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INDONESIA
Jurnal Geografi
Published by Universitas Negeri Medan
ISSN : 20858167     EISSN : 25497057     DOI : -
Core Subject : Science, Education, Social,
Earth & Planetary Sciences Education Environmental Science Social Sciences Other
Jurnal Geografi is published as a scientific communication media in the field of Geography Education in particular and Geography in general, as well as other related fields, for faculty members, alumni of Geography Education both from the Faculty of Social Sciences of State University of Medan and alumni of geography from other universities. As a medium of scientific communication, this magazine serves to provide a means of publication for the field of development of concepts and theoretical studies, including actual issues that are relevant in the field of Geography Education in particular and Geography in general. The content of the writing does not have to be in line with the editorial policy. The magazine is published twice a year in February and August and is distributed as a publication for geography education, geography or other related fields. Circulation for the limited circle and enthusiasts can get it by changing the cost of printing and postage.
Arjuna Subject : Ilmu Sosial - Geografi, Perencanaan dan Pengembangan
Articles 343 Documents
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Geographical Perspective on Digital Access, "Marriage Is Scary" Content Exposure, and Marriage Readiness among Generation Z in Binjai City Siti Zahra Zulaini; Hasan Sazali; Muhammad Putra Dinata Saragi; Nur Izzati Aziz; Qasem Muhammadi
JURNAL GEOGRAFI Vol. 18 No. 2 (2026): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v18i2.74430

Abstract

This study examines the associations between digital access, exposure to “Marriage Is Scary” (MIS) content on TikTok, and marriage readiness among Generation Z in Binjai City, Indonesia. A cross-sectional survey was conducted among 287 never-married TikTok users aged 20–29 years, selected through purposive sampling with proportional quotas. Data were analyzed using multiple linear regression and bootstrapping mediation analysis with 5,000 resamples using the PROCESS Macro for SPSS. Digital access was positively associated with MIS exposure (β = 0.47, p < 0.001), explaining 22% of the variance. MIS exposure was negatively associated with marriage readiness (β = −0.41, p < 0.001), explaining 17% of the variance. A significant indirect effect of digital access on marriage readiness through MIS exposure was identified (β = −0.19, 95% CI [−0.27, −0.11]), while the direct effect was not significant (β = −0.09, p = 0.129). Spatial analysis revealed subdistrict-level variation, with Binjai Kota recording the highest levels of MIS exposure and marriage readiness, while Binjai Barat recorded the lowest. Financial readiness was the weakest dimension of marriage readiness (mean = 2.4). The sample was predominantly female (61.3%), while 48.8% had completed senior high school and 54.4% were employed. These findings indicate that digital access, algorithmically mediated content exposure, and geographical context are interconnected in shaping marriage-related perceptions among Generation Z. The study highlights the value of integrating media geography into research on digitally mediated social attitudes. Given the cross-sectional design, the findings should be interpreted as associative rather than causal.
Bridging Community Carbon Benefits and Village Revenue: Institutional Governance of Agroforestry-Based Carbon Credits in West Java, Indonesia Sumarlan Sumarlan; Meilinda Suriani Harefa; Amal H Aljaddani
JURNAL GEOGRAFI Vol. 18 No. 2 (2026): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v18i2.74897

Abstract

Agroforestry-based carbon credit development offers opportunities to combine climate change mitigation with rural economic development. However, existing studies have mainly examined carbon trading regulations, carbon sequestration valuation, and agroforestry productivity, leaving limited understanding of how carbon credit initiatives are implemented institutionally at the village level and connected to Village Original Income (PADes). This study examines village readiness, institutional governance, and community empowerment in agroforestry-based carbon credit development, particularly their role in connecting community economic benefits with village revenue systems. A qualitative descriptive approach was employed in five regencies in West Java Province. Data were collected through field observations, interviews with village governments, farmer groups, cooperatives, facilitators, and community members, discussions, and documentary studies. Outreach and technical training were treated as community capacity-building activities. Data were analyzed through data reduction, data presentation, interpretation, and conclusion drawing. The findings show that village readiness is supported by land availability, community literacy, technical capacity, and local institutions. However, community-level economic benefits from agroforestry-based carbon credit activities do not automatically translate into formal village revenue. Most benefits remain managed by farmer groups and cooperatives, while Village-Owned Enterprises (Bumdesa) and village regulatory mechanisms remain limited. This institutional gap constrains the connection between community carbon benefits and PADes. The study contributes to carbon and rural institutional governance literature by demonstrating that the potential economic benefits of village-based carbon credits depend not only on land and community capacity but also on institutional arrangements that connect community benefits with formal village revenue systems.
Exploring Holistic Learning through Deep Learning Pedagogy in Geography Education Albertus Erico Jerry Krisna Nugroho; Sugiyanto Sugiyanto; Singgih Prihadi
JURNAL GEOGRAFI Vol. 18 No. 2 (2026): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v18i2.75036

Abstract

The implementation of Indonesia's Deep Learning Pedagogy has attracted increasing attention as a learner-centred approach that promotes joyful, mindful, and meaningful learning. However, empirical evidence explaining how this pedagogical approach facilitates holistic learning in secondary geography education remains limited. This study explores how Indonesia's Deep Learning Pedagogy is implemented to foster holistic learning in geography classrooms. An exploratory qualitative design was employed involving nine public senior high schools in Surakarta, Indonesia. Data were collected through semi-structured interviews with geography teachers and vice principals, classroom observations, student interviews, and document analysis. The data were analysed using thematic analysis based on four predefined dimensions of holistic learning: Intellectual Development, Character and Moral Development, Social and Emotional Development, and Physical and Active Engagement. The findings indicate that the four dimensions were consistently manifested through inquiry-based, contextual, collaborative, reflective, and experiential geography learning practices. Although implementation varied according to school contexts and learning opportunities, all schools demonstrated the integration of holistic learning within everyday instructional practices. The findings further show that these dimensions function as interconnected manifestations of meaningful geography learning rather than as separate educational outcomes. This study proposes a Holistic Geography Learning Model that clarifies the conceptual relationship between Indonesia's Deep Learning Pedagogy, geography learning practices, and holistic student development. The model contributes a subject-specific framework for implementing holistic learning and offers practical implications for geography education and future curriculum development.

Page 35 of 35 | Total Record : 343

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