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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan Socia : Jurnal Ilmu-Ilmu Sosial Jurnal Penelitian Saintek INFORMASI Geo Media: Majalah Ilmiah dan Informasi Kegeografian INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Jurnal Pendidikan dan Pengajaran GEA, Jurnal Pendidikan Geografi JPG (Jurnal Pendidikan Geografi) REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) MATAPPA: Jurnal Pengabdian Kepada Masyarakat Jurnal Suluh Pendidikan Integrated Science Education Journal Kasta: Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Asian Journal of Social and Humanities
Muhammad Nursa’ban
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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How effectively GO-GIS (Google Site Web-Based Multimedia Integrated with Geographic Information System) can increase student’s critical thinking skill in school Yudistira, Yusuf; Mukminan, Mukminan; Nursa'ban, Muhammad
Asian Journal of Social and Humanities Vol. 2 No. 03 (2023): Asian Journal of Social and Humanities
Publisher : Pelopor Publikasi Akademika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59888/ajosh.v2i03.201

Abstract

This study aims to develop GO-GIS multimedia and determine the effectiveness of GO-GIS to improve students' critical thinking skills in disaster mitigation and adaptation materials. This research refers to the ADDIE development model which consists of analysis, design, development, implementation, and revision. The product feasibility test was assessed by 1 media validator, 1 material validator and student responses. The results showed that (1) GO-GIS learning media was feasible to use, the results of the feasibility assessment by material experts obtained a score of 4.73, the feasibility assessment by media experts obtained a score of 4.82, the user's response in small group trials obtained an average 4.45. Score indicates very decent. (2) GO-GIS multimedia proved to be effective as a learning medium and there was an increase in students' critical thinking skills in the experimental class (GT = 0.50, N = 35) in the medium category when compared to the control class (GT = 0.23, N = 35) in the moderate category (GT = 0.23, N = 35) in the low. The results of the independent t-test show the sig. 0.03 (sig value < 0.05) and it can be concluded that there is a significant increase in students' critical thinking skills in disaster mitigation between the Experiment class (mean 78.57) and the control class (mean = 71.88).
The implementation of Geography learning with spatial representation using the discrepancy evaluation model Nursa'ban, Muhammad; Mukminan, Mukminan
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v9i1.53505

Abstract

This study aims to evaluate the learning process of geography with spatial representation in high school using the Discrepancy Evaluation Model (DEM) from Provus. Evaluation goes through five stages: design, installation, process, and product, as well as implementation comparison. Respondents were five teachers and 208 students from SMA 1 Srandakan, MAN 2 Yogyakarta, and SMA 1 Pundong in Yogyakarta. The evaluation was carried out in February-July 2021. The focus of the evaluation includes (1) learning design, (2) learning tools, (3) learning implementation, (4) learning outcomes, geographic critical thinking, and (5) implementing learning comparisons. Data were collected through document studies, observations, tests, and questionnaires. Descriptive analysis was used to measure gaps in each stage and efforts to improve them, while experimental quantitative analysis was used to compare learning. The DEM results describe gap variations in stages 1-4. However, in collaborative improvement efforts at stages 1-3, there is an increase in spatial critical thinking skills. The test results at stage 5, learning geography with spatial representations, are more effective for improving students' spatial critical thinking skills than textbook-oriented learning and media images. Recommendations on the results of the evaluation at all stages for organizing geography learning with spatial representation: (1) strengthening understanding and mentoring of the concept of spatial representation and learning design, (2) monitoring and periodic testing of geography learning with spatial representation to improve critical thinking skills in geography.
PENINGKATAN KEMAMPUAN PENILAIAN PEMBELAJARAN GEOGRAFI Mukminan, Mukminan; Nursa'ban, Muhammad; Suparmini, Suparmini
INOTEKS: Jurnal Inovasi Ilmu Pengetahuan,Teknologi, dan Seni Vol 17, No 1 (2013)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (67.755 KB) | DOI: 10.21831/ino.v17i1.3086

Abstract

The results of policy research in 2009 showed that geography teachers' understanding and skills in learning assessment still have not reached the standard. The purpose of this activity is the increased understanding of assessment techniques by geography teachers in Bantul with indicators of success at least 70% of participants obtain the results of the assessment in the category ofat least "good" and passed. The training method used theoretical and practical pragmatic thematic. Target Audience activity is geography teachers at the high school geography in Bantul as 41 people. The results: 1) only 35 participant (85.37%) passed with categories "Very good" 15 participant and 20 in "good" category. 2 there is an increased capability assessment techniques by geography teachers in Bantul was evidenced by the average pretest results of participants by 17% before training was conducting.Keywords: assessment, geography, teacher, and learning
Contribution of Artificial Intelligence (AI) in Education to Support the Achievement of Sustainable Development Goals (SDGs) 2030 Diah Arini; Muhammad Nursa’ban
Jurnal Penelitian Pendidikan IPA Vol 10 No SpecialIssue (2024): Science Education, Ecotourism, Health Science
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10iSpecialIssue.8321

