Article Per Year (5 Year)
p-Index From 2020 - 2025
12.504
P-Index
This Author published in this journals
All Journal Sumatra Journal of Disaster, Geography and Geography Education Jurnal Geografi Jurnal PIPSI: Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia Georafflesia : Artikel Ilmiah Pendidikan Geografi Jurnal Geografi JURNAL BUANA JURNAL PENDIDIKAN TAMBUSAI International Journal of Educational Dynamics (IJEDS) Community Development Journal: Jurnal Pengabdian Masyarakat Journal of Education and Teaching Learning Dikmas: Jurnal Pendidikan Masyarakat dan Pengabdian Dinamika Sosial: Jurnal Pendidikan Ilmu Pengetahuan Sosial Tsaqofah: Jurnal Penelitian Guru Indonesia MASALIQ: Jurnal Pendidikan dan Sains Journal of Learning Improvement and Lesson Study Innovative: Journal Of Social Science Research Jurnal Buana JURNAL BUANA GeoEco Geosfera Indonesia
dion, nofrion
Universitas Negeri Padang
Religion Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

Published : 194 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 194 Documents
Search

 4   5   6   7   8 
KENDALA PEMBELAJARAN DARING MAHASISWA PENDIDIKAN GEOGRAFI FIS UNP ANGKATAN 2017 Novita Agustina Agustina; Nofrion Nofrion
JURNAL BUANA Vol 5 No 1 (2021)
Publisher : JURUSAN GEOGRAFI FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/student.v5i1.1461

Abstract

This study aims to describe online learning constraints faced by 2017 geography education students in the Covid-19 vigilance period. This type of research is a qualitative research with a phenomenological approach. The subjects of this study were 2017 geography education students. Data collection techniques used were interviews, and documentation. Data analysis techniques using the interactive model of Miles and Huberman consisting of data collection, data reduction, data presentation, and drawing conclusions. The results of this study indicate that Geography education students 2017 experience online learning constraints in the form of (1) geographical constraints, students live in areas that have a bad internet network, (2) economic constraints, students have financial difficulties to buy internet data packages, (3) learning facilities, students do not have enough memory cards to download online learning applications, (4) constraints to understanding the material, students have difficulty understanding the subject matter in online learning asynchronous type, (5) constraints on technology use, poor internet network and (6) the task load constraints, students do not have enough time to do a lot of assignments and a bad internet network so students have difficulty sending assignments to their lecturer.
KAJIAN PROFIL GURU GEOGRAFI SMA NEGERI DI KABUPATEN LIMAPULUHKOTA Wieke Armawati; Nofrion Nofrion
JURNAL BUANA Vol 5 No 2 (2021)
Publisher : JURUSAN GEOGRAFI FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/student.v5i2.1517

Abstract

Profil guru adalah gambaran personal guru sebagai pendidik professional. Hal yang akan diteliti mengenai jenjang pendidikan, sertifikasi, pengalaman mengajar, capaian dan prestasi guru dalam melaksanakan tugas dan fungsinya sebagai pendidik profesional. Tujuan penelitian ini adalah untuk mengetahui dan menganalisis profil dan identitas umum, pengembangan diri yang diikuti, publikasi ilmiah yang dipublikasikan serta karya inovatif yang dihasilkan oleh guru geografi Sekolah Menengah Atas (SMA) Negeri di Kabupaten Limapuluhkota yang berjumlah 30 orang dalam rentang waktu tahun 2013-2018. Penelitian ini menggunakan metode deskriptif kuantitatif. Berdasarkan penelitian dapat disimpulkan (1) Persentase mayoritas profil dan identitas umum guru geografi SMA Negeri di Kabupaten Limapuluhkota yaitu berstatus kepegawaian Non PNS(63%), belum memiliki pangkat/golongan(63%), mayoritas guru pangkat/golongan Pembina/IVa(17%), Pendidikan terakhir S1(97%), Lama pengalaman mengajar rentang waktu 0-5(54%), Guru belum sertifikasi(70%) mayoritas tahun sertifikasi 2010 dan 2015. (2) Persentase guru yang mengikuti kegiatan pengembangan diri rendah yang terdiri dari pendidikan pasca sertifikasi(30%), kegiatan pelatihan(33%), kegiatan sebagai narasumber/pembicara(7%), kegiatan seminar/lokakarya(37%). (3) Persentase guru yang mempublikasikan karya ilmiah dibidang pendidikan rendah yaitu publikasi karya tulis ilmiah(3%), publikasi artikel populer(0%) serta publikasi buku teks/modul(3%). (4) Karya inovatif guru rendah yaitu memiliki persentase 3%.
EFEKTIVITAS PENERAPAN FLIPPED CLASSROM DAN EXO OLO TASK PADA POSISI STRATEGIS INDONESIA SEBAGAI POROS MARITIM DUNIA DI SMA NEGERI 8 PADANG Aftriana Hadi; Nofrion Nofrion
JURNAL BUANA Vol 5 No 2 (2021)
Publisher : JURUSAN GEOGRAFI FIS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/student.v5i2.1531

