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International Journal of Geography, Social, and Multicultural Education (IJGSME)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 29879140     DOI : https://doi.org/10.26740/ijgsme
Core Subject : Humanities, Science, Education, Social,
Humanities Earth & Planetary Sciences Education Environmental Science Social Sciences
The International Journal of Geography, Social, and Multicultural Education is a journal published by the Postgraduate Geography Education at the State University of Surabaya. This journal contains articles related to geography education, social education, and multicultural education. This journal is published three times a year and published in an online version. The articles published in this journal include research results, case studies, theoretical studies, and book reviews. This journal is intended for academics, researchers, practitioners, and students who are interested in the fields of geography, social, and multicultural education.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol. 3 No. 3 (2026): 1 February 2026" : 6 Documents clear
Evaluating the Effectiveness of The Smarts Didi Model in Enhancing Teacher Competency for Differentiated Instruction in Indonesia: A Confirmatory Factor Analysis Approach Anis Cholis; Ribut Margo Mulyanto; Achmad Yusuf; Sari Cahya Putri; Tuti Mutia
International Journal of Geography, Social, and Multicultural Education Vol. 3 No. 3 (2026): 1 February 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v3n3.p1-13

Abstract

This study evaluates the effectiveness of the SMART DiDi Model (Strategic Modelling of the Merdeka Pathway and Digital Differentiation) in enhancing teacher competency for differentiated instruction in Indonesia. With the increasing emphasis on student-centered learning, many educators face challenges in adapting instructional strategies to accommodate diverse student needs. This research employs a quantitative approach using a descriptive and inferential design, involving 207 social studies teachers from public senior high schools in Bojonegoro. Data were collected through a structured questionnaire distributed via Google Forms and analyzed using Confirmatory Factor Analysis (CFA) in R Studio with Maximum Likelihood Robust (MLR) estimation. Model fit was assessed using statistical indicators such as Chi-square (χ²), Standardized Root Mean Square Residual (SRMR), Comparative Fit Index (CFI), and Root Mean Square Error of Approximation (RMSEA). The findings indicate that SMART DiDi significantly enhances teachers' instructional effectiveness, particularly in lesson planning, student engagement, and the application of differentiation strategies. Teachers reported high levels of satisfaction and confidence in implementing SMART DiDi, with CFA results confirming the validity and reliability of the model. As a structured, technology-integrated framework, SMART DiDi offers a sustainable and scalable approach to teacher professional development. This study recommends that educational institutions adopt SMART DiDi as a standardized training framework, aligning with the principles of Education 4.0 and the Merdeka Curriculum, to optimize school mentoring in the implementation of differentiated instruction.
The Suitability of HOTS-Based Geography Questions in Terms of Validity, Reliability, and Effectiveness of Distractors Andreas Sito Saputra; Siti Julpa; Mamat Ruhimat; Dina Siti Logayah; Igna Juli Triana
International Journal of Geography, Social, and Multicultural Education Vol. 3 No. 3 (2026): 1 February 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v3n3.p14-22

Abstract

This research is based on the importance of preparing evaluation instruments that are able to measure higher order thinking skills in a valid, reliable, and fair manner. Therefore, the purpose of this study is to analyze the quality of question items in Higher Order Thinking Skills (HOTS)-based Geography subjects that have been tested on class XI students of SMAN 2 Cikampek in the 2024/2025 academic year. The method used is descriptive with a quantitative approach, with a sample of 30 students selected randomly. The research instrument was in the form of 20 multiple choice questions that were done online through the Quizizz platform. Data analysis techniques include validity testing using product moment correlation, reliability testing using the Kuder-Richardson formula (KR-21), as well as analysis of difficulty level, differentiating power, and the effectiveness of exacerbators. The results showed that 14 out of 20 questions (70%) were valid with a high reliability value of 0.8122. Based on the level of difficulty, 65% of questions are classified as easy and 35% are classified as moderate, without any difficult category questions. Differentiating power analysis showed that 57% of the questions were categorized as very good, 21% as good, and the rest were classified as sufficient and insufficient. Meanwhile, most of the exemptions did not function optimally. These findings indicate that although most questions have met the criteria for good quality, improvements are still needed, especially in the aspect of exemptions.
Analysis of Sikidang Crater Tourism Potential and Its Socio-Economic, and Cultural Impact on the Community In Banjarnegara Regency, Central Java Sholihah, Mar'atus; Rizqina Awaliyah; Muhammad Alfaruqi; Armawati Hidayati; Nasrulloh Muzaki
International Journal of Geography, Social, and Multicultural Education Vol. 3 No. 3 (2026): 1 February 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v3n3.p23-33

