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All Journal Jurnal Pendidikan Geografi Undiksha JMM (Jurnal Masyarakat Mandiri) JURNAL PENDIDIKAN TAMBUSAI Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Geosfera: Jurnal Penelitian Geografi Classroom Experiences Lentera : Jurnal Kajian Bidang Pendidikan dan Pembelajaran
Erry Ersani
Pendidikan Geografi, Universitas Nusa Cendana
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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AGROFORESTRI SEBAGAI MEDIA PEMBELAJARAN KONTEKSTUAL UNTUK MENINGKATKAN LITERASI LINGKUNGAN SISWA SMK PERTANIAN Rusadi, Nusrah; Ersani, Erry; Sihombing, Dewi Elfrida; Kertiyasa, I Kadek Yoga
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 6 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i6.35189

Abstract

Abstrak: Isu degradasi lingkungan dan rendahnya kesadaran ekologis generasi muda menjadi tantangan penting di Nusa Tenggara Timur. Kegiatan pengabdian ini bertujuan meningkatkan literasi lingkungan dan mengenalkan agroforestri berbasis pohon lokal kepada siswa SMK Pertanian Pembangunan Negeri Kupang. Metode pelaksanaan meliputi sosialisasi, diskusi interaktif, dan praktik penanaman dengan melibatkan 40 siswa kelas X dan XI. Evaluasi dilakukan melalui pre-test dan post-test masing-masing 10 pertanyaan, serta observasi partisipasi siswa. Hasil menunjukkan adanya peningkatan pemahaman signifikan, dengan rata-rata skor kelas X meningkat 13,2% dan kelas XI 11,5%. Partisipasi siswa aktif pada sesi diskusi dan praktik penanaman bibit kelor, jambu mete, lamtoro, merbau, dan kayu putih. Temuan ini menegaskan bahwa pembelajaran kontekstual berbasis pengalaman (hands-on learning) efektif menumbuhkan literasi ekologi dan keterampilan praktis. Rekomendasi tindak lanjut mencakup pembentukan klub lingkungan dan pendampingan praktik penanaman agroforestri untuk mendukung kesadaran ekologis siswa berkelanjutan.Abstract: The issues of environmental degradation and low ecological awareness among the younger generation are important challenges in East Nusa Tenggara. This community service activity aims to improve environmental literacy and introduce agroforestry based on local trees to students at the Kupang State Agricultural Vocational School. The implementation methods include socialization, interactive discussions, and planting practices involving 40 students in grades X and XI. Evaluation was conducted through pre-tests and post-tests consisting of 10 questions each, as well as observation of student participation. The results showed a significant increase in understanding, with the average score for grade X increasing by 13.2% and grade XI by 11.5%. Students actively participated in discussion sessions and planting practices of moringa, cashew, lamtoro, merbau, and eucalyptus seedlings. These findings confirm that experiential contextual learning (hands-on learning) is effective in fostering ecological literacy and practical skills. Recommendations for follow-up include the formation of an environmental club and mentoring in agroforestry planting practices to support students' ongoing ecological awareness. 
The Influence of the Example Non-Example Type Cooperative Learning Model on Improving Social Studies Learning Outcomes at State Junior High School 1 Kupang City Yakobus Adventus Lehot; Muhammad Husain Hasan; Erry Ersani
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.578

Abstract

The use of conventional methods, such as lectures, in social studies learning causes students to only be able to recall information without demonstrating a deep understanding. This indicates that students tend to learn at the memorization level. This study focuses on affective learning outcomes, considering that students are generally weak in mastering the affective domain. The purpose of this study was to determine the stages of implementation and the effect of using the Cooperative Learning Model Example Non-Example Type in improving social studies learning outcomes at State Junior High School 1 Kupang City. The method used was classroom action research with a control group design. Data collection techniques included observation and documentation. The stages of implementing the Cooperative Learning Model Example Non-Example Type included student activities identifying problems, managing information, planning and developing ideas, and conducting self-reflection and action. The results showed that the normality test in the experimental class with a sig value = 0.195 > 0.05 and the control class with a sig value = 0.082 > 0.05, as well as the homogeneity test with a significant value of 0.982 > 0.05. The t-sample test shows a T value of 8.484 and sig. (2-tailed) of 0.000 < 0.05, which means there is a significant influence of the use of the Example Non-Example Type Cooperative Learning Model on improving social studies learning outcomes at State Junior High School 1 Kupang City.
The Influence of the Outdoor Study-Based Discovery Learning Model on the Critical Thinking Skills of Class X Students of State Senior High School 7, Kupang City Maya Gracia Tifany Lobo; Sukmawati Sukmawati; Erry Ersani
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.613