Abstract

The purpose of this study was to determine the effectiveness of the aspects of learning activities and student learning outcomes. The method used in this research is Quasi Experimental with a design using a control group without a pretest. The study population was all students of class XI IPS at SMA Negeri 8 Padang, totaling 141 students. Samples were selected randomly. The class chosen to be the control class was class XI IPS 2 and the experimental class was XI IPS 1 at SMA Negeri 8 Padang. In this study, the following results were found. 1) the EXO OLO Task-based Flipped Classroom learning method which is applied to geography learning, especially the material of Indonesia's Strategic Position as a World Maritime Axis in the experimental class is proven to have a significant difference in value with the control class which is not given special behavior based on the results of different tests using the t-test. the value of tcount = 4.302 with a significant level of 5% then the value of t table = t (0.05 / 2, 61) = 1.9992 so it can be concluded that the value of tcount> ttable, so Ho is rejected. 2) In this study, both the control class and the experimental class were dominated by working on the questions independently. 3) The learning resources used by students are dominated by the internet, by accessing them via smartphones. 4) The quality of the network that influences the learning process does not change from the first meeting to the third meeting in both the control and experimental classes, with the highest percentage of network quality in the control class which is stable and the experimental class is dominated by less stable.
SILENT SIMULATION: THE ABILITY OF GEOGRAPHY EDUCATION STUDENTS TO DO A HORIZONTAL EVACUATION TO A TSUNAMI SAFE ZONE IN PADANG CITY Nofrion Nofrion; Bayu Wijayanto; Rahmanelli Rahmanelli; Rery Novio; Surtani Surtani; Khairani Khairani; Mohammad Zohir Ahmad
JURNAL GEOGRAFI Vol 13, No 1 (2021): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v13i1.20272

Abstract

This article was written to explain the ability of Geography Education students to do horizontal evacuation to a tsunami safe zone in Padang City and a silent simulation as an alternative of horizontal evacuation. In this research, respondents were asked to do horizontal evacuation in 3 ways, that is walking, power walking and running. The measurement result data were analyzed and compared with the estimated arrival time of tsunami wave in three scenarios based on gender. The results of the research are 1) 47.76 % of respondents did not know the nearest tsunami safe zone from their places; 2) if the earthquake and tsunami scenarios 1 and 2 occurred, the recommended horizontal evacuation technique was running. Silent simulation is a horizontal evacuation simulation carried out independently by residents without waiting for the simulation schedule by the government or related institutions. Silent simulation can be done alone, with family, or with the closest neighbours and combined with daily activities such as marathons or jogging. Through this silent simulation practice, residents can find out the most appropriate evacuation method and the fastest evacuation route to the nearest tsunami safe zone from their respective homes.Keywords: silent simulation, geography education, tsunami safe zone, PadangArtikel ini ditulis untuk menjelaskan kemampuan mahasiswa Pendidikan Geografi dalam melakukan evakuasi horizontal ke zona aman tsunami di Kota Padang dan silent simulation sebagai alternatif evakuasi horizontal. Dalam penelitian ini, responden diminta melakukan evakuasi horizontal dengan 3 cara, yaitu jalan kaki, jalan cepat dan lari. Data hasil pengukuran dianalisis dan dibandingkan dengan perkiraan waktu tiba gelombang tsunami pada tiga skenario berdasarkan jenis kelamin. Hasil penelitian adalah 1) 47,76% responden tidak mengetahui zona aman tsunami terdekat dari tempatnya; 2) jika terjadi gempa bumi dan tsunami skenario 1 dan 2, maka teknik evakuasi horizontal yang direkomendasikan adalah berjalan. silent simulation merupakan simulasi evakuasi horizontal yang dilakukan secara mandiri oleh warga tanpa menunggu jadwal simulasi oleh pemerintah atau instansi terkait. silent simulation bisa dilakukan sendiri, bersama keluarga, atau dengan tetangga terdekat dan dipadukan dengan aktivitas sehari-hari seperti maraton atau jogging. Melalui latihan silent simulation ini, warga dapat mengetahui metode evakuasi yang paling tepat dan jalur evakuasi tercepat menuju zona aman tsunami terdekat dari rumah masing-masing.Kata Kunci: Silent simulation, Pendidikan geografi, Zona aman tsunami, Padang
Analisis Technological Pedagogical and Content Knowledge (TPACK) Guru Geografi di Kabupaten Solok, Sumatera Barat Nofrion Nofrion; Bayu Wijayanto; Ratna Wilis; Rery Novio
JURNAL GEOGRAFI Vol 10, No 2 (2018): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v10i2.9070