Abstract

This research aims to find out the contributions and threats of AI in education so that it can contribute to technological development in the SDGs 2030 era. The method in this research is qualitative using literature study. The contributions of AI in education include personal virtual tutors, adaptive learning systems, learning Chabot, game-based learning, AI based assessment systems, educational data analysis, automatic evaluation, accessibility and inclusiveness, assistants for learning, and helping to develop curriculum. The contribution of AI in education is very helpful for students to improve their skills and knowledge. It is expected that more will be able to participate in SDGs 4 (Quality Education). Threats of AI in education include data privacy and security, technology gaps, dependence on technology, fraud, and algorithm imperfections. Thus, there should be collaboration with AI experts to develop strategies and data simulations to minimize the threats. 
Development of a Geography Module Based on Group Investigation Integrated with High Order Thinking Skills on Exogenous Material to Improve Critical Thinking Skills of High School Students Agus Supriyanto; Muhammad Nursa’ban
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.v11i3.10395

Abstract

Critical thinking skills can be facilitated through learning with a group investigation (GI) model. Therefore, a teaching module integrated with high order thinking skills is needed to support the learning process. The purpose of this study was to determine the analysis of teacher and student needs for geography module based on group investigation integrated with high order thinking skills, module validity, level of practicality, and effectiveness of the module in improving students' critical thinkig skills. This study is a development research. Data were analyzed using qualitative and quantitative methods. Qualitative descriptive analysis was used to analyze data on needs, validity, and practicality of the module, while quantitative analysis was used to test the effectiveness of the module. The results of the needs analysis showed that teachers needed for geography module based on group investigation integrated with high order thinking skills, and students needed interesting and easy-to-understand learning media. Expert validation showed that the module had a validity index of 93.5% with a very valid category. The practicality level of the module reached 81% with a practical category. Effectiveness testing using the independent sample t-test produced a sig value. (2-tailed) of 0.000 (<0.05), which shows that the module is effective in improving students' critical thinking skills. The conclusion of this study is that the for geography module based on group investigation integrated with high order thinking skills is valid, practical, and effective in improving students' critical thinking skills in exogenous material.
Mapping the Landscape of Critical Thinking Assessment in STEM Education: A Systematic Review of Psychometric Properties, Contextual Implementation, and Future Directions Mudi, Yuleks Juru; Hidayati, Kana; Nursa'ban, Muhammad; Pusporini, Widowati
Integrated Science Education Journal Vol 7 No 2 (2026): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i2.2385

Abstract

Purpose of the study: This study aims to systematically map the landscape of critical thinking assessment in STEM education, with a particular focus on psychometric characteristics, contextual implementation, and emerging research trends. Methodology: A Systematic Literature Review (SLR) was conducted following the PRISMA protocol using the Scopus database as the primary source. A total of 58 studies published between 2018 and 2025 were analyzed through bibliometric mapping using VOSviewer and thematic synthesis. Main Findings: The findings indicate a substantial increase in research on critical thinking assessment in STEM education since 2020, aligning with growing global attention to 21st-century competencies. However, most studies continue to position assessment primarily as a tool for evaluating learning outcomes or the effectiveness of pedagogical interventions, such as project-based, problem-based, and inquiry-based learning. Only a limited number of studies systematically examine the psychometric quality of assessment instruments, including evidence of construct validity, reliability, and multidimensional structure. This pattern reveals a clear gap between assessment practices in STEM education and established standards for educational measurement, which may lead to weak or potentially misleading conclusions about students’ critical thinking abilities. Novelty/Originality of this study: This review integrates bibliometric and thematic analyses to identify conceptual and methodological gaps in the existing literature and proposes a coherent direction for the development of critical thinking assessments that are both psychometrically robust and contextually relevant within STEM education.
Evaluating TPACK of Geography Teachers to Support Continuous Professional Development in Yogyakarta Private High Schools Jihan Fadhila; Muhammad Nursa&#039;ban
JPG (Jurnal Pendidikan Geografi) Vol 13, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jpg.v13i1.24587

