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All Journal Jurnal Sosioteknologi GEA, Jurnal Pendidikan Geografi Jurnal Pendidikan Ilmu Sosial JPG (Jurnal Pendidikan Geografi) Jurnal Geografi Jurnal Surya Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Surya Masyarakat Jurnal Pasca Dharma Pengabdian Masyarakat International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Sosio-Didaktika: Social Science Education Journal Jurnal Abmas
Epon Ningrum
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Mathematics Public Health Social Sciences Other

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Pelatihan pembuatan penelitian tindakan kelas dan karya tulis ilmiah bagi guru geografi SMA Kabupaten Sumedang Ahmad Yani; Epon Ningrum; Lili Somantri; Mamat Ruhimat; Bagja Waluya
Jurnal Abmas Vol. 14 No. 1 (2014): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v14i1.159

Abstract

Universitas Pendidikan Indonesia (UPI) adalah salah satu LPTK yang memiliki misi menyebarluaskan pengalaman dan temuan-temuan inovatif dalam disiplin ilmu pendidikan, pendidikan disiplin ilmu, dan disiplin ilmu lain demi kemajuan masyarakat. Maksud dan tujuan kegiatan ini adalah untuk melatih para guru Geografi SMA di Kabupaten Sumedang dalam melaksanakan Penelitian Tindakan Kelas dan Karya Tulis Ilmiah. Langkah pengabdian terdiri dari empat langkah yaitu (1) pelatihan, (2) monitoring, (3) pembimbingan, (4) diseminasi. Hasil dari pengabdian ini relatif kurang berhasil karena animo peserta pada setiap tahap kegiatan menurun. Walaupun demikian, metode atau langkah pengabdian sudah baik tetapi karena terkendala oleh waktu dan kesediaan peserta maka pengabdian kurang berhasil. Faktor pendukung kegiatan adalah keberadaan pengurus MGMP Geografi Kabupaten Sumedang yang masih mendukung terhadap kegiatan peningkatan kualitas guru geografi. Sedangkan faktor kendala kegiatan adalah motivasi peserta yang sangat rendah untuk melaksanakan PTK, sempitnya luang waktu dari peserta, jarak tempat tinggal peserta yang berjauhan sehingga untuk melakukan pertemuan dalam kegiatan pembimbingan PTK sangat terbatas, dan kurangnya dukungan dari Dinas Pendidikan Kabupaten Sumedang. Untuk dapat terlaksana di masa depan, disarankan agar sebelum dilaksanakan, tim pengabdian dan peserta harus membuat kesepakatan atau semacam MoU (Memorandum of Understanding) sehingga para peserta terikat dengan kewajibannya untuk melanjutkan atau menuntaskan pekerjaannya dalam membuat PTK.
Peran dan Strategi Komunitas Earth Hour Medan dalam Mendorong Praktik Hidup Berkelanjutan di Indonesia Budi Rahmah Panjaitan; Epon Ningrum; Bagja Waluya; Dede Sugandi; Eka Wulan Safriani
Jurnal Surya Masyarakat Vol 6, No 1 (2023): November 2023
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jsm.6.1.2023.117-125

Abstract

Komunitas memainkan peran besar dalam kelestarian lingkungan, termasuk hidup berkelanjutan. Kehadiran komunitas menjadi salah satu representasi tujuan ke-17 SDGS yaitu kemitraan untuk mencapai tujuan (partnerships for the goals). Penelitian ini bertujuan untuk mengetahui peran dan strategi Komunitas Earth Hour Medan dalam mendorong praktik hidup berkelanjutan di Indonesia. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Teknik pengumpulan data dengan wawancara dan dokumentasi. Komunitas Earth Hour Medan memiliki tiga peran dalam mendorong praktik hidup berkelanjutan di Indonesia yaitu mengedukasi masyarakat tentang pentingnya hidup berkelanjutan, memperjuangkan kebijakan yang ramah lingkungan, dan melaksanakan aksi hidup berkelanjutan yang ramah lingkungan. Komunitas Earth Hour Medan menerapkan beberapa strategi dalam mendorong praktik hidup berkelanjutan di Indonesia yaitu melaksanakan rekrutmen relawan (volunteer) untuk menjadi bagian dari aksi yang dilakukan, melakukan pendekatan sosial media kepada masyarakat dan pemuda, turun langsung ke lapangan dalam mengedukasi masyakarakat maupun pemuda, dan berupaya menjaga eksistensi dengan tampil di media massa. Komunitas Earth Hour Medan juga melakukan langkah konkret dengan mengedukasi dan advokasi konservasi habitat alam, mendorong pemanfaatan pekarangan rumah untuk menanam sayuran dan tanaman apotek hidup, mengurangi penggunaan pestisida dan pupuk kimia, mengkampanyekan pengurangan sampah plastik, mendorong kebiasaan memasak sendiri makanan di rumah, menggunakan pangan lokal, dan memanfaatkan bahan makanan yang tersedia di sekitar pekarangan rumah. Rendahnya kesadaran masyarakat, kurangnya dukungan pemerintah dan lembaga-lembaga terkait, dan kurangnya sumber daya tetap menjadi hambatan dalam menjalankan program-program berkelanjutan.Kata kunci: Komunitas, Hidup Berkelanjutan, kemitraan, lingkungan
GREEN LEARNING SPACE AS AN AUTHENTIC LEARNING ENVIRONMENT TO IMPROVE ELEMENTARY STUDENTS' SCIENCE ACHIEVEMENT Jaka Waluya; Epon Ningrum; Iwan Setiawan; Amin
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 8 (2026): JULY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21256310

