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All Journal Al Ishlah Jurnal Pendidikan Kalam Cendekia: Jurnal Ilmiah Kependidikan
Hernita Pasongli
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pemanfaatan Pemetaan Wisata Pantai Kota Ternate sebagai Sumber Media Ajar Mata Kuliah Visualisasi Informasi Lanjut Hernita Pasongli; Lili Somantri; Iwan Setiawan
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 13, No 2 (2025): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v13i2.101730

Abstract

Penelitian ini bertujuan untuk memetakan daya tarik wisata pantai di empat kecamatan utama Kota Ternate, yaitu Ternate Utara, Ternate Tengah, Ternate Selatan, dan Pulau Ternate, dengan fokus pada pemanfaatan media ajar Visualisasi Informasi Lanjut. Metodologi yang digunakan mencakup pengumpulan data spasial berupa koordinat geografis titik wisata dengan menggunakan kompas dan Google Earth, serta analisis data spasial menggunakan ArcGIS 10.8. Data atribut yang dikumpulkan mencakup informasi terkait nama objek wisata, lokasi kelurahan, dan kecamatan. Hasil penelitian ini berhasil memetakan 17 titik wisata pantai, dengan distribusi 2 titik di Ternate Utara, 1 titik di Ternate Tengah, 3 titik di Ternate Selatan, dan 11 titik di Pulau Ternate. Pemetaan ini diharapkan dapat memperkuat literasi spasial mahasiswa dan meningkatkan keterampilan analisis wilayah dalam konteks geografi. Walaupun penelitian ini terbatas pada wisata pantai, kontribusinya terletak pada penyediaan data spasial dan atribut lokal yang dapat digunakan dalam pembelajaran visualisasi informasi berbasis SIG. Ke depan, penelitian lebih lanjut disarankan untuk mencakup tematik wisata lainnya dan integrasi data sosial, guna menghasilkan analisis spasial yang lebih komprehensif dan mendukung pengelolaan pariwisata yang berkelanjutan.
Enhancing Geography Education Students' Competence in Sustainable Development Goals (SDGS): A Lesson Study Approach through LOC-R Learning Hernita Pasongli; Enok Maryani; Eva Marthinu; Rohana Sufia; Lely A. Nasution
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6319

Abstract

Preparing prospective teachers with a solid understanding of the Sustainable Development Goals (SDGs) and strong geographic literacy is essential for promoting sustainable development. This study explores how reflective practice, embedded in the Lesson Study (LS) model, can enhance geography education students’ comprehension of SDGs. Using a qualitative approach, the research was conducted through two LS cycles, each comprising the standard stages: Plan, Do, and See. Data were collected via observation sheets and classroom video recordings to assess student engagement and instructional effectiveness. In the first cycle, several challenges emerged, including poor time management, insufficient geographic literacy, discomfort from observer presence, and difficulty linking global case studies to SDG concepts. The second cycle introduced targeted improvements: the use of visual maps, enriched SDG-related content, and integration of digital technologies. These adaptations significantly enhanced student engagement and understanding. Findings demonstrate that the LOC-R (Local Context–Reflective) learning model, when implemented through LS, effectively helps students relate geographic knowledge to real-world sustainability challenges. Reflective collaboration among educators also contributed to improved instructional strategies. The LS-based LOC-R model shows strong potential in advancing both geographic literacy and critical thinking in the context of education for sustainable development. This approach equips future educators to analyze global issues and devise informed, sustainable solutions.
Co-Authors Enok Maryani Lely A. Nasution Lili Somantri Marthinu, Eva ROHANA SUFIA