Abstract

 Professional teachers must have adequate TPACK (Technological Pedagogic Content Knowledge) competencies. Research objectives: (1) To assess the level of understanding and application of TPACK by geography teachers based on certification status and school accreditation (2) To reveal the support and obstacles faced by geography teachers in implementing TPACK. This study applied a quantitative descriptive approach using the CIPP (Context, Input, Process, Product) evaluation model. The sample in this study consisted of 40 geography teachers. Based on the quantitative data analysis it was found that the average TPACK score of certified teachers reached 73.25, reflecting a relatively high level of understanding and application. Meanwhile, non-certified teachers have an average score of 53.7 which is in the moderate to low category. In the context aspect showed a significant difference between certified and non-certified teachers, with certified teachers having higher and more stable TPACK scores than non-certified teachers. In the input, it was found that the level of school accreditation influenced the readiness of supporting resources for TPACK implementation. The process evaluation revealed that despite various forms of support, such as facilities, training, and teacher collaboration, the TPACK implementation process still faced obstacles such as infrastructure limitations, low ICT competence, workload, and student readiness. In the product, this study recommends strengthening the continuing professional development program through contextual training, strengthening the teacher community, implementing mentoring, increasing school support, and continuous evaluation. Kata kunci: TPACK, CIPP, Guru Geografi
INSTITUTIONAL DISCONNECT IN CHARACTER EDUCATION: A CASE STUDY OF PUBLIC ELEMENTARY SCHOOLS IN YOGYAKARTA Izzul Kiram Suardi; Muhammad Nursa'ban; Uldiyanti Sya’diah Syahdan
Jurnal Suluh Pendidikan Vol 14 No 1 (2026): Maret 2026
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i1.2446

Abstract

The implementation of character education during the early transition phase in urban elementary schools encounters significant structural barriers. This study aims to map and analyze the network of operational constraints affecting character education programs in five public elementary schools in Yogyakarta City. A qualitative case study methodology was employed, utilizing in-depth interviews with 16 purposively selected informants, including principals, coordinators, and teachers. Thematic coding was applied to visualize causal relationships among the identified issues using ATLAS.ti software facilitating data analysis. The results reveal five principal clusters of constraints: environment, parents, program, students, and teachers. At the macro level, urban social inequality and parental dysfunction, such as neglect and denial, contribute to behavioral crises among students. Structural ambiguity within curriculum modules leads to operational confusion. The accumulation of these challenges creates a dual burden and systemic burnout among educators, hindering their emotional engagement in the classroom. In conclusion, the inability to instill ethical values in young children is attributed not to pedagogical shortcomings but to broader ecological dysfunction. The findings recommend implementing structured psychoeducation for parents and developing assessment instruments aligned with children's psychological development.
Evaluation of the Implementation of the Independent Teaching Platform (PMM) in Improving the Quality of Geography Learning in Temanggung Regency Sri Peni; Muhammad Nursa’ban
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i1.2389

Abstract

The Merdeka Mengajar (PMM) platform was developed as a support tool for teachers in understanding and implementing the Merdeka Curriculum. However, the utilization of this platform by high school geography teachers in Temanggung Regency is still relatively low. This study aims to: 1) evaluate the level of understanding of high school geography teachers in Temanggung Regency regarding the facilities available in PMM; 2) evaluate teacher planning in utilizing PMM to support the implementation of the Merdeka Curriculum; 3) evaluate the implementation of PMM utilization in the Merdeka Curriculum implementation process; and 4) evaluate the results of PMM utilization in supporting the implementation of the Merdeka Curriculum by high school geography teachers. This study is an evaluative study with a descriptive approach using the Discrepancy Evaluation Model (DEM). The variables studied include the level of understanding, planning, utilization, and results of PMM utilization in the learning process and assessment. The study population was all high school geography teachers in Temanggung Regency who have belajar.id accounts. The research subjects were 16 geography teachers from 11 schools. The results of the study indicate that: 1) high school geography teachers in Temanggung Regency have a good level of understanding of the PMM facility as a supporting tool for the implementation of the Independent Curriculum; 2) teachers have good planning in utilizing PMM; 3) the implementation of PMM utilization is in the sufficient category; and 4) the implementation of the Independent Curriculum by geography teachers is in the good category. These findings indicate that PMM is not yet fully effective as the sole learning resource in supporting the implementation of the Independent Curriculum, because teachers still utilize various other learning resources that contribute to their ability to implement the curriculum
Co-Authors Agus Supriyanto Amalia, Tuti Bagus Wibowo Diah Arini Dimas Sekar Langit Fathoni, M. Rizal Hadi, Muhammad Abdul Ika Vebrianti Izzul Kiram Suardi Jihan Fadhila Kana Hidayati Masyitoh, Dewi Mawanti Widyastuti Mudi, Yuleks Juru Muhammad Choirul Anwar Mukminan Nugroho, Bagus Cahyo Nuhnia Reny Pertiwi Nurmawan, Fithra Agit Nurul Khotimah Sri Peni Sugiharyanto Sugiharyanto Suhadi Purwantara Suparmini . Suparmini Suparmini Susanthi, Yuli Triwijaya, Risty Anggitiara Uldiyanti Sya’diah Syahdan Widowati Pusporini, Widowati Yudistira, Yusuf Yuli Susanthi Yuli Widiyatmoko Yusuf Yudistira