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All Journal GEA, Jurnal Pendidikan Geografi Journal of Education Action Research
Wisang Elang Fajar Nisnala
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Earth & Planetary Sciences Education

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Building Creativity in Students’ Spatial Thinking Skills using ArcGIS Story Maps Wisang Elang Fajar Nisnala; Purwanto Purwanto; Didik Taryana
Jurnal Pendidikan Geografi Gea Vol 23, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/gea.v23i1.49421

Abstract

Knowledge of spatial concepts, the process of reasoning, and the use of representational tools are characteristics of cognitive skills from spatial thinking abilities that students should master. This study aims to determine the effect of using ArcGIS Story maps in collaboration with a challenge-based learning model on the creativity of students' spatial thinking skills. Quasi Experiment with a quantitative approach is a research method used in research. The subjects of the research analysis were high school students, with 68 students consisting of two homogeneous classes. The creative essay test of spatial thinking ability and questionnaire were chosen as data collection techniques. And data analysis using a t-test. Statistical tests prove that using ArcGIS Story maps affects the creativity of spatial thinking skills manifested in the mastery of spatial perception, spatial visualization, spatial relations, spatial orientation, and mental rotation, which increases students' posttest scores. Meanwhile, there are inconsistencies in the skills of using ArcGIS Story maps with posttest scores.
Student Self-Assessment in Sociosystem Problems Supported by Technology ArcGIS Storymaps Wisang Elang Fajar Nisnala; Purwanto; Syamsul Bachri
Journal of Education Action Reseach Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jear.v9i1.90989

Abstract

The low ability of students to operate geospatial technology on residential environmental phenomena is a problem that needs to be solved. Arcgis story maps using population data content analysis and environmental problems can be used to determine students' geographic knowledge and spatial understanding patterns. This study aims to improve geographic skills and educate high school students to think spatially through spatial problem-based learning collaborated with ArcGIS Storymaps. This study is a quasi-experimental study using a post-test-only control design. The population of this study were grade XI students who took the Geography elective course. The sampling technique used stratified cluster random sampling, which was carried out by selecting two classes randomly, totaling 72 students. The methods used in data collection were tests and self-assessment questionnaires. The research hypothesis test used the Independent Sample T-test. The results of the study showed that the spatial problem-based learning model, combined with ArcGIS story maps, significantly improved geographic skills and spatial thinking habits. This study implies that incorporating technology-based self-assessment tools into the curriculum can improve student learning and engagement, ultimately improving academic outcomes and preparing them to face future challenges.
Co-Authors Didik Taryana Purwanto Purwanto Purwanto Syamsul Bachri