Article Per Year (5 Year)
p-Index From 2021 - 2026
6.151
P-Index
This Author published in this journals
All Journal Jurnal Eduscience (JES) SEMAR Jambura Geo Education Journal Society: Jurnal Pengabdian Masyarakat Journal of Community Service Eduvest - Journal of Universal Studies Indonesian Journal of Environment and Disaster Journal of Environment and Sustainability Education Geadidaktika GeoEco
Singgih Prihadi
Unknown Affiliation
Aerospace Engineering Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Neuroscience Physics Social Sciences Other

Published : 38 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 38 Documents
Search

 1   2   3   4 
Penerapan Model Project Based Learning Berbantuan Quizizz dan Google My Maps Untuk Meningkatkan Kemandirian Dan Hasil Belajar Peserta Didik Putri, Intivia Sholekah Asmara; Prihadi, Singgih
GEADIDAKTIKA Vol 5, No 2 (2025): Geadidaktika Agustus 2025
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/gea.v5i2.89093

Abstract

This study aims to improve student independence and learning outcomes through the implementation of the Project Based Learning (PjBL) model assisted by Quizizz and Google My Maps on the material of Maps, Remote Sensing, and Geographic Information Systems in class X 1 of SMA Islam Diponegoro in the 2023/2024 academic year. This study uses a classroom action research design implemented in two cycles with 21 students as subjects. Data were collected through observations, tests, questionnaires, interviews, and documentation, with the validity of results, processes, catalysts, dialogic, and democracy. Data analysis was carried out quantitatively and qualitatively. The results showed that the implementation of PjBL assisted by Google My Maps was able to improve student learning independence. The completion of independent learning increased from 29% in the pre-cycle to 67% in cycle I, and reached 90% in cycle II. In addition, the implementation of PjBL assisted by Quizizz has been proven to improve learning outcomes, as seen from the increase in learning outcome completion by 67%, namely from 19% in the pretest to 67% in cycle I, and increasing to 86% in cycle II. Thus, the PjBL model based on the use of technology has been proven effective in improving student independence and learning outcomes.
Penerapan Model Pembelajaran Discovery untuk Meningkatkan Hasil Belajar Peserta Didik Kelas XI IPS 1 SMA Negeri Tulakan Kabupaten Pacitan Tahun Pelajaran 2022/2023 (Materi Ketahanan Pangan, Bahan Industri, Potensi Energi Baru dan Terbarukan di Indonesia) Fadila, Alfia; Prihadi, Singgih; Noviani, Rita
GEADIDAKTIKA Vol 4, No 2 (2024): Geadidaktika Agustus 2024
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/gea.v4i2.71923

Abstract

Kualitas hasil belajar geografi di SMA Negeri Tulakan belum begitu baik. Hal ini dikarenakan pembelajaran disekolah masih menggunakan beberapa metode seperti teacher center, tanya jawab, dan belum terbiasa menggunakan metode problem solving, diskusi, dan sebagainya. Peneliti tertarik untuk melakukan penelitian mengenai penerapan model discovery learning untuk meningkatkan hasil belajar siswa kelas XI IPS 1 SMA Negeri Tulakan, Pacitan. Proses pembelajaran discovery learning melibatkan seluruh kemampuan siswa untuk menemukan prinsip atau konsep baru berdasarkan pengetahuan dan pengalamannya. Pada kondisi awal, hanya 52% siswa yang dapat mencapai tingkat penguasaan minimal pada materi ketahanan pangan, bahan industri, potensi energi baru terbarukan di Indonesia (data sekunder). Pada siklus pertama, siswa mampu mencapai batas ketuntasan minimal sebesar 65%. Kondisi pembelajaran diperbaiki lagi pada siklus 2. Hasilnya, siswa yang mampu mencapai batas ketuntasan minimal meningkat menjadi 86%. Jadi, dapat disimpulkan bahwa penerapan model discovery learning secara meyakinkan dapat meningkatkan hasil belajar geografi pada siswa kelas XI IPS 1 SMA Negeri Tulakan. 
Pengembangan Multimedia Pembelajaran Dengan Aplikasi Lectora Inspire Pada Materi Bumi Sebagai Ruang Kehidupan di Kelas X SMA Negeri 5 Surakarta Nu'mah, Azidatul Khairatin; Subandriyo, Djoko; Prihadi, Singgih
GEADIDAKTIKA Vol 2, No 1 (2022): Geadidaktika Januari 2022
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/gea.v2i1.46211