Abstract

Artikel ini ditulis untuk mengetahui dan menganalisis kompetensi TPACK Guru Geografi di Kabupaten Solok. Data dalam artikel ini didapatkan dari penelitian yang melibatkan 16 orang Guru yang terdiri dari data kompetensi TPACK guru dalam hal penguasaan materi, pemanfaatan media dan teknologi dalam pembelajaran serta kompotensi pedagogik yang dilihat dari dokumen perencanaan pembelajaran/RPP dan kinerja dalam pelaksanaan pembelajaran. Data didapatkan dengan Paket Soal Tes Penguasaan Materi yang valid, Lembar Observasi Pemanfaatan Media dan Teknologi dalam Pembelajaran, Lembar Observasi Pembelajaran serta Lembar Check List untuk analisis Dokumen. Data dianalisis dengan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa TPACK – Content Knowledge Guru Geografi di Kabupaten Solok berada pada kategori sedang atau pada nilai rata-rata 51. Soal materi kelas X adalah soal paling sulit bagi guru. Hasil TPACK – Technology guru Geografi menunjukkan kategori sedang. Namun, terindikasi media presentasi yang ditampilkan adalah hasil modifikasi dari media yang sudah dibuat orang lain. Sedangkan TPACK – Pedagogic Guru berdasarkan kinerja  dalam pelaksanaan pembelajaran memiliki rata-rata 80,79 atau berada pada kategori sedang dengan tingkat relevansi komponen RPP dengan Standar Proses adalah 100%. Berdasarkan data di atas maka perlu diberikan pembinaan untuk meningkatkan penguasaan materi kelas X bagi guru. Lalu, pelatihan untuk merancang media presentasi pembelajaran berbasis Ms. Office Power Point dan lain-lain hasil karya sendiri serta penguatan dalam merancang RPP berdasarkan karakteristik siswa di sekolah masing-masing.Kata Kunci: Kompetensi TPACK, Pembelajaran Geografi This article was written to find out and analyze Geography Teacher’s TPACK competence in Solok Regency. The data in this article was obtained from a study involving 16 teachers consisting of teachers’ TPACK competency data in terms of materials mastery, media and technology utilization in learning and also pedagogical competence which is seen from lesson plan/RPP and performance in learning implementation. Data were obtained with valid Material Mastery Test Package, Observation Sheet of Media and Technology Utilization in Learning, Learning Observation Sheet and Checklist Sheet for Document analysis. Data were analyzed by quantitative descriptive. The results showed that TPACK - Content Knowledge of Geography Teachers in Solok Regency was in the medium category or in the average score of 51. The question of class X materials is the most difficult thing for teachers. The result of TPACK – Technology of Geography teacher shows medium category. However, it is indicated that media presentation which is displayed is the result of modifications from the media that has been created by others. Moreover, TPACK - Pedagogic of teacher based on performance in learning implementation have average 80,79 or in medium category, with RPP component relevance level with Standard Process is 100%. Based on the data above, it is necessary to provide coaching to improve mastery of class X materials for teachers. In addition, the training to design their own instructional media presentation based on Ms. Office Power Point etc. and also strengthening in designing RPP based on the characteristics of students in each school.Keywords: Geography Learning, Geography Teacher, TPACK Competency
PENINGKATAN AKTIVITAS BELAJAR SISWA MELALUI PENERAPAN METODE “JUMPING TASK” PADA PEMBELAJARAN GEOGRAFI Nofrion Nofrion
JURNAL GEOGRAFI Vol 9, No 1 (2017): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v9i1.6043

