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All Journal Geosfera: Jurnal Penelitian Geografi
Masruroh Masruroh
Program Studi Pendidikan Geografi, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Gorontalo
Earth & Planetary Sciences Education Environmental Science Social Sciences

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Expanding Spatial Understanding through Mobile Augmented Reality: A Contemporary Synthesis of Pedagogical, Technological, and Cognitive Dimensions in Geography Education M. Iqbal Liayong Pratama; Daud Yusuf; Sri Maryati; Rusiyah Rusiyah; Wiwin Kobi; Ramla Hartini Melo; Moch Rio Pambudi; Masruroh Masruroh; Hendra Hendra; Asrul Asrul
Geosfera: Jurnal Penelitian Geografi Vol 4, No 2 (2025): Geosfera : Jurnal Penelitian Geografi
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/geojpg.v4i2.35155

Abstract

Mobile augmented reality (AR) has evolved from an experimental visualization tool into a mature pedagogical medium that redefines spatial learning in geography education. By embedding digital content into authentic locations, AR fosters experiential and inquiry-driven learning aligned with geography’s spatial and environmental paradigms. Building on evidence from 2015 to 2025, this review synthesizes 138 studies to examine how AR supports cognitive, affective, and behavioral learning dimensions. The analysis reveals that AR enhances spatial reasoning, visualization of abstract processes, and place-based engagement when integrated within robust instructional design frameworks. However, persistent gaps remain in long-term learning assessment, scalability, and teacher competence for authoring AR experiences. Cognitive-load and motivation studies suggest that AR’s benefits are maximized when interactivity and spatial anchoring are balanced with scaffolding. The review proposes a multidimensional model linking technological affordances, pedagogical strategies, and geographic thinking to promote education for sustainability and digital spatial citizenship. Implications for researchers, educators, and developers are discussed to guide future cross-disciplinary innovations.
Efektivitas Pembelajaran Geografi Berbasis Apple Ecosystem dalam Meningkatkan Kemampuan Problem Solving pada Materi Astronomi Posisi dalam Pembinaan Olimpiade Sains Lukman Samatowa; Masruroh Masruroh; Moch Rio Pambudi
Geosfera: Jurnal Penelitian Geografi Vol 4, No 2 (2025): Geosfera : Jurnal Penelitian Geografi
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/geojpg.v4i2.37370

Abstract

Physical geography learning in positional astronomy topics requires strong spatial visualization and problem-solving skills; however, conventional instructional approaches often fail to adequately facilitate these needs. This study aims to analyze the effectiveness of using the Apple ecosystem in improving students’ problem-solving abilities within olympiad training on positional astronomy topics. The research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group model. The sample consisted of two groups of senior high school students in Gorontalo Province: an experimental group utilizing the Apple ecosystem and a control group receiving conventional instruction. Data were collected through problem-solving ability tests and analyzed using descriptive and inferential statistics. The findings indicate that the experimental group demonstrated a higher improvement in problem-solving skills compared to the control group. The use of the Apple ecosystem enabled visualization of solar positions, simulation of geographic coordinates, and interactive exploration of astronomical phenomena, which supported students in understanding abstract concepts. Technology-enhanced learning environments also increased learning engagement and analytical abilities in solving geography-related problems. These results suggest that structured digital technology integration can strengthen positional astronomy learning through more visual and exploratory learning experiences. This study implies that technology-based strategies can enhance olympiad training and contribute to the advancement of geography education aimed at developing higher-order thinking skills.
Co-Authors Asrul Asrul Daud Yusuf Hendra Hendra Lukman Samatowa M. Iqbal Liayong Pratama Moch Rio Pambudi Ramla Hartini Melo Rusiyah, Rusiyah Sri Maryati Wiwin Kobi