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All Journal Future Space: Studies in Geo-Education EPISTEMOLOGI : Jurnal Pengabdian Masyarakat dan Penelitian
Rahmalia Kurnia Wardani
Universitas Negeri Malang
Religion Earth & Planetary Sciences Education Social Sciences Other

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Digital Innovation in Education: The Impact of Problem-Based Learning Enhanced by Google Sites on Students' Critical Thinking in Seismic Studies Rahmalia Kurnia Wardani; Purwanto; Djoko Soelistijo; Adelina Tang; Muhammad Mu’tashimbillah
Future Space: Studies in Geo-Education Vol. 1 No. 4 (2024): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v1i4.41

Abstract

Problem-Based Learning (PBL) is an effective model for developing students' critical thinking skills in addressing geosphere-related problems. The application of the PBL model provide interactive educational content that supports analysis and problem solving on seismic materials.  This study examines the impact of integrating Google Sites into PBL on students' critical thinking, with a focus on seismic phenomena, a critical topic in geography education. The research was carried out in Madrasah Aliyah Negeri (MAN) 1 Malang using the post-test control group design design with experimental class X.C and control class X.E. Critical thinking tests have been tested for validity and reliability using critical thinking indicators adapted from Irmawati. Independent sample t-test results with Sig. (2- tailed) are 0,000 or < 0.05 and the ratio of critical thought skills in experimental classes is higher than in control class. The findings indicate a statistically significant improvement in critical thinking skills for students in the experimental group (PBL with Google Sites) compared to the control group (conventional methods). The integration of the PBL model with Google Sites promotes ongoing student collaboration and enhances critical thinking skills in analyzing real-world seismic issues.
Innovative Approaches to Disaster Education: Integrating Problem-Based Learning with Simulated Earthquake Drills to Boost Students' Spatial Intelligence Krisnawati Baby Kusumah; Purwanto; Rahmalia Kurnia Wardani; Julie A. Caplow
Future Space: Studies in Geo-Education Vol. 1 No. 4 (2024): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v1i4.42

Abstract

Spatial thinking skills are essential for interpreting geographic relationships, critical for understanding spatial regions and for applications in emergency response and disaster preparedness. Given that Indonesia experiences frequent natural disasters, especially earthquakes, it is crucial to understand self-rescue strategies and disaster education. The Problem-Based Learning (PBL) model is one approach used to enhance spatial thinking abilities. The aim of this research is to examine the impact and effectiveness of the Problem-Based Learning model supported by emergency response simulations. This study is a quasi-experimental research using a quantitative approach. Data collection was conducted through a standardized final assessment specifically designed to measure spatial thinking abilities. Class selection was based on students' summative scores from prior geography lessons, ensuring baseline comparability in academic performance related to spatial skills. Classes with similar scores were chosen for the study, and the experimental and control groups were determined by a random draw. The research findings show that the use of the PBL model based on emergency response simulations has a significant impact on students' spatial thinking skills, with a significance value of 0.047. The findings also indicate that the effectiveness level of the simulation-based PBL is 69%, which is considered moderately effective. Among the spatial thinking parameters assessed, location emerged as the most significantly impacted, highlighting its critical role in disaster-oriented spatial understanding.
Teacher and Parent Training to Improve Education Quality in Remote Areas in MIS Al-Afkari Rahmalia Kurnia Wardani
EPISTEMOLOGI : JURNAL PENGABDIAN MASYARAKAT DAN PENELITIAN Vol. 2 No. 1 (2024): May
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/epistemologi.v2i1.577

Abstract

This study explores the impact of teacher and parent training on improving the quality of education in remote areas, focusing on MIS Al-Afkari as a case study. Using a qualitative descriptive method, data were collected through interviews, observations, and document analysis involving teachers, parents, and school administrators. The findings revealed that the training programs significantly enhanced teaching practices, increased parental involvement, and contributed to more positive student behavior and learning motivation. Teachers became more confident and adopted interactive teaching methods, while parents began to actively support their children’s learning at home. Although challenges such as time constraints and limited resources were encountered, the overall impact of the training was positive and transformative. The study concludes that empowering both educators and families is essential to improving educational outcomes in under-resourced and geographically isolated communities.
Co-Authors Adelina Tang Julie A. Caplow Krisnawati Baby Kusumah Muhammad Mu’tashimbillah Purwanto Soelistijo, Djoko