Abstract

Tujuan penelitian ini adalah untuk meningkatkan aktivitas belajar siswa dalam pembelajaran Geografi melalui penerapan metode “Jumping Task”. Metode “Jumping Task” adalah metode pembelajaran yang ditandai dengan pemberian soal atau tugas yang menantang kepada siswa sehingga diharapkan siswa akan bekerja sama dalam mengerjakan soal/tugas tersebut melalui dialog, interaksi dan kolaborasi yang dikelola secara efektif dan efisien oleh guru. Aktivitas belajar yang diamati dalam penelitian ini adalah aktivitas belajar individu, aktivitas belajar berpasangan, aktivitas belajar dalam kelompok dan aktivitas belajar klasikal. Penelitian tindakan kelas ini dilaksanakan sebanyak tiga kali pembelajaran/siklus di di kelas X SMA Islam Al Istiqamah, Pasaman Barat. Hasil penelitian memperlihatkan bahwa penerapan metode “jumping task” berhasil meningkatkan aktivitas belajar siswa dengan tingkat capaian di atas 80% pada semua jenis aktivitas belajar yang diobservasi.Kata Kunci : Aktivitas Belajar, Pembelajaran Geografi, Metode Jumping TaskThe objectives of this research is to improve the students learning activities in geography learning through the implementation of Jumping Task Method. Jumping Task Method is a learning method that is characterized by the provision of a matter or a challenging task to the students so that the students will be expected to cooperate in work on the problems / tasks through dialogue, interaction and collaboration are managed effectively and efficiently by the teacher. Learning activity observed in this study is the individual learning activities, and learning activities in pairs, group learning activities and activities of classical learning. This classroom action research conducted three times learning / cycle in class X SMA Islam Al Istiqamah, Pasaman Barat. The results showed that the implementation of the jumping task method successfully improving student learning activities with performance levels above 80% in all types of learning activities were observed.Keywords : Learning Activitiy, Geography Learning, Jumping Task Method
ANALISIS KETERAMPILAN BELAJAR (LEARNING SKILLS) DAN HASIL BELAJAR SISWA MELALUI PEMBELAJARAN DARING BERBASIS PADLET PADA MATA PELAJARAN GEOGRAFI Erwin Pri Utomo; Nofrion Nofrion
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 7, No 2 (2022): VOLUME 7 NUMBER 2 MEI 2022
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v7i2.3137