Abstract

The aim of this research are to knows (1) To determine the feasibility of developing multimedia learning applications for Lectora Inspire on earth material as a space of life in class X IPS SMA N 5 Surakarta. (2) Knowing the effectiveness of multimedia learning Lectora Inspire applications on the material of the earth as a space of life after being implemented in class X IPS SMA N 5 Surakarta.The research method used in this research is the research and development method with ADDIE development models namely Analyze, Design, Development, Evaluation and Implementation. Data collection techniques with interviews, questionnaires, tests and documentation. Data analysis techniques with multimedia feasibility analysis of the questionnaire by the validator and calculation of effectiveness with the T test with a confidence level of 5% of the data that has been calculated with the normality test.Based on data analysis, the results of the research are known as follows: (1) Multimedia learning of Lectora Inspire applications on the material Earth as Life Space in class X SMA N 5 Surakarta is feasible to use by obtaining a value of 5 (very feasible) based on the results of validation. (2) Multimedia learning application of Lectora Inspire on the material of Earth as Life Space in class X SMA N 5 Surakarta is effective to be used in the learning process based on the T Test to obtain the results of Sig. (2-tailed) is 0,000 so less than 0.05 then Ho is rejected and Ha is accepted. Keywords : Development of Learning Multimedia, Lectora Inspire, ADDIE, Earth as Life Space.
Analisis Hubungan Antara Persepsi Tentang Geoliteracy Terhadap Spatial Ability Peserta Didik (Studi Kasus Peserta Didik Kelas XI IPS MAN 2 Ngawi) Husniyah, Alfi Roudhotul; Ahmad, Ahmad; Prihadi, Singgih
GEADIDAKTIKA Vol 2, No 2 (2022): Geadidaktika Agustus 2022
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/gea.v2i2.48487

Abstract

The purpose of this research is to examines (1) the perception of geoliteracy, (2) the level of spatial ability and (3) the relationship between perceptions of geoliteracy and spatial ability in XI IPS class students at MAN 2 Ngawi. This research was developed by using quantitative descriptive study with saturated sampling survey method. The data collection technique used a geoliteracy perception questionnaire and spatial ability test instruments. Based on the research results, it is known that 90% of students have a good perception and 10% of students have a moderate perception. The results of the spatial ability test showed mixed results, namely 35% of students had high spatial abilities, 41% of students had moderate spatial abilities, and 24% of students had low spatial abilities. In the correlation test, it shows that the calculated r value of 0.136799 < r table is 0.220 with a significance value of 0.05. The conclusion of this study is that there is a weak correlation between the perception of geoliteracy on the spatial abilities of students, so it is necessary to improve the quality of learning so that it can build students' spatial abilities.Keywords: perception of geoliteracy, spatial ability, relationship
APPLICATION OF THE LIGEKA_21 MODEL TO DEVELOP 21ST-CENTURY SKILLS FOR STUDENTS IN LEARNING GEOGRAPHY IN HIGH SCHOOL Sugiyanto, Sugiyanto; Prihadi, Singgih; Ronggowulan, Lintang
GeoEco Vol 9, No 1 (2023): GeoEco January 2023
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ge.v9i1.67500

