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All Journal GEA, Jurnal Pendidikan Geografi Jurnal Samudra Geografi Jurnal Pendidikan Geosfer
Rahayuni Tyas Pratiwi
Departemen Pendidikan Geografi, FPIPS Universitas Pendidikan Indonesia
Humanities Earth & Planetary Sciences Education Environmental Science Social Sciences

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ANALISIS SOAL PILIHAN MAJEMUK MITIGASI BENCANA KELAS XI: TINGKAT KESULITAN, PEMBEDA, DAN EFEKTIVITAS MELALUI PLATFORM DIGITAL Anisa Nurhidayati; Aswaly Dinove Chandra; Muhammad Rizki Parhan; Muhamad Rizky Setiawan; Rafi Mahesa Akbar Sisnawar; Mamat Ruhimat; Rahayuni Tyas Pratiwi; Dina Siti Logayah
Jurnal Samudra Geografi Vol 8 No 2 (2025)
Publisher : Program Studi Pendidikan Geografi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Samudra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33059/jsg.v8i2.11951

Abstract

This research was conducted to analyze the Geography subject matter questions for 11th-grade students. The population and sample are the 11th-grade students of SMA Negeri 3 Cimahi, based on the students' understanding of disaster mitigation material in the Geography subject according to the current curriculum. Technique Data collection in this study was conducted through a digital questionnaire method designed interactively and gamified using the Quizizz platform, and the analysis was carried out using Microsoft Excel. The results and discussion of this article are presented in several subsections to facilitate the understanding of the content and research findings. The analysis includes five aspects, namely the Validity Test to ensure that the questions used truly measure what they are supposed to measure, so that the measurement results are more accurate and reliable.
Geography Teachers’ Perceptions and Attitudes Toward Paradigm Shifts in Learning Through Deep Learning Approaches Triana, Igna Juli; Yani, Ahmad; Pratiwi, Rahayuni Tyas
Jurnal Pendidikan Geografi Gea Vol 25, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/gea.v25i2.85964

Abstract

This study explored geography teachers’ perceptions and attitudes toward the paradigm shift in learning through the Deep learning approach within Indonesia's Merdeka Curriculum. Using a convergent mixed-methods design, data were collected from 50 geography teachers across West Java through structured questionnaires and open-ended responses. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The results showed that most teachers had positive (56%) or very positive (28%) perceptions of Deep learning, although conceptual understanding remained moderate. Attitudinal responses were even stronger, with 52% of participants exhibiting very positive attitudes, particularly in terms of motivation, collaboration, and willingness to adapt. However, teachers expressed concerns about their readiness, challenges in lesson design, student learning habits, technology integration, and inadequate school infrastructure. Despite these obstacles, the findings suggest a strong professional commitment to adopting Deep Learning approaches, provided that sufficient training and institutional support are available. The study contributes to a deeper understanding of how subject-specific educators respond to curricular innovations and emphasizes the importance of equipping teachers for sustainable implementation. In addition, support from school principals and policymakers is highly expected to create a conducive and equitable learning environment. This research provides important recommendations for the development of educational policies and practices that are able to support meaningful and sustainable learning.
Students' and Teachers' Perceptions on the Implementation of Contextual Learning Based on Local Potential: A Case Study of Economic Geography in Cirebon Regency Pratiwi, Rahayuni Tyas; Ningrum, Epon; Triana, Igna Juli
Jurnal Pendidikan Geografi Gea Vol 25, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/gea.v25i2.85978

Abstract

This study aims to describe how the implementation of contextual learning based on local potential, as well as describe the perception of students and teachers in Cirebon Regency. The method used is quantitative descriptive. The data collection technique was carried out through the distribution of questionnaires for students and teachers for several schools that are close to local potential sources such as the batik and Trusmi industry, pottery businesses, salt ponds, and leather cracker businesses. The results of the study showed that students had a high interest in contextual learning based on local potential.  the impact of contextual learning of real life is 39% students strongly agree and 65% students agree. And teachers' perception of contextual learning in geography, as many as 91% of teachers have a good understanding of the basic principles of the contextual approach. In addition, 92% of teachers believe that contextual learning can improve students' understanding of geography subjects. Some schools supported by institutions have implemented contextual learning processes based on local potential. However, on the other hand, this study shows that there are obstacles in the contextual learning process. Among them are time constraints, and support from schools. This study concludes that contextual learning based on local potential has a positive impact on improving the meaning and quality of geography learning. As well as being able to increase students' love for their respective regions. Therefore, teacher training and sustainable education policies are needed to support the integration of local potential into the learning curriculum.
Pengalaman Kuliah Kerja Lapangan sebagai Sumber Belajar Kontekstual dalam Pembelajaran Geografi Pesisir: Persepsi Mahasiswa Pendidikan Geografi Rahayuni Tyas Pratiwi; Igna Juli Triana; Asep Mulyadi; Arya Anggara
Jurnal Pendidikan Geosfer Vol. 11 No. 1 (2026): Jurnal Pendidikan Geosfer
Publisher : Universitas Syiah Kuala, Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpg.v11i1.202-220

