnaire measuring four key indicators: interactivity, ease of use, learning motivation, and material comprehension. Data were analyzed using mean scores and frequency distribution to determine overall satisfaction levels. The results revealed that students satisfaction with Quizizz based gamification was categorized as neutral (mean=3.01). Among the four aspects, material comprehension obtained the highest score (mean=3.13), suggesting that real-time feedback effectively supported students conceptual understanding. In contrast, learning motivation recorded the lowest score (mean=2.90), indicating possible fatigue from repetitive quiz formats and competitive features. Technical barriers, such as unstable internet connections, also affected students engagement and comfort. These findings suggest that while Quizizz provides valuable interactive learning experiences, its effectiveness depends on pedagogical variation and contextual adaptation. Teachers are encouraged to integrate gamified tools strategically to sustain motivation and enhance overall student satisfaction in Geography education
Co-Authors A.A. Ketut Agung Cahyawan W ade Fitria Dori Afriani, Nur Faiza Afriyadi, Afriyadi Ahyuni Ahyuni Ainul Hafsah Aisy, Rahadhatul Aljunied, Khairudin Almuhazibi, M. Alvia, Rosalina Andrian Andrian Anita Fitriani Anita Liliana Annisa, Sri Mulya Aprizon Putra Arian, Diqi Armansyah armansyah Aslan Sari M.Si SP. Thesiwati Aslan Sari Thesiwati Ayusni Ayusni Azhari Syarief Baqi, Ahmad Iqbal Bayu Wijayanto Bayu Wijayanto Bayu Wijayanto Cipta Estri Sekarrini Damanhuri, Harfiandri Dewi Yulia Noviarti Dio alex sandra Eka Putri, Elsa Eliza Defrina Elvi Zuriyeni emil liza marzena Endah Purwaningsih Engla Marfadila Erfis Aisyiah Dwi Citra Utami Eri Barlian Erianjoni Erianjoni Erna M.Si Juita S.Pd Ernawati Ernawati Fajri Fajri Farida M.Sc S.Si febriandi . Febriandi Febriandi, Febriandi Florian yulisar Frans T Gunawan Situmeang Fuji Astuti Febria Gerry Oktaviano Putra Hanna Anggraini, Ade Hapizah, Suci Helfia Edial Hendriyanto Hidayat, Angel Hidayat, Rizki Atthori Indang Dewata Iskarni , Paus Iswandi U Iswandi U Iswandi Umar Juita, Refli kurnia, teguh dwi Lamsyariah, Lamsyariah Laowo, Priska Jernih Ventari Leni Zahara Lia Hasmita Martin, Yona Martono Martono Md. Navri Zulirfan mela roza Memo Memito meri karmila Mirna Yunita moh Nasir Mokhtar, Ernieza Suhana Muhammad Fakhrul Reza Muhammad Hanif mutia yudita Nafilah Riha Nila Rahmad Defita Nina Ismayani Nur Efendi Olivia Oktorie Olivia Oktorie Paus Iskarni Pionagani Suwiryo Pratama, Cindia Prima, Ossy Ana Putra, Beben Graha Rahma Wati Rahmah Fadillah Rahmanelli Rahmanelli Rahmat Sari Nopi Ramadhan, Ravidho Rapi’ah Rapi’ah Ratna Wilis Rery Novio Resi, Resi Revi Hanisa Rahma Reza Rammiko Putra Riawati Riawati Rina Suksesi Rina Sulastri Riri Rahmania S, Nur Sya'bani Sari Yunita Sari, Nadiya Sasmita, Anggun Selvy Meidela Putri Semeidi Husrin septika Resa Alena Siti Rohani Sri Putri Yulianty Sriwinda 22 12 Sukaesih, Iis Suparno . Syafri Anwar Syamsaputri, Arrahmah Dea Tari Arma Yunita Tari Rusti Ningsih Tia Muliyanti Rismi Triyatno . Triyatno Triyatno Try Al Tanto Try Al Tanto Try Al Tanto, Try Al Umar, Iswandi Verdi Jainathul Khamsya Wan Moh Jaafar, Wan Shafrina Wilson Novarino WITRA LISWARTI Wulansari, Septiyani Kiky Yenni Erita Yola Afrida Yuherman Yuherman Yulfa, Arie Yurni Suasti YUSMA YENI Zawirman Zawirman Zulfina, Ilma