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Future Space: Studies in Geo-Education
Published by CV Bumi Spasial
ISSN : 30326974     EISSN : 30319927     DOI : https://doi.org/10.69877/fssge.v1i1
Core Subject : Science, Education,
Earth & Planetary Sciences Education
Aim and Scope Future Space: Studies in Geo-Education Aim: The primary aim of Future Space: Studies in Geo-Education is to serve as an international forum for scholarly research, analysis, and dialogue concerning innovative methodologies, progressive practices, and transformative insights within the field of geography education. The journal is dedicated to contributing to the academic and practical aspects of learning and teaching geography, with a special emphasis on future-oriented strategies, technological integration, and sustainable educational practices that engage students and scholars in deep, meaningful interactions with geographical knowledge and global awareness. Scope: 1. Innovative Methodologies in Geography Education: a. Exploration of new pedagogical strategies in the teaching and learning of geography. b. Integration of technology and digital tools in geography education. c. Studies on remote sensing, Geographic Information Systems (GIS), and spatial analysis in education. 2. Curriculum Development and Assessment: a. Critical reviews and analysis of current curricula in geography. b. Development of future-oriented geography curricula. c. Innovative assessment methods and their effectiveness in geography education. 3. Sustainability and Environmental Education: a. The role of geography education in promoting sustainability and environmental awareness. b. Case studies of environmental education practices within the geography curriculum. 4. Global Education and Geographical Literacy: a. Promoting global understanding and intercultural competence through geography education. b. Strategies for enhancing geographical literacy among students and the wider community. 5. Spatial Thinking and Geocognition: a. Research on spatial thinking processes, geocognition, and their development in learners. b. The integration of spatial reasoning in geography education. 6. Professional Development and Teacher Education: a. Studies on pre-service and in-service geography teacher training. b. Lifelong learning and professional development in geography education. 7. Interdisciplinary Approaches: a. Integration of geography with other disciplines such as history, economics, and the sciences. b. Project-based and experiential learning in geography. 8. Technology and Future Trends: a. The impact of emerging technologies on geography education. b. Future trends in geography education, including virtual and augmented reality, artificial intelligence, and machine learning. Future Space: Studies in Geo-Education welcomes submissions from a diverse range of scholars, educators, and geography professionals. We accept empirical research articles, theoretical papers, case studies, book reviews, and educational technology reviews. Our commitment is to advance the understanding and practice of geography education for a sustainable and interconnected global society. Through rigorous peer-review and the pursuit of academic excellence, Future Space: Studies in Geo-Education seeks to push the boundaries of what is known and practiced in geography education, shaping the future landscape of this vital field of study.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 163 Documents
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From Migration to Dependency: Remittances, Family Economy, and the Need for Population Education in Rural Java Nila Trya Khasyanah Khasyanah; Singgih Susilo; Sri Lailatin; Misbachul Choiri
Future Space: Studies in Geo-Education Vol. 3 No. 1 (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.v3i1.103

Abstract

The interest of residents of Tunggangri Village in becoming Indonesian Migrant Workers (PMI) is closely related to economic challenges, as working abroad is expected to provide higher income compared to domestic employment and to better support family finances. This study aims to identify the characteristics of Indonesian migrant workers in Tunggangri Village based on demographic, social, and economic aspects, as well as to examine the contribution of remittances to family income and their utilization by households in the area of origin. The research was conducted in Tunggangri Village, Kalidawir District, Tulungagung Regency, using a quantitative approach with a descriptive research design. Sample size was determined using the Slovin formula and proportional random sampling. Primary data were collected through observation, structured interviews, and documentation. From a total population of 177 active migrant workers, 123 respondents were selected as samples based on the Slovin method. The findings indicate that the majority of Indonesian Migrant Workers in Tunggangri Village are of productive age, with their highest educational attainment being senior high school or its equivalent, and the most common occupations include factory work and employment in the construction sector. Furthermore, the contribution of remittances to family income in Tunggangri Village is considerable, with an average contribution rate of 67%. For many households, remittances function as the main or even sole source of income, reflecting a high level of economic dependence on funds sent by Indonesian Migrant Workers.
HEC-RAS 2D Flood Modeling of Bango River: Developing Contextual Spatial Learning Media for Disaster Mitigation Abdillah Hanafi; Didik Taryana; Rahmi Lailatur
Future Space: Studies in Geo-Education Vol. 3 No. 1 (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.v3i1.104

