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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktik dalam Bidang Pendidikan dan Ilmu Geografi J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Jurnal Teknodik Geosfera Indonesia
Dwi Angga Oktavianto
Univeritas Negeri Malang
Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Neuroscience

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PENGEMBANGAN MODEL PEMBELAJARAN SAINTIFIK BERBASIS GOOGLE EARTH UNTUK MENINGKATKAN HASIL BELAJAR PEMETAAN GEOLOGI Oktavianto, Dwi Angga
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 7, No 1 (2020): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v7i1.10353

Abstract

This research was conducted to produce a learning model for geology learning at the Vocational High School level. The learning model is generated by utilizing the development of geospatial technology, namely Google Earth. This research also aims to; (1) disclose student learning outcomes before and after using the Google Earth-based learning model; (2) developing a scientific learning model based on Google Earth; (3) testing the effectiveness of the resulting model. This research is a Research and Development (RD) research conducted at SMK Negeri 1 Binuang in September 2019. The research subjects were 27 students of class XII Mining Geology. Research data obtained from instruments in the form of questionnaires, observation sheets and student learning outcomes which are a combination of performance scores and project values. Data analysis using; lesson content analysis, product development feasibility analysis, and effectiveness analysis using the Wilcoxson signed ranks test. The results showed that; (1) the value of student learning outcomes at posttest was higher than at pretest; (2) Google Earth-based scientific learning model has six learning steps; and (3) The significance value with the Wilcoxson signed ranks test shows the number 0.000 which, if interpreted, means that the Google Earth scientific-based learning model is effectively used. This model is proven effective in lessons that have material in the form of spatial data (spatial reference).Keywords: Learning Model; scientific; Google Earth; Learning Outcomes
Geography education research in Indonesia: retrospect and prospect Dwi Angga Oktavianto
Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi Vol 25, No 1 (2020)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Geography Education Research has long been part of the development of Geography in Indonesia. So far there has been no research on the condition of Geography Education Research in Indonesia. This study explores articles about Geography Education Research that are sourced from journals produced by departments or faculties of Geography in Indonesia and have been indexed by SINTA. The results of the exploration are then analyzed to retrospect the research that has been done and try to look at the prospects of future geography education research.
PENGARUH PEMBELAJARAN BERBASIS PROYEK BERBANTUAN GOOGLE EARTH TERHADAP KETERAMPILAN BERPIKIR SPASIAL Dwi Angga Oktavianto
Jurnal TEKNODIK Juni
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (38.539 KB) | DOI: 10.32550/teknodik.v21i1.227

