cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Imam Arifa'illah Syaiful Huda
Contact Email
imam.arifaillah@uinjambi.ac.id
Phone
+6289680605733
Journal Mail Official
futurespacejournal@gmail.com
Editorial Address
Perumahan Anugerah Mandiri No 16, Kecamatan Jambi Luar Kota, Kabupaten Muaro Jambi, Provinsi Jambi, Indonesia
Location
Kab. muaro jambi,
Jambi
INDONESIA
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 175 Documents
 14   15   16   17   18 
Enhancing Hydro-Spatial Reasoning through a Non-Linear Prezi Framework for Localized Flood Mitigation Education in Kediri City Asri Dyah Kumalasari; Listyo Yudha Irawan; Yusuf Suharto; I Komang Astina
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.v3i2.124

Abstract

While traditional instruction often relies on linear narratives, this study examines how Prezi’s dynamic contextualized through localized flood phenomena in Kediri City enable students to synthesize multi-dimensional environmental risks and adaptation strategies. The research addresses the critical gap in contextual disaster education within the flood-prone Brantas watershed. Adopting a systematic 4D developmental methodology (Define, Design, Develop, and Disseminate), the study encompasses a rigorous needs analysis, instructional design, and empirical trials. The sample involved 32 Grade XI students at SMAK St. Augustinus Kediri and a panel of expert validators. Data were synthesized through Likert-scale questionnaires and qualitative expert feedback to evaluate pedagogical validity and the resultant cognitive transitions. Empirical findings identify a distinct cognitive shift 87% of students demonstrated an advanced ability to correlate Kediri’s flat topography with local inundation susceptibility. Beyond surpassing the 80% validation threshold from subject-matter and media experts, the framework significantly increased active participation in spatial discussions. Participants successfully mapped connectivity between upstream land-use transformations in the Brantas watershed and downstream urban flood risks. The Prezi-based media optimizes geospatial literacy by utilizing a navigation architecture that visualizes the complex connectivity between regional hydro-spatial dynamics and local vulnerabilities. This facilitates a transition from passive consumption to applied spatial reasoning, effectively supporting the Independent curriculum’s objectives. The media demonstrates high pedagogical utility, subsequent iterations should enrich narrative depth and increase the complexity of evaluative tasks to optimize long-term knowledge retention.
Nature as a Classroom: A Strategic Evaluation of Forest Parks as Authentic Geography Learning Resources Daudi Richard Malusu; Blessing Chenaimoyo Shanduka; Zunaira Algy Jamen; Lingga Zuama Firdyan; Rio Rifaldi
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.v3i2.132

Abstract

Precet Forest Park (PFP) is a unique community-based tourism destination that integrates forest conservation with active production functions, such as resin tapping and coffee cultivation. This study evaluates the strategic position of PFP to formulate a sustainable development model, specifically operationalizing its role as an authentic learning resource for geography education. A descriptive mixed-methods framework was employed, synthesizing qualitative insights from in-depth interviews and field observations into quantitative Internal Factor Analysis Summary (IFAS) and External Factor Analysis Summary (EFAS) matrices. To ensure methodological rigor and mitigate subjectivity, weights and ratings were assigned through a triangulated expert judgment process involving consensus with the LMDH Wana Lestari management. Quantitative evaluation identifies a robust internal index (IFAS: 4.13) against an external score of 2.25. However, these metrics are underscored by a critical threat intensity of 4.27, primarily stemming from acute regional destination competition and inherent geophysical vulnerabilities such as landslide risks. Consequently, the site is situated within Quadrant II of the SWOT matrix. The findings dictate a diversification strategy, rebranding the site as an educational outdoor laboratory to mitigate external pressures. This approach aims to optimize the park’s function as an authentic learning resource designed to support students' spatial intelligence and disaster mitigation awareness. Ultimately, this strategic shift ensures the destination's long-term economic viability and ecological sustainability through structured pedagogical innovation, effectively bridging the gap between classroom theory and socio-spatial realities to enhance geographic literacy.
Genesis Analysis of Volcanic Landforms and Spatial Potential of Babadan Village as a Contextual Geography Learning Resource Siraj Abdulkerim Yaseen; Baihaki; Risky Andias Oktavian
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.v3i2.133