Abstract

Geography education plays a pivotal role in building student resilience against disasters, yet learning materials often lack local contextualization. The Bango River in Malang City, which faces flooding every rainy season, presents a critical real-world context for such learning. This study focuses on processing hydrological data to create high-accuracy visualization models using a 2D hydraulic simulation in the HEC-RAS program. The discharge data used in this study was obtained from the calculation of the Synthetic Unit Hydrograph (HSS) Gama 1 method. The results of the hydrograph calculation served as input data for the inundation modeling. The peak discharge from the calculation of the HSS Gama 1 method obtained a value of 29.5825 m³/second. The modeling results show information about the affected buildings, the depth of flooding, and the extent of flooding around Pandanwangi Village. The simulation results indicate that for the 100-year return period, the total inundated area reaches 109.06 hectares. Beyond technical mitigation, these high-resolution inundation maps serve as crucial learning resources to enhance students' spatial thinking and disaster preparedness in local geography curricula. To mitigate future losses, appropriate anticipatory measures must be taken, including the integration of these spatial models into geography education to foster disaster-literate citizens.
Market Proximity Agrarian Solidarity and Forest Fringe Institutions Shaping Household Resilience in Rural Poverty Contexts Nanda Andi Purnamansyah; Arini Ismiati
Future Space: Studies in Geo-Education Vol. 3 No. 1 (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.v3i1.107

Abstract

While poverty is often measured economically, its spatial dimension how location dictates survival strategies remains under-explored. This study analyzes how spatial context influences social interaction patterns among economically vulnerable households in Dampit Village, Malang Regency. A qualitative case study was conducted from June 1–28, 2024 , across five distinct neighborhood zones (Wards). Data were collected through semi-structured interviews with 10 purposively selected participants (5 key informants from vulnerable households and 5 village stakeholders) , participatory observation, and spatial mapping. Analysis utilized an inductive thematic approach triangulated with spatial data. Findings reveal that interaction patterns are spatially determined: (1) In market-proximate zones (West Dampit), interactions are transactional and driven by trade reciprocity; (2) In agrarian zones (Sumber Kembar), interactions rely on "harvest solidarity" and labor sharing; and (3) In forest-fringe areas (Ngelak), interactions are institutionalized through Forest Village Institutions (LDH) for land management. This study extends poverty research by demonstrating that "survival" is a place-based phenomenon. These findings serve as a vital place-based inquiry resource for geography education, specifically to teach concepts of spatial inequality and community resilience using local contextual examples.
GIS Network Analysis for Volcanic Evacuation Modeling and Geography Education Frameworks Naufal Muhammad Hanif; Syamsul Bachri
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.v3i2.108

Abstract

This study models optimized evacuation routes for the Kelud Volcano eruption in Blitar Regency using Geographic Information System (GIS) Network Analysis, specifically employing Closest Facility and Service Area algorithms. Utilizing disaster-prone area (KRB) maps, road network shapefiles, and evacuation post locations, the spatial simulation was parameterized based on the 2014 Kelud eruption. The model establishes a standardized empirical baseline by assuming a constant evacuation velocity of 40 km/h to estimate travel times, while acknowledging the limitations of dynamic traffic congestion during emergencies. The analysis produced two primary spatial outputs: optimal trajectories to the nearest temporary and final shelters, and comprehensive shelter accessibility isochrones. Quantitative findings indicate that evacuation distances to final shelters range from 866.4 meters (1-minute travel time) to 16,720.9 meters (25-minute travel time). While the resulting maps offer a vital spatial framework to enhance local disaster preparedness, the reliance on 2001-era road network data underscores a critical limitation. Therefore, updating regional infrastructure geospatial data is strongly recommended before integrating these models into formal disaster risk management policies to effectively minimize potential casualties and material losses.
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.
Leveraging Motion Graphic Animations of the Hydrological Cycle to Foster Critical Thinking Nabila Amalia Alifah; Alfyananda Kurnia Putra
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.v3i2.112