Abstract

Abstrak: Pembelajaran geografi berguna untuk membekali siswa keterampilan berpikir spasial. Pembelajaran geografi harus diarahkan menggunakan pendekatan saintifik. Pendekatan saintifik perlu memanfaatkan perkembangan teknologi terutama teknologi berbasis geospasial, salah satunya berupa Google earth. Penelitian ini bertujuan untuk mengetahuai pengaruh penggunaan pembelajaran berbasis proyek berbantuan Google earth terhadap keterampilan berpikir spasial. Metode yang digunakan dalam penelitian ini ialah dengan desain quasi experimental berupa pretest-posttest nonequivalent control group design. Penelitian dilakukan pada Kelas X IPS SMA Negeri 1 Cawas. Instrumen yang digunakan untuk mengukur keterampilan berpikir spasial adalah modifikasi dari Spatial Thinking Ability Test. Analisis data melalui t test dengan menggunakan SPSS 20.0 for windows. Hasil penelitian menunjukkan bahwa pembelajaran berbasis proyek berbantuan Google earth berpengaruh signifikan terhadap keterampilan berpikir spasial siswa. Di samping itu, juga ditemukan beberapa kelebihan dari pembelajaran berbasis proyek berbantu Google earth, antara lain: (1) mendorong siswa menjadi tertantang untuk menyelesaikan permasalahan nyata melalui kegiatan proyek, (2) siswa semakin aktif dalam pembelajaran, (3) kinerja siswa dalam menyelesaikan proyek lebih teratur, (4) siswa lebih memiliki keleluasaan untuk menyelesaikan proyek, (5) siswa termotivasi berkompetisi menghasilkan produk yang terbaik,dan (6) siswa mengalami peningkatan keterampilan berpikir spasial.Kata Kunci: Pembelajaran Berbasis Proyek, Google Earth, Berpikir Spasial Abstract: Learning geography is useful to equip students spatial thinking skills. Learning geography should be directed to use a scientific approach. The scientific approach needs to harness technological developments mainly based geospatial technologies, one of them is Google earth. This study aims to determine the effect of the use of project-based learning assisted Google earth to spatial thinking skills. The method used in this research is to design the form of quasi-experimental pretest-posttest nonequivalent control group design. The study was conducted on Class X IPS SMA Negeri 1 Salam Babaris. The instrument used to measure the spatial thinking skills is a modification of the Spatial Thinking Ability Test. Analysis of the data by t test using SPSS 20.0 for windows. The results showed that the project-based learning Google earth aided significantly influence spatial thinking skills of students. In addition, also found some of the advantages of the project-based learning assisted Google earth, among others: (1) encourage students be challenged to solve real problems through project activities, (2) the students more active in learning, (3) the performance of students in complete the project more organized, (4) students have more flexibility to complete the project, (5) students are motivated to compete to produce the best product, and (6) students has increased spatial thinking skills.
PENGEMBANGAN SPATIAL THINKING ON MAP TEST (STMT) UNTUK TINGKAT SMA Dwi Angga Oktavianto
Jurnal TEKNODIK Jurnal Teknodik Vol. 22 No. 1, Juni 2018
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (549.134 KB) | DOI: 10.32550/teknodik.v21i3.345

Abstract

Abstrak: Soal berpikir spasial yang fokus pada interpretasi peta belum banyak dibuat. Penelitian ini bertujuan untuk mengembangkan soal berpikir spasial model Spatial Thinking on Map Test (STMT). Metode Penelitian menggunakan desain penelitian pengembangan Adams & Wieman. STMT terdiri dari 8 soal. STMT diuji cobakan pada 28 siswa SMA Kelas 10 di SMA Negeri 1 Cawas, Kabupaten Klaten. Data yang didapat kemudian dianalisis dengan SPSS 24.0. Hasil penelitian menunjukkan nilai reliabilitas soal setelah diuji dengan Cronbach’s Alpha sebesar 0,741. Nilai ini termasuk kategori soal yang reliabel. Sedangkan nilai validitas soal nomor 1 sebesar 0,735; nomor 2 sebesar 0,722; soal nomor 3 0,682; soal nomor 4 sebesar 0,669; soal nomor 5 sebesar 0,703; soal nomor 6 sebesar; soal nomor 7 sebesar; dan soal nomor 8 sebesar 0,733. Nilai dari soal nomor 1 sampai 8 tersebut termasuk kategori valid. Berdasarkan hasil uji reliabilitas dan validitas tersebut soal STMT yang dibuat layak digunakan untuk mengukur keterampilan berpikir spasial siswa.
MODEL PEMBELAJARAN INVESTIGASI KELOMPOK UNTUK MENGANALISIS BENTANG ALAM HASIL GAYA GEOLOGI MELALUI PENGGUNAAN GOOGLE EARTH Dwi Angga Oktavianto
Jurnal TEKNODIK Jurnal Teknodik Vol. 23 No. 1, Juni 2019
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (405.641 KB) | DOI: 10.32550/teknodik.v0i0.512