Abstract

21st Century learning skills are essential. In the revision of the 2013 curriculum in 2017, it has been explicitly stated that 21st-century skills introduced with the term 4 C (Critical thinking and problem solving, creativity and innovation, communication skills and collaboration skills) are used as an orientation in learning at school. To improve students' 21st Century Skills in Social Studies learning, a learning model called the LIGEKA_21 was developed. The results of his research show that the use of the LIGEKA_21 model can significantly improve 21st-century skills (4C) for both students in the high school group and the middle and lower group schools. Prominent results include high enthusiasm for learning, active and creativity in producing learning outputs, posters of critical and creative teaching materials, poetry based on social studies teaching materials, high mastery of social studies knowledge, development of communication skills and skills and collaboration. The results of this good research need to be developed more broadly, not only in junior high schools but also need to be developed in senior high schools. Good learning outcomes implemented using face-to-face (offline) patterns are not necessarily suitable in the Covid-19 era, which are carried out with online learning patterns, so they must be developed or adapted based on e-learning. Based on these conditions, this research will develop an online learning pattern based on the LIGEKA 21 model, which will then be compared with the LIGEKA_21 model with face-to-face (offline) learning patterns in high school.
APPLICATION OF PROJECT BASED LEARNING MODEL BASED ON ARTIFICIAL INTELLIGENCE (AI) TO IMPROVE CRITICAL SPATIAL THINKING OF STUDENTS IN SUKOHARJO REGENCY Sriyanti, Sriyanti; Muryani, Chatarina; Prihadi, Singgih
GeoEco Vol 12, No 1 (2026): GeoEco January 2026
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ge.v12i1.100489

Abstract

Project-Based Learning (PjBL) is a learning model that emphasises problem-solving through real-world activities and meaningful projects. The integration of Artificial Intelligence (AI) in PjBL is expected to enhance students’ engagement and higher-order thinking skills, particularly critical spatial thinking in geography learning. This study aims to improve students’ critical spatial thinking skills by applying an AI-based Project-Based Learning model to the topic of the dynamics of international cooperation. The research employed Classroom Action Research (CAR) conducted in three cycles—planning, action, observation, and reflection—during the even semester of the 2024/2025 academic year at State Senior High School 1 Sukoharjo. The research subjects were 35 students in Phase F+ / Grade XII. Data were collected using observation sheets, written tests (pretest and posttest), questionnaires, and documentation. Data analysis was carried out using descriptive qualitative analysis supported by quantitative data in the form of students’ learning achievement percentages based on critical spatial thinking indicators. The results showed a consistent improvement in students’ learning outcomes across the three cycles, with mastery learning increasing from 68.57% in cycle I to 77.14% in cycle II and reaching 91.43% in cycle III, exceeding the classical mastery criterion of 85%. The findings indicate that implementing AI-based PjBL effectively enhances students’ critical spatial thinking skills, learning motivation, and active participation. Therefore, AI-based Project-Based Learning can be considered a practical instructional approach to support meaningful, technology-integrated geography learning.
GEOSPATIAL DEEP LEARNING: A CONTEXTUAL-CONSTRUCTIVE APPROACH TO GEOGRAPHY LEARNING TO EMPOWER SPATIAL THINKING SKILLS STUDENTS Prihadi, Singgih; Muryani, Chatarina; Sugiyanto, Sugiyanto; Noviani, Rita; Pratiwi, Imasti Dhani
GeoEco Vol 12, No 1 (2026): GeoEco January 2026
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ge.v12i1.107180

Abstract

Geography education in the digital native era requires students to develop critical, creative, and innovative thinking through a spatial approach. Learning geography is not just about learning theory, but about learning deeply by optimising technology and geospatial data. This study aims to analyse the concepts and characteristics of Geospatial Deep Learning in geography education and to analyse the potential of Geospatial Deep Learning in empowering spatial thinking skills. This study employs a qualitative descriptive approach, utilising 10 informants of geography teachers and vice principals of senior high schools in Surakarta City. The sampling technique used is purposive sampling, as informants were selected based on the researcher's considerations. Data collection techniques include in-depth interviews and observations of teaching practices. The researcher employs an interactive data analysis model. The validity of the data used was triangulated by source and method. The research findings indicate that Geospatial Deep Learning in the context of high school geography education in Surakarta has already utilised geospatial data to enhance students' spatial thinking skills, though not yet to its full potential. Teachers have endeavoured to help students use data from Google Earth to strengthen their analysis. The potential of Geospatial Deep Learning in geography learning is significant, particularly in developing spatial thinking skills. Teachers noticed an improvement in spatial representation, which is evident in students' ability to visualise and manipulate spatial data in a more interesting, interactive, and informative way. 
GEOGRAPHY TEACHERS’ UNDERSTANDING OF DEEP LEARNING PEDAGOGY IN THE MERDEKA BELAJAR CURRICULUM: A STUDY OF SENIOR HIGH SCHOOLS IN SURAKARTA Tjahjono, Gentur Adi; Muryani, Chatarina; Prihadi, Singgih; Nugroho, Albertus Erico Jerry Krisna; Kartika, Fitria Dewi
GeoEco Vol 12, No 1 (2026): GeoEco January 2026
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ge.v12i1.108976