Abstract

Abstract.This research aims to analyze students’ learning skills and learning outcomes through Padlet-based online learning in Geography subject. This research is motivated by the low learning skills of students in Geography during online learning. One of the efforts that can be made to improve the learning process is to carry it out using the Padlet application. The type of research used is experimental research. The research subjects were students of class XI IIS 3 of SMA Pembangunan Laboratorium Universitas Negeri Padang as the experimental class and class XI IIS 4 as the control class. The data collection instruments used are students’ learning skill observation sheets and learning outcomes tests. The results of this research indicate that: (1) This research proves that students' learning skills are higher when learning with Padlet compared to other learning media in terms of critical thinking skills, communication skills, collaborative skills and creativity skills. (2) The research proves that there are differences in learning outcomes between the experimental class using the Padlet application and the control class without using the application. This is indicated by the obtained significance value (2-tailed) of 0.036 < 0.05 significance value. It means that there is a difference between the experimental class that was given special treatment by using the Padlet, which get a higher score than the control class that did not use the Padlet. So it can be concluded that the application of Padlet in learning is proven to be better in terms of students’ learning skills and learning outcomes in Geography subject.This research aims to analyze students’ learning skills and learning outcomes through Padlet-based online learning in Geography subject. This research is motivated by the low learning skills of students in Geography during online learning. One of the efforts that can be made to improve the learning process is to carry it out using the Padlet application. The type of research used is experimental research. The research subjects were students of class XI IIS 3 of SMA Pembangunan Laboratorium Universitas Negeri Padang as the experimental class and class XI IIS 4 as the control class. The data collection instruments used are students’ learning skill observation sheets and learning outcomes tests. The results of this research indicate that: (1) This research proves that students' learning skills are higher when learning with Padlet compared to other learning media in terms of critical thinking skills, communication skills, collaborative skills and creativity skills. (2) The research proves that there are differences in learning outcomes between the experimental class using the Padlet application and the control class without using the application. This is indicated by the obtained significance value (2-tailed) of 0.036 < 0.05 significance value. It means that there is a difference between the experimental class that was given special treatment by using the Padlet, which get a higher score than the control class that did not use the Padlet. So it can be concluded that the application of Padlet in learning is proven to be better in terms of students’ learning skills and learning outcomes in Geography subject.Abstrak. Penelitian ini bertujuan untuk menganalisis   keterampilan belajar (learning skills) dan hasilbelajar siswa melalui pembelajaran daring berbasis padlet pada mata pelajaran geografi. Penelitian inidilatar belakangi oleh  rendahnya keterampilan belajar (learning skills) siswa dalam pembelajarangeografi selama pembelajaran daring. Salah satu upaya yang dapat dilakukan untuk memperbaikiproses pembelajaran adalah dengan melaksanakan pembelajaran menggunakan aplikasi Padlet. Jenispenelitian yang digunakan adalah penelitian eksperimen. Subjek penelitian adalah peserta didik kelasXI IIS 3 SMA Pembangunan Laboratorium Universitas Negeri Padang sebagai kelas kelas eksperimendan kelas XI IIS 4 sebagai kelas kontrol. Alat pengumpulan data yang digunakan adalah lembarobservasi keterampilan belajar siswa dan tes hasil belajar. Hasil penelitian ini menunjukkan bahwa: (1)Penelitian ini membuktikan bahwa keterampilan belajar siswa lebih tinggi saat belajar dengan Padletdibanding dengan media pemelajaran lain yang dilihat dari aspek keterampilan berpikir kritis,keterampilan komunikasi, keterampilan kolaborasi dan keterampilan kreativitas. (2) Penelianmembuktikan bahwa terdapat perbedaan hasil belajar antara kelas eksperimen menggunakan aplikasiPadlet dengan kelas kontrol tanpa menggunakan aplikasi Padlet. Hal ini ditunjukan dengan diperolehnilai signifikansi (2-tailed) 0,036 < nilai signifikansi 0,05. Artinya terdapat perbedaan antara kelaseksperimen yang diberi perilaku khusus dengan menggunakan padlet mendapatkan nilai lebih tinggidibanding kelas kontrol yang tidak menggunakan Padlet. Sehingga dapat disimpulkan bahwapenerapan aplikasi Padlet dalam pembelajaran terbukti lebih baik dilihat dari keterampilan belajar(learning skills) dan hasil belajar siswa pada mata pembelajaran geografi. Keywords: Geography Learning, Study Skills, Padlet, Online learning
The Application of Jigsaw type of Cooperative Learning Model to Improve Geography Learning Outcomes in SMA 3 Pinggir Sri Marlina; Nofrion Nofrion; Iswandi Iswandi
International Journal of Educational Dynamics Vol 2 No 2 (2020): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v2i2.269

Abstract

The problem in this research are; low student motivation, the learning ability of students in the lower, the ability of students to solve the problem of low, communication skills among students is less, the ability of students to understand the teaching materials is low. Classroom Action Research (CAR) aims to improve the learning outcomes of Geography through the application of the jigsaw type cooperative learning model. Based on the discussion, this classroom action research can be concluded that the application of a jigsaw cooperative learning model can improve Geography learning outcomes. This is proven by data analysis. Mastery learning students before improvement only amounts to 9 (30%) only. However, after improving the first cycle of student learning completeness can be increased to 24 (80%). Furthermore, improvement in the second cycle of student learning completeness can be increased again to 30 (100%). However, after an improvement in the first cycle, students' absorption capacity can be increased (87%). Furthermore, after making improvements in the second cycle, students' absorption capacity can be increased to (96%).
PENGEMBANGAN LMS BERBASIS GOOGLE SITES UNTUK MENGEMBANGKAN HOTS SISWA PADA MATA PELAJARAN GEOGRAFI Devin Ardhi Saputra; Nofrion Nofrion
Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia) Vol 7, No 3 (2022): VOLUME 7 NUMBER 3 SEPTEMBER 2022
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpipsi.v7i3.3147

Abstract

This research aims to analyze the development of LMS based on Google Sites in Geography subject. The development of this LMS is intended to improve students' higher order thinking skills (HOTS) which can be used for online and offline learning. There are two research methods used i.e. ‘development research’ to develop a valid, practical, and effective Google Sites-based LMS and ‘experimental research’ to prove the effectiveness of Google Sites-based LMS in improving students' HOTS. The development model used is the Plomp which consists of three phases i.e. the Initial investigation phase, the Prototype development phase, and the assessment phase. Then a validity test is carried out involving three lecturers as validators, i.e. validation of media expert, material expert, and language and design expert with "Valid" result. To determine the effectiveness of this LMS, an independent samples test of learning outcomes for the control class and the experimental class is conducted. The control class is class XI IPS 2 with 36 students, consisting of 20 male students and 16 female students who do not use LMS and the experimental class is class XI IPS 3 with 36 students, consisting of 20 female students and 16 male students who use LMS based on Google Sites. The results of the research prove that Google Sites-based LMS is "Valid and Practical" so that it can be used in learning Geography to improve students' HOTS. The results of independent samples test prove that the significance value (2-tailed) is 0.000 < 0.05 significance value, meaning that there is a difference between the experimental class and the control class. A difference in the average score between both classes means that the students who study using this LMS based on Google Sites have better learning outcomes than the students who don’t.
Exo Olo Task Learning Model with Case method To Improve Students' HOTS on the Distribution of Flora and Fauna Andika Rahman; Nofrion Nofrion; Yurni Suasti; Ernawati Ernawati
International Journal of Educational Dynamics Vol 4 No 2 (2022): International Journal of Educational Dynamics (IJEDs)
Publisher : Postgraduate School, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijeds.v4i2.358

