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All Journal Al Ishlah Jurnal Pendidikan GeoEco
Imasti Dhani Pratiwi
Department Of Geography Education, Faculty Of Teacher Training And Education, Sebelas Maret University, Surakarta
Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Understanding Differentiated Learning Among Geography Teachers: Impact of Curriculum Training in Indonesian High Schools Sugiyanto Sugiyanto; Rita Noviani; Chatarina Muryani; Singgih Prihadi; Imasti Dhani Pratiwi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8043

Abstract

Differentiated instruction is a key component of the Merdeka Belajar Curriculum (Freedom to Learn), aiming to meet diverse student needs in the classroom. However, the extent to which geography teachers understand and implement this approach remains underexplored in the Indonesian context. This quantitative descriptive study used a structured online questionnaire based on Tomlinson Imbeau’s four differentiation dimensions: content, process, product, and learning environment. A total of 59 geography teachers from senior high schools across Indonesia participated, all of whom met eligibility criteria including prior curriculum training. Data were analyzed using descriptive statistics and hierarchical regression via SPSS. Findings show that 66.1% of teachers demonstrated a high level of understanding, and 33.9% a moderate level; none were in the low category. Regression analysis revealed that participation in Merdeka Curriculum training significantly predicted understanding of differentiated learning (p 0.01), while being a geography teacher alone had no significant effect. Although conceptual understanding is high, implementation remains limited due to a lack of practical training and systemic support. The findings highlight the critical role of subject-specific, practice-based professional development. Geography, as a context-rich subject, offers strong potential for differentiation, yet requires targeted strategies and ongoing support to bridge the gap between theory and classroom practice.
ANALYSIS OF FOOD FULFILLMENT IN PERI-URBAN AREAS OF SURAKARTA CITY IN 2025 Rita Noviani; Chatarina Muryani; Sugiyanto Sugiyanto; Singgih Prihadi; Imasti Dhani Pratiwi; Istiyanti Nur Marfu'ah
GeoEco Vol 12, No 1 (2026): GeoEco January 2026
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ge.v12i1.104880

Abstract

The rapid growth of urbanisation in the city of Surakarta has led to the conversion of agricultural land into residential and industrial areas, significantly impacting the food security of peri-urban areas. This study aims to analyse the land carrying capacity (σ), optimal population, and agricultural land needs for the viability of residents in the peri-urban area of Surakarta City. Data were obtained through the analysis of Sentinel-2A imagery and population statistics, utilising a guided classification approach with the CART algorithm. The results showed that most villages in eight peri-urban sub-districts were in a state of food deficit, with a σ value of < 1, indicating a high dependence on external food supply. Only a few villages in the northern part of Gondangrejo show surplus status. This condition highlights the urgency of implementing a strategy to protect agricultural land and control population growth rates to achieve sustainable food security in suburban areas. These findings make an important contribution to spatial planning and food policy in metropolitan areas.
GEOSPATIAL DEEP LEARNING: A CONTEXTUAL-CONSTRUCTIVE APPROACH TO GEOGRAPHY LEARNING TO EMPOWER SPATIAL THINKING SKILLS STUDENTS Singgih Prihadi; Chatarina Muryani; Sugiyanto Sugiyanto; Rita Noviani; Imasti Dhani Pratiwi
GeoEco Vol 12, No 1 (2026): GeoEco January 2026
Publisher : Universitas Sebelas Maret (UNS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ge.v12i1.107180

Abstract

Geography education in the digital native era requires students to develop critical, creative, and innovative thinking through a spatial approach. Learning geography is not just about learning theory, but about learning deeply by optimising technology and geospatial data. This study aims to analyse the concepts and characteristics of Geospatial Deep Learning in geography education and to analyse the potential of Geospatial Deep Learning in empowering spatial thinking skills. This study employs a qualitative descriptive approach, utilising 10 informants of geography teachers and vice principals of senior high schools in Surakarta City. The sampling technique used is purposive sampling, as informants were selected based on the researcher's considerations. Data collection techniques include in-depth interviews and observations of teaching practices. The researcher employs an interactive data analysis model. The validity of the data used was triangulated by source and method. The research findings indicate that Geospatial Deep Learning in the context of high school geography education in Surakarta has already utilised geospatial data to enhance students' spatial thinking skills, though not yet to its full potential. Teachers have endeavoured to help students use data from Google Earth to strengthen their analysis. The potential of Geospatial Deep Learning in geography learning is significant, particularly in developing spatial thinking skills. Teachers noticed an improvement in spatial representation, which is evident in students' ability to visualise and manipulate spatial data in a more interesting, interactive, and informative way. 
Co-Authors Chatarina Muryani Chatarina Muryani Chatarina Muryani Istiyanti Nur Marfu'ah Rita Noviani Singgih Prihadi Singgih Prihadi Singgih Prihadi Sugiyanto Sugiyanto Sugiyanto Sugiyanto Sugiyanto Sugiyanto