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All Journal Techno.Com: Jurnal Teknologi Informasi Abjadia, International Journal of Education Future Space: Studies in Geo-Education
Syah Rizal
Universitas Negeri Malang
Computer Science & IT Earth & Planetary Sciences Education Engineering Languange, Linguistic, Communication & Media Other

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Analisis Keterjangkauan dan Pola Persebaran SMA/MA Negeri di Kabupaten Banyuwangi Menggunakan Analisis Buffering dan Nearest Neighbor pada Aplikasi Q-GIS Syah Rizal; Permita Luana Diyah Syaibana
Techno.Com Vol 21, No 2 (2022): Mei 2022
Publisher : LPPM Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/tc.v21i2.5996

Abstract

Pemerataan fasilitas pendidikan termasuk sekolah harus diperhatikan secara khusus agar mudah dijangkau oleh masyarakat termasuk masyarakat Kabupaten Banyuwangi. Perkembangan teknologi yang begitu pesat mampu mempermudah menganalisis perencanaan pembangunan fasilitas pendidikan menggunakan Sistem Informasi Geografis (SIG) yang digunakan untuk evaluasi pemerataan fasilitas pendidikan sesuai standard perencanaan lingkingan nasional. Metode yang digunakan yaitu metode dekriptif dengan pendekatan kuantitatif. Sampel yang digunakan yaitu SMA/MA Negeri di Kabupaten Banyuwangi. Jenis data yang digunakan yaitu data spasial titik lokasi koordinat sekolah SMA/MA Negeri di Kabupaten Banyuwangi dan lokasi sebaran permukiman. Analisis data yang digunakan yaitu menggunakan analisis Buffering dan analisis Nearest Neighbor pada aplikasi Q-GIS untuk mengetahui keterjangkauan dan pola persebaran lokasi SMA/MA terhadap lokasi. Hasil analisis menunjukan 46,65% wilayah permukiman menjangkau lokasi SMA/MA dan 64,35% wilayah permukiman tidak terjangkau lokasi SMA/MA atau seluas 593,46 km2 dari 1272,15 km2 permukiman yang mampu menjangkau lokasi SMA/MA. Hasil analisis Nearest Neighbor menujukan pola persebaran lokasi SMA/MA Negeri di Banyuwangi tergolong dalam klasifikasi pola persebaran acak dengan skor Nearest Neighbor Index sebesar 0,93 ditinjau dari 21 titik lokasi SMA/MA Negeri. Hal ini mengartikan bahwasannya lokasi SMA/MA Negeri belum terjangkau oleh keseluruhan permukiman masyarakat Banyuwangi dan belum tersebar merata.
Spatial Intelligence and Geographic Skills: REACT Model on Regional Development and Growth Materials Risky Andias Oktavian; Dwiyono Hari Utomo; Alfyananda Kurnia Putra; Yuswanti Ariani Wirahayu; Syah Rizal
Abjadia Vol 8, No 1 (2023): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v8i1.18383

Abstract

The REACT model is constructive contextual learning that emphasizes the meaning of learning and the knowledge built in students' minds. This study aims to determine the effect of the REACT model on students' Spatial Intelligence and Geographic Skills. This research uses Quasy Experimental with Posttest Only Control Group Design. The subjects used in the study were students of class XII Social Sciences 2 as an experimental class and XII Social Sciences 3 as a control class at Senior High School 10 Malang in the academic year 2022/2023. Determination of the sample using purposive sampling technique with the consideration of having a middle school final exam score that is almost the same. The research instrument uses an essay test referring to geographic skills and spatial intelligence indicators. Data analysis used the Independent-Sample T Test and the Mann-Whitney U Test with a significance level of 0.05. The significance value of the Independent-Sample T-Test for spatial intelligence shows an effect of the REACT learning model on students' spatial intelligence with a value of 0.004 0.05, with the spatial concept indicator having the highest influence. In contrast, the reasoning process indicator has the most effect low. The significance value of the Mann-Whitney U test geographical skill test shows an impact of the REACT learning model on students' spatial intelligence with a value of 0.004 0.05, with the indicator answering geographical questions having the highest impact, while the indicator asking geographic questions has the highest influence the lowest.
Spatial Intelligence and Geographic Skills: REACT Model on Regional Development and Growth Materials Risky Andias Oktavian; Dwiyono Hari Utomo; Alfyananda Kurnia Putra; Yuswanti Ariani Wirahayu; Syah Rizal
Abjadia : International Journal of Education Vol 8, No 1 (2023): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v8i1.18383

Abstract

The REACT model is constructive contextual learning that emphasizes the meaning of learning and the knowledge built in students' minds. This study aims to determine the effect of the REACT model on students' Spatial Intelligence and Geographic Skills. This research uses Quasy Experimental with Posttest Only Control Group Design. The subjects used in the study were students of class XII Social Sciences 2 as an experimental class and XII Social Sciences 3 as a control class at Senior High School 10 Malang in the academic year 2022/2023. Determination of the sample using purposive sampling technique with the consideration of having a middle school final exam score that is almost the same. The research instrument uses an essay test referring to geographic skills and spatial intelligence indicators. Data analysis used the Independent-Sample T Test and the Mann-Whitney U Test with a significance level of 0.05. The significance value of the Independent-Sample T-Test for spatial intelligence shows an effect of the REACT learning model on students' spatial intelligence with a value of 0.004 0.05, with the spatial concept indicator having the highest influence. In contrast, the reasoning process indicator has the most effect low. The significance value of the Mann-Whitney U test geographical skill test shows an impact of the REACT learning model on students' spatial intelligence with a value of 0.004 0.05, with the indicator answering geographical questions having the highest impact, while the indicator asking geographic questions has the highest influence the lowest.
Investigating Geography Pre-Service Teacher’s TPACK Competencies in The Context of E-Learning Muhammad Rizieq Fahmi; Syah Rizal; Khoirunnisaa’; Alfyananda Kurnia Putra
Future Space: Studies in Geo-Education Vol. 2 No. 3 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i3.74

Abstract

Pre-service Geography teachers must be able to implement and develop technology in learning activities to effectively adapt to evolving educational demands, particularly in the context of the New Normal where e-learning has become integral to teaching and learning processes. TPACK (Technological Pedagogical and Content Knowledge) as a basic competency of pre-service Geography teachers in implementing e-learning in the New Normal era. Furthermore, the purpose of this study is to investigate the TPACK competencies of pre-service Geography teachers at the Universitas Negeri Malang and find a clear correlation between the TPACK constructions on pre-service Geography teachers. Then, this study uses a qualitative quantitative approach with a descriptive method with primary and secondary data collection. The population of this study were undergraduate students of the Geography Education Class of 2018 at Universitas Negeri Malang, while the sampling using the slovin method was 109 participants. Structural equation modeling (SEM) was employed to test the TPACK model, as it enables the analysis of complex relationships among the seven interrelated constructs within the framework. As a result, pre-service geography teachers have good TPACK competencies. The findings show that pre-service geography teachers are quite superior in the use of technology for learning (TPK). The focus of Content Knowledge (CK) that is being asked by pre-service geography teachers is in the scope of Anthroposphere. Meanwhile, the correlation between the TPACK constructs shows that each TPACK-forming factor has a varied correlation value. This revision clearly communicates the uneven distribution of competencies and highlights the need for targeted professional development, making the implications of the findings more explicit and actionable.
Co-Authors Alfyananda Kurnia Putra Dwiyono Hari Utomo Khoirunnisaa’ Muhammad Rizieq Fahmi Permita Luana Diyah Syaibana Risky Andias Oktavian Yuswanti Ariani Wirahayu