Abstract

Penelitian ini bertujuan mengkaji bagaimana mahasiswa Pendidikan Geografi memaknai pengalaman Kuliah Kerja Lapangan (KKL) di wilayah pesisir Kepulauan Seribu sebagai sumber belajar kontekstual dalam pembelajaran geografi pesisir, serta mengidentifikasi fenomena pesisir yang berpotensi dikembangkan sebagai bahan ajar. Penelitian menggunakan pendekatan mixed-methods desain concurrent embedded. Populasi adalah mahasiswa Pendidikan Geografi Angkatan 2023 yang mengikuti KKL di Pulau Pramuka, Pulau Pari, dan Pulau Tidung, dengan sampel 66 mahasiswa (kuesioner) dan 2 mahasiswa (wawancara) yang dipilih secara purposive. Data dikumpulkan melalui kuesioner Likert 25 item dan wawancara mendalam semi terstruktur, lalu dianalisis secara deskriptif (persentase dan rata-rata per item, diuji reliabilitasnya dengan Cronbach's alpha) untuk data kuantitatif, serta analisis tematik dan triangulasi untuk data kualitatif. Hasil menunjukkan mahasiswa memandang pengalaman KKL relevan sebagai sumber belajar kontekstual (76,3% setuju/sangat setuju), berkontribusi terhadap pemahaman konsep dan berpikir kritis (72,1%), serta berpotensi dikembangkan menjadi bahan ajar bervisual dan berbasis peta (77,0%). Wawancara memperdalam temuan bahwa nilai pembelajaran KKL tidak melekat otomatis pada kegiatannya, melainkan bergantung pada bagaimana pengalaman itu dimaknai kembali, termasuk kesadaran kritis terhadap regulasi lahan pesisir dan efektivitas konservasi yang tidak tertangkap kuesioner. Penelitian menyarankan pengalaman lapangan dirancang disertai refleksi terstruktur agar potensinya sebagai sumber belajar kontekstual termanfaatkan optimal.   ABSTRACT This study examines how Geography Education students make meaning of their field study (Kuliah Kerja Lapangan/KKL) experience in the coastal area of Kepulauan Seribu as a contextual learning resource for coastal geography education, and identifies coastal phenomena perceived as having the greatest potential for development into instructional material. The study employed a mixed-methods approach with a concurrent embedded design. The population comprised 2023-cohort Geography Education students who completed KKL on Pramuka, Pari, and Tidung Islands, with a purposively selected sample of 66 students (questionnaire) and 2 students (interviews). Data were collected through a 25-item Likert questionnaire and semi-structured in-depth interviews, then analyzed descriptively (percentages and item means, with reliability tested using Cronbach's alpha) for quantitative data, and through thematic analysis and triangulation for qualitative data. Results show students perceived their KKL experience as relevant as a contextual learning resource (76.3% agree/strongly agree), contributing to conceptual understanding and critical thinking (72.1%), and holding strong potential for development into instructional material supported by visual data and maps (77.0%). Interviews further revealed that the pedagogical value of fieldwork is not inherent to the activity itself but depends on how the experience is subsequently reinterpreted, including critical awareness of coastal land-use regulation issues and conservation program effectiveness not captured by the questionnaire. The study recommends pairing field experiences with structured reflection to optimize their potential as a contextual learning resource.  
Co-Authors ahmad yani Anisa Nurhidayati Arya Anggara Asep Mulyadi Aswaly Dinove Chandra Dina Siti Logayah Epon Ningrum Igna Juli Triana Mamat Ruhimat, Mamat Muhamad Rizky Setiawan Muhammad Rizki Parhan Rafi Mahesa Akbar Sisnawar Triana, Igna Juli