Abstract

The pedagogical challenge in teaching the hydrological cycle stems from its inherent abstraction and the inability of students to observe these processes in situ. Consequently, the objective of this Research and Development (R&D) study is to engineer a Motion Graphic Animation framework that specifically addresses these visualization deficits. By transforming static concepts into dynamic visual narratives, this media serves as a cognitive tool to bridge the gap between abstract theory and observable reality, thereby cultivating robust critical thinking skills among high school students. The study was conducted as a targeted pilot implementation involving 23 students from Class X IPS at SMA Panjura Malang. This small-scale implementation serves as a necessary developmental step to evaluate the media's effectiveness in clarifying abstract hydrological processes before broader application in diverse geographical education settings. The method used in this study is a qualitative and quantitative percentage descriptive method that adapts the ADDIE development model to produce learning media products The results demonstrate that the motion graphic animation effectively clarifies the complex, non-observable phases of the hydrological cycle, specifically addressing the 'visualization gap' in processes like infiltration, evaporation, and runoff. By providing a dynamic visual representation of these abstract phenomena, the media moves students beyond rote memorization of definitions toward a deeper conceptual understanding. The implementation led to a significant improvement in critical thinking, with 69% of students achieving 'very high' proficiency levels by successfully interpreting and analyzing the systemic nature of water movement.
Development and Feasibility Validation of Science-Edutainment Digital Videos for Foundational Geography Concepts Rani Kurnia; Azni Fajrilia; Diah Wijayanti; Chalia Chistella; Aliya Amani Sharul Nizar
Future Space: Studies in Geo-Education Vol. 3 No. 3 (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.v3i3.115

Abstract

Foundational geography curriculum is often perceived as a cognitive Foundational geography concepts often present cognitive challenges for secondary school students because they require learners to connect abstract definitions, spatial principles, material objects, and geographical approaches with observable real-world phenomena. This study aimed to develop and validate science-edutainment digital videos designed to support students' visualization of foundational geography concepts. A Research and Development design was employed using a modified 4D model limited to the Define, Design, and Develop stages. The Define stage involved curriculum analysis, media analysis, and student characteristics analysis at SMAN 1 Bululawang. The Design stage produced scripts, storyboards, validation instruments, and video prototypes. The Develop stage involved expert validation and user feasibility testing with one media expert, one subject-matter expert, four geography teachers, and 32 Grade XI social science students. Data were collected through validation sheets and feasibility questionnaires and analyzed using descriptive percentages. The results showed that media expert validation reached 99%, subject-matter expert validation reached 95%, teacher responses reached 89%, and student responses reached 88%, all categorized as very feasible. These findings indicate that science-edutainment digital videos are feasible as supplementary media for foundational geography learning. However, further studies are needed to examine the effectiveness of the developed videos in improving students' conceptual understanding, spatial thinking, and geospatial literacy.
When Avatars Teach Geography: Evaluating a Metaverse-Based Geosite Ecosystem for Spatial Thinking in High School Physical Geography Laksono Dwi Nugroho; Khoirul Habibah; Anita Kumala Dewi; Siska Maulidhin Hidayah
Future Space: Studies in Geo-Education Vol. 3 No. 3 (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.v3i3.116

