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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

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

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

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.

Remittance Use and Family Welfare in a Migrant-Sending Place: Implications for Place-Based Geography Education Maya Indah Permatasari; Singgih Susilo; Wan Ibrahim Wan Ahmad; Tan Geok Chin Ivy
Future Space: Studies in Geo-Education Vol. 3 No. 4 (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.v3i4.126

International labor migration has become a central livelihood strategy for rural Indonesian households where local employment is scarce. This study examines migrant-worker households in Donomulyo District, a karst area on the southern periphery of Malang Regency with limited agricultural capacity. It compares households with members working in Hong Kong and Taiwan in their socio-economic characteristics, remittances, and attainment of migration expectations. A comparative descriptive quantitative design was applied to 146 of 230 households, selected by proportional random sampling. Data from structured interviews, field observation, and documentation were analyzed using percentages and cross-tabulation. Expectations were measured with seven indicators from the value-expectancy model of migration: status, prosperity, comfort, stimulation, autonomy, affiliation, and morality. The two corridors drew on different segments of the labor force: nearly half of Hong Kong migrants had only primary schooling (49.51%), whereas most Taiwan migrants had completed senior high school (65.12%). Yet average monthly remittances were almost identical (IDR 2,964,563 and IDR 3,008,139), and similar shares of households reported achieved expectations (79.61% and 74.42%). Prosperity was the least fully met expectation. Remittances cushioned households against economic insecurity but went mainly to consumption rather than productive local investment. Donomulyo thus illustrates how the constraints of a peripheral place push households into distant labor markets while limiting what migration earnings can build at home. For geography education, the district offers a place-based case for teaching human–environment interaction, interconnection across scales, and uneven development through students' own landscapes.

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