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All Journal Future Space: Studies in Geo-Education
TAN Geok Chin Ivy
Nanyang Technological University
Earth & Planetary Sciences Education

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Blended vs. Online Discovery Learning: Enhancing Students' Critical Thinking Skills Eky Billy Revanda; Hadi Soekamto; TAN Geok Chin Ivy
Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v3i2.111

Abstract

This study investigates the comparative efficacy of Blended Discovery Learning (BDL) versus fully Online Discovery Learning (ODL) in fostering critical thinking skills within geography education. Amidst the rapid digitalization of pedagogy, the structural resilience of inquiry-based models across varying delivery configurations remains a critical concern. Utilizing a quasi-experimental approach with a nonequivalent posttest-only control group design, this research employed the geographic theme of cultural preservation in Malang City as a complex spatial stimulus for student inquiry. Participants were selected via randomized assignment from a homogenous student population to ensure baseline equivalency in geographic proficiency. Data were elicited through a validated essay instrument comprising five higher-order thinking indicators and analyzed using Independent Sample T-Tests. Statistical analysis yielded a significance value of p = 0.071; however, subsequent Cohen’s d calculation revealed a moderate effect size (d = 0.43), indicating a marginal pedagogical advantage for the blended discovery configuration. These findings suggest that while both modalities are robust, the hybrid approach provides a slightly more intensive scaffolding for geographic reasoning. Crucially, the results imply that the inherent constructivist nature of the Discovery model maintains its functional integrity across diverse digital environments, offering significant pedagogical flexibility. This study contributes to the discourse on hybrid geography education by demonstrating that the choice of instructional platform while influential does not compromise the core cognitive benefits of discovery-based inquiry.
Reframing Spatial Hazard Education with Interactive Digital Media and Regionalized Content in Secondary Schools Faridh Arganatha Diwangkara; Purwanto; Tan Geok Chin ivy
Future Space: Studies in Geo-Education Vol. 2 No. 4 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i4.77

Abstract

Modern geography education necessitates technology-integrated materials to visualize complex spatial phenomena effectively. Addressing this need, this study employs the ADDIE model to develop "IC-Learn," an E-Module based on the I-Care learning framework, designed to enhance students' understanding of localized landslide disasters. The research objectives are twofold: 1) to develop the IC-Learn E-Module using Articulate Storyline, and 2) to evaluate its feasibility and effectiveness in improving students' cognitive learning outcomes. The module was tested on Year XII students using a One-Group Pretest-Posttest design. Validity tests by material and media experts confirmed the product’s high feasibility. Statistical analysis using the Paired Sample T-Test yielded a significance value of <0.05, confirming that the intervention significantly impacted student knowledge. Furthermore, the effectiveness test resulted in an N-Gain score of 0.48 (Medium category). In the context of this research, this value implies that while the IC-Learn module effectively bridges the gap between prior knowledge and new cognitive understanding, it is most potent when utilized as a complementary pedagogical tool rather than a standalone instructional method. Consequently, the study concludes that while the I-Care based E-Module is a valid and effective instrument for disaster mitigation education, its optimal implementation requires a blended learning approach where digital interaction is reinforced by teacher scaffolding
Blended vs. Online Discovery Learning: Enhancing Students' Critical Thinking Skills Eky Billy Revanda; Hadi Soekamto; TAN Geok Chin Ivy
Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v3i2.111

Abstract

This study investigates the comparative efficacy of Blended Discovery Learning (BDL) versus fully Online Discovery Learning (ODL) in fostering critical thinking skills within geography education. Amidst the rapid digitalization of pedagogy, the structural resilience of inquiry-based models across varying delivery configurations remains a critical concern. Utilizing a quasi-experimental approach with a nonequivalent posttest-only control group design, this research employed the geographic theme of cultural preservation in Malang City as a complex spatial stimulus for student inquiry. Participants were selected via randomized assignment from a homogenous student population to ensure baseline equivalency in geographic proficiency. Data were elicited through a validated essay instrument comprising five higher-order thinking indicators and analyzed using Independent Sample T-Tests. Statistical analysis yielded a significance value of p = 0.071; however, subsequent Cohen’s d calculation revealed a moderate effect size (d = 0.43), indicating a marginal pedagogical advantage for the blended discovery configuration. These findings suggest that while both modalities are robust, the hybrid approach provides a slightly more intensive scaffolding for geographic reasoning. Crucially, the results imply that the inherent constructivist nature of the Discovery model maintains its functional integrity across diverse digital environments, offering significant pedagogical flexibility. This study contributes to the discourse on hybrid geography education by demonstrating that the choice of instructional platform while influential does not compromise the core cognitive benefits of discovery-based inquiry.
Co-Authors Eky Billy Revanda Faridh Arganatha Diwangkara Hadi Soekamto Purwanto