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All Journal Abjadia, International Journal of Education Jurnal Pendidikan Ilmu Sosial Future Space: Studies in Geo-Education
Muhammad Rizieq Fahmi
Universitas Negeri Malang
Humanities Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Social Sciences Other

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Improving Problem-Solving Student Ability: Integrating Google Earth with SETS Model Learning for Effective Solutions Khoirunnisaa' Khoirunnisaa'; Muhammad Rizieq Fahmi
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.v8i1.19699

Abstract

The ability to solve problems is one of the fundamental skills in learning geography in this era. The SETS (Science, Environment, Technology, Society) learning model integrated with Google Earth makes it easier for students to use science and technological literacy as a tool to determine actions in solving problems. This study aimed to determine the effect of the SETS learning model integrated with Google Earth on the problem-solving ability of high school students. The method used is a quasi-experiment with a pretest-posttest control group research design. The research subjects consisted of 70 students (35 students in the experimental class and 35 students in the control class). The results showed that the increasement in problem-solving skills by students in the experimental class was higher than the control class. This research proves that the SETS learning model assisted by Google Earth has a positive effect on students' problem-solving abilities. However, SETS learning model integrated with Google Earth still needs to be further understood by students. So, in its implementation, it is necessary to give detailed initial instructions to students about the stages of learning and using Google Earth.
Improving Problem-Solving Student Ability: Integrating Google Earth with SETS Model Learning for Effective Solutions Khoirunnisaa' Khoirunnisaa'; Muhammad Rizieq Fahmi
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.v8i1.19699

Abstract

The ability to solve problems is one of the fundamental skills in learning geography in this era. The SETS (Science, Environment, Technology, Society) learning model integrated with Google Earth makes it easier for students to use science and technological literacy as a tool to determine actions in solving problems. This study aimed to determine the effect of the SETS learning model integrated with Google Earth on the problem-solving ability of high school students. The method used is a quasi-experiment with a pretest-posttest control group research design. The research subjects consisted of 70 students (35 students in the experimental class and 35 students in the control class). The results showed that the increasement in problem-solving skills by students in the experimental class was higher than the control class. This research proves that the SETS learning model assisted by Google Earth has a positive effect on students' problem-solving abilities. However, SETS learning model integrated with Google Earth still needs to be further understood by students. So, in its implementation, it is necessary to give detailed initial instructions to students about the stages of learning and using Google Earth.
Perceptions of High School Geography Teachers in Langkat Regency Towards Augmented Reality Media on Hydrosphere Content in Improving Critical Thinking Abilities Salmayda Salmayda; Tuti Mutia; Muhammad Rizieq Fahmi; Khoirunnisaa’ Khoirunnisaa’
Jurnal Pendidikan Ilmu Sosial Vol 32, No 2 (2023): : JPIS (Jurnal Pendidikan Ilmu Sosial): December 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpis.v32i2.57026

Abstract

Augmented Reality (AR) is a technology that has the opportunity to improve critical thinking skills in Geography learning. This research aims to investigate the perceptions of Geography teachers in Langkat Regency regarding using AR media in hydrosphere material to enhance critical thinking skills and explore the difficulties of geography teachers in implementing AR in Geography learning. This research uses quantitative descriptive research with survey methods. The research sample consisted of 43 geography teachers in Langkat Regency. The data analysis technique used is descriptive analysis. Based on the research results, geography teachers in Langkat Regency positively perceive the use of AR in Geography learning. Most teachers know AR's opportunities to improve students' critical thinking skills and are interested in using AR as a medium for learning hydrosphere material. The investigation results also show obstacles to integrating AR in Geography learning, namely the availability of school infrastructure and limited venues for holding activities to increase teacher competency.
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 Khoirunnisaa' Khoirunnisaa' Khoirunnisaa’ Khoirunnisaa’ Khoirunnisaa’ Salmayda Salmayda Syah Rizal Tuti Mutia