Abstract

Traditional text-based instruction frequently struggles to visualize abstract lithospheric threshold concepts and complex multi-scale geosite phenomena. To overcome this critical spatial accessibility barrier, this study developed and evaluated the Smart Geo-Education Ecosystem, an innovative metaverse-based social virtual reality platform engineered for high school physical geography instruction within the Ijen UNESCO Global Geopark. Guided by the iterative ADDIE development framework, the ecosystem integrates authentic geodetic data modeling via QGIS and Spatial.io web-based architectures. The research methodology utilized a robust quasi experimental design involving 140 geography students split into experimental and control cohorts, alongside comprehensive validation tests by specialized subject matter and media experts. Expert validation confirmed that the developed ecosystem is highly feasible for geography instruction, successfully resolving early content scaling misconceptions. Quantitatively, the efficacy of the platform was substantiated by a significant escalation in students' spatial thinking scores, surging from a baseline average of 59.38 in the control group to 80.35 in the experimental group. This cognitive advancement is statistically validated by an Independent Samples t-test value of 50.031 (p < 0.001), with a calculated Cohen’s d effect size indicating a high magnitude of pedagogical impact. Unlike traditional, solitary virtual tours, this platform establishes an avatar-mediated social VR environment that facilitates real-time interaction, synchronous joint attention, and collaborative spatial inquiry within a high-fidelity virtual landscape. The platform functions as an effective pedagogical scaffold that successfully bridges formal classroom-based instruction and asynchronous, autonomous exploration, offering a highly scalable, innovative template for global geography education.
Utilization of Geospatial Technology and WebGIS in Disaster Risk Analysis of Mount Merapi Lava Flow Ananda Rianti Dewi; Didik Taryana
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.v3i2.117

Abstract

While Mount Merapi's high eruptive activity poses severe rain lahar threats, there remains a critical gap in integrating comprehensive spatial risk assessments into accessible geo-education frameworks. This study addresses this void by evaluating the risk levels of rain lahar disasters to support spatial-based mitigation learning. The high activity of Mount Merapi has various potential eruption hazards, one of which is the danger of lava flows that can occur at any time and threaten the safety of the surrounding community. Therefore, this study aims to examine the level of risk of lava flow disasters on Mount Merapi. The spatial data and WebGIS platform generated from this study are specifically designed to enhance students' geospatial literacy and formulate place-based disaster preparedness education for local communities in high-risk zones. This research employs a quantitative spatial modeling approach utilizing Weighted Overlay Analysis and Spatial Multi-Criteria Evaluation (SMCE) within a Geographic Information Systems (GIS) framework. The data used is in the form of secondary data collected through literature study activities on various sources. Data processing techniques are used, namely remote sensing and geographic information systems, while in data analysis, risk calculation equations are used according to the Head of BNPB Regulation Number 2 of 2012. Based on the results of the study, it is known that the risk level of lava flow disasters is high in Srumbung District, Muntilan District, and Salam District. Efforts that can be made to respond to the high level of risk are to reduce the level of vulnerability through improving health facilities, education, evacuation, economic guarantees and mitigation systems; and increasing capacity through optimizing cooperation and coordination between parties.
Enhancing High School Critical Thinking in Geography through Genially-Assisted Game-Based Learning Acmad Zainur Risla; Fatiya Rosyida; Agung Setiawan
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.v3i2.120

Abstract

This research addresses a critical gap in digital geography pedagogy by evaluating the implementation of a Genially-integrated Game-Based Learning (GBL) framework. A primary novelty of this study lies in the technical differentiation of Genially from standard gamified interfaces, such as Kahoot or Wordwall while the latter often emphasize linear rote retrieval, Genially facilitates the synthesis of multi-layered interactive mapping and complex spatial simulations essential for advanced geographic interpretation. The investigation specifically operationalizes critical thinking within the thematic context of Indonesia’s Strategic Position, a topic strategically selected for its inherent spatial complexity and capacity to trigger higher-order cognitive processes. Utilizing a quantitative pseudo-experimental design with a pretest-posttest control group , the study sampled two cohorts (N=71) at SMAN 2 Sumenep: class XI–8 (experimental) and XI–7 (control). Data were collected via essay instruments aligned with C4 (Analysis), C5 (Evaluation), and C6 (Creation) cognitive levels. Analytical procedures involved N-Gain scores and Independent Sample T-tests to quantify shifts in student proficiencies. Empirical findings demonstrate the superior efficacy of Genially-assisted GBL. The experimental group achieved a posttest mean of 81.87, significantly outperforming the control group’s 60.37. Standardized metrics via N-Gain analysis confirmed a moderate growth coefficient of 0.53 for the experimental cohort compared to a negligible 0.06 for the control. Statistical significance (p=0.000) suggests that the Genially-integrated framework serves as a robust catalyst for enhancing analytical reasoning. These results indicate the potential of GBL-driven interventions to facilitate a sophisticated understanding of spatial dynamics, providing a viable evidence-based pathway for modernizing geographic instruction.

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