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All Journal Cakrawala Pendidikan Socia : Jurnal Ilmu-Ilmu Sosial Geo Media: Majalah Ilmiah dan Informasi Kegeografian Journal of Tropical Soils Journal of Governance J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) JURNAL GEOGRAFI Geografi dan Pengajarannya Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan Transformatif International Journal of Geography, Social, and Multicultural Education (IJGSME)
Bambang Syaeful Hadi
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Neuroscience Physics Social Sciences Other

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Integration of GIS Technology and STEM in Geography Learning to Improve Students' Spatial Thinking Skills Hubaib, Nurmuhniyanti M; Hadi, Bambang Syaeful
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.37723

Abstract

The integration of Geographic Information System (GIS) technology and the STEM approach in geography education remains limited, particularly due to teachers’ insufficient technological proficiency. This study examines the partial and interactive effects of GIS based instruction and STEM-oriented learning on the spatial thinking skills of senior high school students. A quasi-experimental 2 × 2 factorial design was employed, involving 136 students drawn from intact geography classes, where individual randomization was not feasible. Spatial thinking skills were measured using a validated and reliable test instrument. Data were analyzed using descriptive statistics and two-way ANCOVA. The results indicated a significant main effect of GIS (η²p = 0.657, large effect), a moderate effect of STEM (η²p = 0.093), and a moderate-to-large interaction effect between GIS and STEM (η²p = 0.128). These results indicate that the combined implementation of GIS and STEM provides stronger support for the development of students’ spatial thinking skills than either approach applied independently. This study contributes conceptually by clarifying the role of GIS as a cognitive mediator within STEM-based geography learning, thereby extending existing research that has predominantly emphasized the technical application of GIS or the isolated effects of STEM instruction.
THE INFLUENCE OF GEOGRAPHY EDUCATION ON STUDENTS' UNDERSTANDING OF THE ROLE OF TOLI-TOLI COASTAL VEGETATION IN MAINTAINING SOIL STABILITY Ismiatus, Wilda; Hadi, Bambang Syaeful
JURNAL GEOGRAFI Geografi dan Pengajarannya Vol 23 No 2 (2025): JURNAL GEOGRAFI Geografi dan Pengajarannya
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jggp.v23n2.p353-372

Abstract

Geography education is crucial in fostering students’ ecological awareness, particularly regarding coastal ecosystems. This study examined the effect of geography education on students’ understanding of coastal vegetation functions in maintaining soil stability in Toli-Toli. Using a quantitative explanatory design and simple linear regression, data were collected via a 4-point Likert scale questionnaire covering geography education and ecological understanding indicators. The analysis showed a significant effect of geography education, with a partial t-test (t = 11.979 > 1.983; p = 0.001) and F-test (F = 143.492 > 3.09; p < 0.001). The determination coefficient (R² = 0.589) revealed that geography education accounts for 58.9% of the variance in students’ understanding. These results highlight the importance of contextual and applied geography learning to strengthen ecological literacy, enabling students to appreciate the ecological and socio-economic roles of coastal vegetation, particularly mangroves, in protecting coastlines and maintaining environmental sustainability. Keywords: Geography Education, Ecological Awareness, Coastal Vegetation
Pengaruh Ekoliterasi dan Literasi Spasial Terhadap Kemampuan Pemecahan Masalah Lingkungan Siswa Sari, Novi Aulia; Hadi, Bambang Syaeful
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.18636

Abstract

This study aims to analyze the levels of ecoliteracy, spatial literacy, and environmental problem-solving ability among high school students in Medan City, as well as to examine the influence of ecoliteracy and spatial literacy on students’ environmental problem-solving abilities. This research employed a correlational design using a survey approach. The participants consisted of 343 high school students in Medan City, selected through proportional random sampling. The research instruments included tests and questionnaires. The ecoliteracy test instrument for the environmental knowledge dimension and the spatial literacy test were scored dichotomously, while the ecoliteracy questionnaire measuring environmental care attitudes and environmental problem-solving ability was assessed using a Likert scale. Data were analyzed using SEM-PLS analysis with SmartPLS 3 software. The results showed that: (1) ecoliteracy had a significant effect on students’ environmental problem-solving ability, as indicated by a t-statistic value of 11.378 and a p-value of 0.000; (2) spatial literacy also had a significant effect on environmental problem-solving ability, with a t-statistic value of 9.093 and a p-value of 0.000; and (3) ecoliteracy and spatial literacy jointly contributed 56.4% to students’ environmental problem-solving ability, which is categorized as moderate. This study provides empirical evidence that ecoliteracy and spatial literacy are two complementary constructs in shaping students' environmental problem-solving abilities. Through the integration of these competencies and the use of geospatial technology, students can develop evidence-based and contextual solutions, enabling them to become a generation that is responsive to real-world environmental challenges such as climate change and other complex environmental issues.
Co-Authors Abdullah, Nurul Hakimah Che Agus Sudarsono Akhmad, Afandi Arif Ashari Brotowiranti, Rayung Wulan Dina Pramesti Regita Dyah Respati Suryo Sumunar Edi Widodo, Edi Ervin, Muhamad Fathoni, Muhammad Rizal Fitriana, Kamlia Nur Galuh Citraningrum Gunawan Santoso Hastuti Hayu Ratnaningtyas Hubaib, Nurmuhniyanti M IFFAH NURHAYATI, SRI HARTINI, ANANG PRIYANTO, Ismiatus, Wilda Janu Eko Herwanto Khumar Shubham Kurniawati, Risa Amalia Kurniawati Martiana, Aris Melania Swetika Rini Nurhadi Nurhadi Nursida Arif Olivia, Raisya Arzety Razali, Muhammad Syafiq Reswari, Az-Zahra Ardhana Risa Amalia Kurniawati Rizky Arfiyanto Salma, Greace Nanda Putri Sari, Novi Aulia Soewadi Mulyowiyono, Soewadi Sri Ratna Sari Surjati, Endang Yuangwidi, Kinanthi Purbaning Zanyc, Yuinta Diaz Aprilia Zekeri, Fatihin Nabiha Mohd