Abstract

Modern education requires students to develop critical thinking skills to keep pace with rapid advances in science and technology. One instructional approach that can foster these skills is discovery learning integrated with outdoor study, which enables learners to construct understanding through direct field experiences. This study aimed to examine the effect of an outdoor study–based discovery learning model on the critical thinking skills of Grade 10 students at State Senior High School 7, Kupang City. Using a quantitative quasi-experimental design, the research involved two groups: an experimental class taught through outdoor study–based discovery learning and a control class taught through conventional instruction. Participants were Grade 10 students at State Senior High School 7, Kupang City. Data were collected through critical thinking tests, classroom observations, and documentation. Learning improvement was analyzed using the normalized gain (N-gain), while between-group differences were assessed using an independent-samples t-test. The discovery learning procedure comprised six stages—stimulation, problem statement, data collection, data processing, verification, and generalization—each embedded within outdoor study activities to help students connect theoretical concepts with observable phenomena in their surrounding environment. The results indicate that the outdoor study–based discovery learning model produced greater improvements in students’ critical thinking skills than conventional learning, as reflected in higher N-gain scores and statistically significant t-test outcomes. In conclusion, integrating outdoor study into discovery learning is effective for enhancing critical thinking in geography and can serve as a viable alternative strategy for teachers seeking to design meaningful learning experiences.
Analisis Penerapan Model Problem Based Learning Terhadap Kemampuan Berpikir Spasial Pada Materi Sistem Informasi Geografis Trully Yessyca Bana; Arfita Rahmawati; Erry Ersani
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.v4i2.34809

Abstract

Spatial thinking ability is a core skill that students must possess to understand and solve problems in geography. Spatial thinking involves the integration of spatial concepts, spatial information methods, and reasoning processes that enable students to analyze spatial relationships. This cognitive skill allows learners to transform and collaborate between spatial concepts and representational tools to comprehend geospheric phenomena. This study aims to examine the implementation and influence of the Problem-Based Learning (PBL) model on improving students’ spatial thinking ability at SMA Negeri 1Amarasi Barat in the 2025/2026 academic year. The study employs a classroom action research design with a quantitative approach. The research subjects were students of classes X1 and X2. The research procedure consisted of planning, implementation, observation, data analysis, reflection, and follow-up stages. Data were collected through questionnaires and learning achievement tests, then analyzed using mean calculations and simple linear regression tests assisted by SPSS. The findings show a significant improvement in the experimental class, with the N-gain increasing from a pretest mean of 46.65 to a posttest mean of 71.57, while the control class decreased from 57.65 to 42.26. The hypothesis test revealed significance values (2-tailed) of 0.000 and 0.001 0.05, indicating that the PBL model has a significant positive effect on students’ learning outcomes. Thus, Problem-Based Learning is proven effective in enhancing spatial thinking and improving the quality of geography learning. 
Co-Authors Andrinata Anwar, Sayit Arfita Rahmawati Ayuningsih, Ni Wayan Dewi Elfrida Sihombing Dewi Elfrida Sihombing I Kadek Yoga Kertiyasa Ledoh, Erlyn Marleni MANALU, TUGMA JAYA Manek, Agustinus Hale Marsono Marsono Martina Ayu Sejati Maya Gracia Tifany Lobo Muhammad Husain Hasan Pangestu, Satria Poppy Haryani Rusadi, Nusrah Sahrul Akbar Samin, Mikael sukmawati Sukmawati Sukmawati Sukmawati Sunimbar, Sunimbar Trully Yessyca Bana Yakobus Adventus Lehot