Abstract

There is still a gap between the implementation of deep learning pedagogy in the Independent Curriculum and the pedagogical readiness of geography teachers in Surakarta City. This study examines geography teachers’ understanding of the deep learning approach within the implementation of the Merdeka Curriculum in Indonesian senior high schools. Deep learning is emphasised in the curriculum to promote meaningful, reflective, and critical learning; however, limited evidence exists regarding teachers’ pedagogical readiness. Using a mixed-methods embedded design, data were collected from 25 geography teachers in Surakarta City through questionnaires and focus group discussions. The study focused on four indicators: knowledge of deep learning concepts, implementation in classroom practice, perceptions of effectiveness, and professional development needs. The results indicate that 64% of teachers demonstrated a moderate understanding of deep learning, 24% showed high understanding, and 12% had low levels. While most teachers acknowledged the importance of deep learning and displayed enthusiasm, they faced challenges related to conceptual clarity, consistency in instructional practice, and limited institutional support. These findings suggest a gap between theoretical knowledge and actual implementation in geography education. The study underscores the need for structured professional development, collaborative learning communities, and contextual instructional design to enhance teacher capacity. This research contributes to the international discourse on curriculum reform by mapping teacher readiness and highlighting practical challenges in applying deep learning pedagogy within the Indonesian context.
Co-Authors Ahmad Ahmad Ahmad Ahmad Annafi, Rizka Aprilia, Rahma Nur Ardhana, Bima Kusuma Ardiyana, Sasna Syifa Arrahmah, Mawaddah Astyo Dhanoko, Thorriqul Az Zahra, Nazwah Ummu Azilia, Wika Azzahra, Sabrilla Almas Bandjar, Budhyawan S. Bidari, An-Nissara Putri Cardinalia, Rheigi Shaula Chatarina Muryani Dewi, Clara Adhi Pratiwi Sukmana Dewi, Nadya Putri djoko subandriyo Dwijayanti, Hikmah Eka Karistalia, Novilalia Elfrida Ratnawati Fadila, Alfia Fauziyah, Riska Annisa Ghaniyasari, Nur Azizah Husniyah, Alfi Roudhotul Inayah, Nurul Fitri Indah, Rizca Nurul Istiqomah Permata Indrajati, Efi Istiyanti Nur Marfu’ah Jalasutra, Pakshi Karismatika, Chasanah Kartika, Fitria Dewi Katamsa, Risam Kencana, Lintang Ayu Mustika Khasanah, Zahro Fatim Khoirunnisa, Nugraheni Kurnia, Ayu Indah Lintang Ronggowulan Mohammad Gamal Rindarjono, Mohammad Gamal Novika Adi Wibowo Novitasari, Inelsa Rafika Nu'mah, Azidatul Khairatin Nugroho, Albertus Erico Jerry Krisna NUR FADILAH Nurhalisa, Adelia Jasmine Pertiwi, Ratu Seffy Pipit Wijayanti Pradwita, Yanuarizka Widhi Pratiwi, Imasti Dhani Putri, Intivia Sholekah Asmara Putriana, Zulzil Rachmansyah, Anfika Rahmat Runjung, Benyamin Ricky Ratna Widyastuti, Ratna Rita Noviani Rita Noviani, Rita S. Bandjar, Budhyawan Safira, Elys Dinda Safitri, Kartika Dewi Saharani, Nariswari Putri Samsiyah, Ike Fitri Saputri, Maharani Bintang Sari, Novita Vetika Sarwono Sarwono Sarwono Sarwono Sarwono Setya Nugraha Shefiani, Nadia Sigit Santoso SUGIYANTO Sugiyanto - Sugiyanto Sugiyanto Tjahjono, Gentur Adi Utomo, Bagas Annas Viola Khalifah, Pradivta Widyantoro, Hanan Sri Wijayanti, Pipit Yanti Sri Rejeki Yasin Yusup Yogatama, Muhamad Andito Yuliana, Hesti