Abstract

IPAS instruction in elementary schools is still dominated by the lecture method, resulting in students having limited opportunities for hands-on learning experiences. This study aims to analyze the effect of implementing a Green Learning Space through the use of an open green garden on students’ learning outcomes and learning activities in the IPAS subject. The study employed a quantitative approach using a pre-experimental method with a One-Group Pretest–Posttest Design. The study was conducted with 24 third-grade students at SDIT Nurul Iman Pondok Bambu, East Jakarta, who were selected using total sampling. Data were collected through achievement tests, observations of learning activities, and student response questionnaires. The data were analyzed descriptively using mean scores, the percentage of learning mastery, the percentage of learning activities, and Normalized Gain (N-Gain). The results showed that the average learning achievement increased from 64.13 on the pretest to 81.33 on the posttest, with the percentage of learning mastery rising from 8.33% to 87.50%. The N-Gain value of 0.48 falls into the moderate category. Additionally, student learning activity reached an average of 82.64%, indicating an active category during the learning process. Thus, the implementation of the Green Learning Space effectively improves student learning outcomes and learning activity while providing a more contextual, meaningful, and student-centered learning experience.
Technology-Enhanced Learning in Geography Education: A Systematic Review of Geospatial Tools and Outcomes Yeyen Sri Nuraeni; Epon Ningrum; Bagja Waluya
JPG (Jurnal Pendidikan Geografi) Vol 13, No 2 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jpg.v13i2.26079

Abstract

Geography education increasingly incorporates digital technologies; however, evidence regarding their development, implementation, and impacts on student learning remains fragmented. This study synthesizes empirical research on technology-enhanced learning in geography education. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted using studies retrieved from Scopus and Google Scholar. The review included peer-reviewed journal articles published in English between 2015 and 2025 that examined technology-enhanced learning in geography education and reported empirical evidence on student learning outcome. Study quality was assessed using predefined methodological criteria. From 181 identified records, 26 studies met the inclusion criteria and were analyzed through descriptive and thematic synthesis. The findings indicate three major trends. First, geography learning technologies have evolved from content digitization toward more interactive and contextual learning environments. Second, technology-enhanced learning promotes active participation and student engagement across various instructional models. Third, technology integration improves spatial thinking, ecological literacy, critical thinking, and learning motivation, particularly when supported by pedagogically sound instructional design. The review demonstrates that learning effectiveness depends not only on technology itself but also on the alignment between pedagogical design, purposeful technology integration, and institutional support. These findings provide implications for educators, curriculum developers, and policymakers in designing innovative and effective geography learning environments.
Research Trends and Gaps In Integrating Contextual Teaching and Learning and Augmented Reality For Geospatial Literacy: A Systematic Literature Review Lilis Suryani; Epon Ningrum; Lili Somantri
JPG (Jurnal Pendidikan Geografi) Vol 13, No 2 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jpg.v13i2.26260

Abstract

This study aims to analyze research trends, examine effectiveness, and identify research characteristics and gaps related to the integration of Contextual Teaching and Learning (CTL) and Augmented Reality (AR) in enhancing students’ geospatial literacy in geography learning. The method used is a Systematic Literature Review (SLR) with a PRISMA approach through the stages of identification, screening, eligibility, and inclusion of articles obtained from Google Scholar, Scopus, and Sinta within the last 5–10 years. The results indicate that the trend of integrating CTL and AR has significantly increased, with a shift in focus from learning outcomes toward geospatial literacy. CTL plays a role in connecting concepts to real-life contexts, while AR enhances spatial visualization interactively, making their integration effective in improving conceptual understanding and student engagement. However, existing studies are still dominated by experimental approaches, primarily focusing on learning outcomes, and only a limited number explicitly examine geospatial literacy as the main variable. In addition, the integration of CTL and AR within a comprehensive instructional model, long-term studies, and the development of AR based on local contexts remain limited. Therefore, this study contributes to strengthening the theoretical foundation of CTL and AR integration and serves as a basis for developing more contextual, technology-based geography learning oriented toward geospatial literacy.Keywords: Contextual Teaching and Learning, Augmented Reality, Geospatial Literacy, Systematic Literature Review
Co-Authors Ahmad Yani Amin Anna Permanasari Bagja Waluya Bagja Waluya Budi Rahmah Panjaitan Dede Sugandi Eka Wulan Safriani Enok Maryani Enok Maryani Heny Hendrayati Herdien Raka Moch Isya Ihsan Khoirul Anam Jaka Waluya Jakiatin Nisa Jalu Rafli Ismail Lili Somantri Lilis Suryani Mamat Ruhimat Muhammad Robith Farkhan Nandi Nandi Siti Aisyah Totok Doyo Pamungkas Yeyen Sri Nuraeni