Abstract

Sikidang Crater is located in the Dieng Plateau, which is located in Banjarnegara Regency, Central Java, Indonesia. The Dieng area itself is famous for its stunning natural scenery and various natural attractions. This article discusses the potential for developing Sikidang Crater as a tourist destination that is a popular tourist destination in Central Java, offering a unique and educational experience for every visitor. Tourist Activities in Sikidang Crater In addition to enjoying the scenery and learning about volcanic phenomena, Sikidang Crater also offers various interesting tourist activities that can be enjoyed by visitors. Sikidang Crater in Dieng has a significant impact on the social and economic life of the local community. Economically, Sikidang Crater is a source of income for the community through the tourism and agricultural sectors. Socially, the community around Sikidang Crater has unique traditions and beliefs related to the crater, and has a high level of tolerance for other beliefs. The existence of the Sikidang Crater Dieng tourist attraction provides many benefits for the community and visitors, such as preserving local culture, increasing environmental awareness and becoming a means of natural education. However, on the other hand, it also has negative impacts, such as the influence of foreign cultures, environmental damage and the potential for decreased attention to formal education.
The Anxious Generation: Why Student Wellbeing is the New Core Curriculum Amiri, Sayed Mahbub Hasan
International Journal of Geography, Social, and Multicultural Education Vol. 3 No. 3 (2026): 1 February 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v3n3.p34-47

Abstract

A profound shift is occurring in educational paradigms, moving beyond a narrow focus on academic achievement to embrace student wellbeing as a fundamental component of school success. Dubbed "The Anxious Generation," today's students face unprecedented levels of stress, anxiety, and burnout, exacerbated by academic pressure, social media, and a post-pandemic world. This article argues that student wellbeing must be reconceptualized as the new core curriculum, asserting that cognitive growth is inextricably linked to social-emotional health. We contend that schools are uniquely positioned to be proactive hubs for mental health support, not merely reactive institutions to academic failure. By integrating Social-Emotional Learning (SEL) principles, mindfulness practices, and restorative disciplines into the fabric of the school day, educators can cultivate resilient, engaged, and mentally healthy learners. The article proposes a framework for this integration, demonstrating that prioritizing wellbeing is not a distraction from academic goals but is, in fact, the essential foundation for achieving them. Ultimately, equipping students with the skills to navigate complexity and adversity is the most critical lesson they can learn.
Cluster-Based Assessment to Improve Student Social Skill and Competence at SMA Muhammadiyah 10 Surabaya Alif Putra Lestari; Ahmad Saikhu; Bejo Apriyanto; M. Rizqon Al Musafiri; Salim Bahrisy
International Journal of Geography, Social, and Multicultural Education Vol. 3 No. 3 (2026): 1 February 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v3n3.p48-57

Abstract

Assessment of social skills and competencies is still often carried out conventionally and partially, thus lacking a comprehensive and objective picture. Cluster-based assessment is an alternative in developing student assessment models. This approach is appropriate and aligned with 21st-century education. This study used a qualitative method with a case study approach and formative evaluation to evaluate the effect of social cluster-based assessment in the form of a project on improving students' social skills and competencies. The subjects were 11th-grade students at SMA Muhammadiyah 10 Surabaya taking geography, sociology, and economics. The results showed that project-based assessment significantly improved students' skills and competencies. Students produced dioramas that were appropriate to the material, creative, and integrated with several subjects. Students also collaborated, communicated, tolerated, and respected each other during the project process. Teachers and students responded positively to the assessment implementation, adding motivation and making it enjoyable. This assessment model can be implemented and developed for better learning.
The Effectiveness of the CORE (Connecting, Organizing, Reflecting, Extending) Learning Model on Disaster Mitigation Material to Improve Students’ Learning Outcomes in Geography at Senior High School Achmad Yusuf; Sholihah, Mar'atus; Rizqina Awaliyah; Afiqoh Billah Izzah
International Journal of Geography, Social, and Multicultural Education Vol. 3 No. 3 (2026): 1 February 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v3n3.p58-65

Abstract

This experiment aims to analyze the effectiveness of Connecting, Organizing, Reflecting, Extending (CORE) learning model in improving students learning outcomes on disaster mitigation material in Geography subjects at the Senior High School level. The research employed a quantitative approach with a quasi-experimental design of the Non-equivalent Control Group Design type, involving two classes: an experimental class treated with the CORE model and a control class using conventional learning. The research sample consisted of eleventh-grade students from SMAN 1 Driyorejo, Gresik Regency, selected through purposive sampling and cluster random sampling techniques. Data were collected through pretests and posttests, then analyzed using normality tests, homogeneity tests, and independent sample t-tests. The results showed a significant difference between the learning outcomes of students in the experimental and control classes, with a Sig. (2-tailed) = 0.000 < 0.05, indicating that the CORE model had a significant effect on improving students learning outcomes. The CORE model was considered effective because it actively engaged students through the stages of connecting prior knowledge, organizing concepts, reflecting, and extending understanding within real-life contexts. Therefore, the CORE learning model is deemed feasible to be applied as an innovative alternative to enhance students learning outcomes and conceptual understanding in disaster mitigation material.

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