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis siswa agar dapat melakukan analisis terhadap bentang alam hasil dari gaya geologi. Tindakan yang dilakukan ialah dengan memanfaatkan Google Earth melalui model pembelajaran Investigasi Kelompok. Penelitian ini menggunakan metode penelitian tindakan kelas. Penelitian dilakukan pada kelas X Geology Pertambangan SMK Negeri 1 Binuang dengan jumlah subjek 33 siswa. Data hasil penelitian pada siklus-2 menunjukkan adanya peningkatan kemampuan beprikir kritis dibandingkan dengan siklus-1 dmanasiswa dengan tingkat berpikir (1) kurang kritis, dari yang semula 70% menjadi 12%; (2) cukup kritis, dari 15% menjadi 33%; (3) berpikir kritis, dari 15% menjadi 46%; dan (4) berpikir sangat kritis, dari yang semula tidak ada menjadi 9%.  This study aims to improve students' critical thinking skills so that they can conduct an analysis of the landscape resulting from geological forces. The action taken is to utilize Google Earth through the Group Investigation learning model.This research uses classroom action research methods. The study was conducted in class X Mining Geology of SMK Negeri 1 Binuang with a total of 33 student subjects. The data show thatfrom cycle-2 indicates an increasein students’ order thinking skills,whichare: 1) less critical, from 70% to 12%; 2) quitecritical, from 15% to 33%; 3) critical, from 15% to 46%; and 4) highly critical, from 0 to 9%.
PENINGKATAN KETERAMPILAN BERPIKIR SPASIAL MELALUI AKTIVITAS GEOGRAPHIC INQUIRY PADA PROJECT BASED LEARNING BERDEFERENSIASI : The Effect of Differentiated Project-based Learning with Geographic Inquiry Activities to Students’ Spatial Thinking Skill Dwi Angga Oktavianto
Jurnal TEKNODIK Jurnal Teknodik Vol. 26 No. 2, Desember 2022
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/teknodik.vi.1015

Abstract

Penelitan ini mengkaji aktivitas geographic inquiry pada project-based learning untuk meningkatkan berpikir spasial siswa. Diferensiasi yang dimasukkan sebagai variable moderator berupa gaya belajar. Subjek penelitian ini adalah 64 siswa SMK yang belajar pemetaan topografi pada Program Keahlian Geologi Pertambangan. Data yang didapat kemudian dianalisis menggunakan ANOVA dua jalur, dengan faktorial 2x3 melalui program SPSS 24. Hasil penelitian menunjukkan bahwa: 1) ada perbedaan signifikan antar model pembelajaran terhadap keterampilan berpikir spasial, dengan nilai sig 0,003; 2) ada perbedaan signifikan antar gaya belajar terhadap keterampilan berpikir spasial, dengan nilai sig 0,004; dan 3) ada interaksi signifikan antara model pembelajaran dan gaya belajar terhadap keterampilan berpikir spasial, dengan nilai sig 0,000. Aktivitas geographical inquiry pada project-based learning paling sesuai digunakan pada siswa dengan gaya belajar kinestetik. This research examines geographic inquiry activities in project-based learning to improve students' spatial thinking skill. The differentiation included as a moderator variable is the students’ learning style. The subject of this research is 64 Students who learn topographic mapping in Geological Mining Vocational Program. The achieved data is analyzed by using two lines ANOVA with the 2x3 factorial through SPSS 24 program. The result shows that: 1) there is significant difference between the learning models to spatial thinking skill, with the sig value of 0.003; 2) there is significant difference between the learning styles to spatial thinking skill, with the sig value of 0.004; and 3) there is significant interaction between the learning model as well as learning style and spatial thinking skill, with sig value 0.000. Geographical inquiry activities in project-based learning is most suitable used by the students with kinesthetic learning style.  
Geographic-inquiry on virtual environment mobile application to support fieldwork based on blended learning Dwi Angga Oktavianto; Sugeng Utaya; Sumarmi Sumarmi; Didik Taryana
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.26597