Abstract

The purpose of writing this article is to explain the influence of the application of the Exo Olo Task learning model with the Case method (CM) to Improve students' high-level thinking skills on the material distribution of flora and fauna in Indonesia and the world. Where the Exo Olo Task Learning Model with Case method is in line with the 2013 curriculum which applies student-centered learning. The distribution of Flora and Fauna in Indonesia and the World studied by students in high school class XI is included in the scope of physical geography. The research method in this study is a literature study with sources from various articles through searches on the internet and supported by related books. This writing obtained the results that the Exo Olo Task Learning Model with the Case method can improve students' high-level thinking skills. So, the Exo Olo Task Learning Model Method with the Case method can be applied in geography learning in high school. The role of the teacher is needed in the implementation of the Exo Olo Task Learning Model with the Case method as a facilitator of student learning.
Co-Authors abdul aziz asra Aftriana Hadi ahyuni . Akbar Rafsanjani Amor Setiawan Andika Rahman Andika Syahrandi Anggun dwi utami Anidar Anidar Apin Dila Aprizon Putra Asep BADRI IZI NAJMI Bayu Wijayanto Bayu Wijayanto belgi renold Bigharta Bekti Susetyo Cendra Kurnia Charlos Decafrio Deded Chandra Dedek Tri Yohanda Deni Asrul Devin Ardhi Saputra Dwi Mitra Dilla edo okta fauzan elvia izza izza ERLAN DA erna, ernawati ernawati . ernawati erna Erwin Pri Utomo eti susanti Fachrur Rachman Jr Fajri Ananda Hade Febriani, Rahmi Dwi feronisa edriani Fitri Arsih Fitri Rahmadani Frans Efendi Panjaitan Hari Maicandra Budiman Helfia Edial Her vina Ika Cahya Pratiwi Ika Laksita Warti Indriana Indriana Ismail, Aziah Iswandi Iswandi Iswandi U Jeli Herianto jeli oktavia Khairani Anisya putri Khairani Khairani Khairani Khairani khairani khairani Khairi, Rahmad khrisna dewita kurnia siska azhari Lailatur Rahmi Malik, Abid maya kumala sari Mayang Sari Mike Mike Mohammad Zohir Ahmad Muhammad Alfahri Muhammad Navri MUHAR DANTIN Nadia Turrahima Nina Juniati Putri Robhir Nova, Sari Novita Agustina Agustina nurindah indah mandasari Operma, Sukron Priti Melini Putri, Sri Kandi Rahman, Andika Rahmaneli Rahmaneli Rahmanelli Rahmanelli Rahmat Fajar Agusti Ratna Wilis refika refina Reni Putri Utari Rery Novio Reski Maiwella Riani ririska hidayah usra Rival Navigas Saddam Al Aziz Salsabila RA, Sausan Sarpita Ningsih Sausan Salsabila RA Savira Tri Darmayanti Silvi - Yuliani SISCA MEGAHANDANI SITI FATIMAH Siti Fatimah Solly Aryza sovian lubis Sri Mariya Sri Marlina Suci Fitria Rahmadhani Z sulis purwanto Surtani Surtani Syafri Anwar Tegar Darpen Dery Tiara Azura Tika, Wisi Yulian Tri Desi Lestari Tri Perra Paula Tama Utomo, Erwin Pri Veithzal Rivai Zainal vivi yulia fitri Wahyu Nanda Putra Wieke Armawati Wiranda Wiranda Yelit Putri Sukmela Yuca, Verlanda Yulia Yulia Yurni Suasti Yurni Suasti zarwan zarwan Zulfikar Zulfikar Zulirfan Zulirfan