Abstract

Implementing geography learning using the blended learning model is challenging for most geography teachers because this subject is ‘hands-on’ and needs to be learned directly in a real environment using fieldwork. This study aimed to test the pedagogical effectiveness of the geographic-inquiry on virtual environment (GIVE) application in supporting fieldwork based on blended learning to improve students’ geographical thinking. This study used a quasi-experimental method involving 216 high school students from three schools. The paired sample t-test (Sig. 2-tailed 0.000) shows that GIVE has a pedagogical influence on students’ geographical thinking. GIVE also offers a big effect size (Cohen’s d=1.37). The technology and the right smartphone application can help develop a virtual environment close to a real one, so fieldwork and hands-on learning activities can be carried out in blended learning; this helps to increase the quality of geography learning.
Measuring Geography Online Learning in The First Year Using The Online Learning Quality Index Based on Teachers and Learners’ Perceptions (OLQ-TLP) Yulianto, Agung; Mukminan; Oktavianto, Dwi Angga; Widodo, Edi; Ramos, Angelou O.
Geosfera Indonesia Vol. 9 No. 3 (2024): GEOSFERA INDONESIA
Publisher : Department of Geography Education, University of Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/geosi.v9i3.43337

Abstract

Online learning is a relatively new thing for some teachers in South Kalimantan. It was the first time for these teachers to do online learning since the government took the policy of learning from home due to the disaster emergencies and environmental change. This study aims (1) to determine the perception of geography teachers in South Kalimantan who have just done online learning for the first time, and (2) to determine the quality of online learning that has been implemented based on the mean index value of each factor. The research was designed with a quantitative approach through an online survey of 26 geography teachers who teach 10th grade at the high school level. The sample was selected by Cluster Random Sampling. The questionnaire instrument used a modified the online learning quality index based on teachers and learners’ perceptions (OLQ-TLP). The research time was from December 2020 to February 2021. The results showed that teachers' perceptions of online learning were in a good category. Based on the index value, factors that have good quality are Learner content, Learner interaction, Instruction interaction, Social Presence, and Course design. Other factors still need to be improved, namely the factors of Learner satisfaction, Knowledge acquisition, Learning platform, Instruction, Learning support, and Ability of transfer. Therefore, to improve teachers' expertise in online geography learning on lithosphere material, training with an innovative Digital Education Shifting (DES) approach is needed.
Measuring Geography Online Learning in The First Year Using The Online Learning Quality Index Based on Teachers and Learners’ Perceptions (OLQ-TLP) Yulianto, Agung; Mukminan; Oktavianto, Dwi Angga; Widodo, Edi; Ramos, Angelou O.
Geosfera Indonesia Vol. 9 No. 3 (2024): GEOSFERA INDONESIA
Publisher : Department of Geography Education, University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/geosi.v9i3.43337

Abstract

Online learning is a relatively new thing for some teachers in South Kalimantan. It was the first time for these teachers to do online learning since the government took the policy of learning from home due to the disaster emergencies and environmental change. This study aims (1) to determine the perception of geography teachers in South Kalimantan who have just done online learning for the first time, and (2) to determine the quality of online learning that has been implemented based on the mean index value of each factor. The research was designed with a quantitative approach through an online survey of 26 geography teachers who teach 10th grade at the high school level. The sample was selected by Cluster Random Sampling. The questionnaire instrument used a modified the online learning quality index based on teachers and learners’ perceptions (OLQ-TLP). The research time was from December 2020 to February 2021. The results showed that teachers' perceptions of online learning were in a good category. Based on the index value, factors that have good quality are Learner content, Learner interaction, Instruction interaction, Social Presence, and Course design. Other factors still need to be improved, namely the factors of Learner satisfaction, Knowledge acquisition, Learning platform, Instruction, Learning support, and Ability of transfer. Therefore, to improve teachers' expertise in online geography learning on lithosphere material, training with an innovative Digital Education Shifting (DES) approach is needed.
Co-Authors Agung Yulianto Didik Taryana Edi Widodo, Edi Mukminan Ramos, Angelou O. Sugeng Utaya