Abstract

Volcanic landscapes represent immense potential as "natural laboratories" for geography education, yet micro-scale geomorphological data is rarely transposed into formal instructional praxis. This research analyzes the volcanic morphogenesis and land-use trajectories of Babadan Village, Malang, to formalize a conceptual framework for didactic transposition. Adopting an integrated spatial-explorative methodology, the study prioritizes geospatial discovery through Digital Elevation Model (DEM) extraction from Alos Palsar imagery and in situ analytical surveys. This approach serves as a Design-Based Research (DBR) precursor, utilizing purposive sampling based on landscape visibility and accessibility to identify representative observation sites for Field Study (KKL) modules. Spatial analysis delineates a tri-zonal volcanic configuration comprising volcanic slopes, foothills, and foot plains derived from the Quaternary Kawi-Butak sedimentary formation. Pedagogical results demonstrate that these units effectively operationalize core spatial thinking components, specifically spatial association (correlating lithological facies with land-use transitions) and scale-awareness (validating regional remote sensing data through micro-scale field observation). The socio-ecological shift toward elephant grass monoculture is identified as a critical Problem-Based Learning (PBL) object for evaluating environmental carrying capacity and land-use trade-offs. By streamlining geological technicalities, the study establishes an authentic geospatial database that bridges theoretical geomorphology with field-based spatial literacy. This research provides the necessary scientific infrastructure for subsequent empirical evaluations of students' higher-order spatial thinking, offering a rigorous model for contextual geography education in volcanic regions.
Virtual Exploration of Mount Bromo Caldera Stratigraphy Through Virtual Reality Environment Media in Geography Learning Linda Sustika; Cahya Darmawan; Andrias
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.v3i3.113

Abstract

This research focuses on the development of a Virtual Reality Environment (VRE) designed for geography instruction, specifically targeting volcanic stratigraphy within the Mount Bromo region. Subsequently, the study evaluates user experience (UX) to determine the media's technical usability and its capacity for pedagogical engagement. This virtual reality environment  media is produced through a series of scientific research and development procedures (plomp model) which comprises three distinct phases: preliminary research, prototyping, and assessment. User response data were gathered via the User Experience Questionnaire (UEQ) administered to 25 tenth-grade students, evaluating both pragmatic and hedonistic qualities. The user experience evaluation indicated that the VRE media effectively facilitates the identification of volcanic rock layers. The results demonstrated high levels of clarity and efficiency, suggesting that the immersive environment assists students in distinguishing complex stratigraphic features that are otherwise difficult to observe in traditional settings. In addition, they indirectly stated that this VRE media is efficient enough to explore learning to distant places, useful, exciting, interesting, motivate them to learn, and has a good novelty for exploring geography learning.
Seeing and Not Seeing the Land: An Observability Gradient in Farmers' Place-Based Environmental Knowledge and Its Implications for Geography Education Syamsunardi; Hasriyanti; Tri Salsabila Putri
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.v3i3.153

Abstract

This study maps the structure of place-based environmental knowledge among shallot (Allium cepa L. var. aggregatum) farmers in Bubun Lamba Village, Enrekang Regency, Indonesia, and derives design principles for place-based geography learning. A descriptive quantitative survey was administered to 36 active shallot cultivators, using a 22-item instrument covering eleven agro-environmental domains, complemented by semi-structured interviews. Self-assessed knowledge was uniformly strong in procedural, directly observable domains, fertilisation (M = 9.6), harvesting (M = 9.5), and irrigation (M = 9.0), but markedly weaker in the edaphic domain (M = 5.0), the only domain whose key variables (pH, nutrient availability) are latent and instrument-dependent. Interview data show that farmers substitute a temporal heuristic, liming after four to five consecutive cropping cycles, for direct measurement of soil acidity. We interpret this distribution as an observability gradient: informally acquired environmental knowledge is robust where phenomena are visible and feedback is rapid, and attenuates sharply where phenomena are latent and feedback is delayed. This gradient functions as a diagnostic map for learning design: place-based geography education should not rehearse what communities already master through practice, but should target latent domains by making invisible processes perceptible through instrumentation, visualisation, and modelling. Implications for community geo-education, contextual school curriculum materials on the pedosphere and food security, and teacher fieldwork design are discussed.
Bridging the Cognitive Gap: A Place-Based, Powtoon-Mediated Animation for Flood Disaster Mitigation Literacy Among Indonesian Secondary Students Sofia; Tuti Mutia
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.v3i3.119

Abstract

This study developed and evaluated a contextualized Powtoon-based animation video to support secondary students’ comprehension of flood disaster mitigation in a lowland school environment. The study addresses a specific instructional problem: conventional geography materials often present the disaster management cycle as static and fragmented, making it difficult for students to connect hazard processes, local vulnerability, and mitigation actions. A Research and Development (R&D) design was implemented through the five-stage ADDIE framework, Analysis, Design, Development, Implementation, and Evaluation. The product was refined through expert validation, teacher feedback, student response questionnaires, and a one-group pre-test/post-test pre-experimental design involving 34 grade XI students at SMAN 1 Sooko, Mojokerto. Material expert validation reached 81%, indicating that the content accurately represented the disaster management cycle and flood-risk concepts, while media expert validation reached 85%, indicating strong visual, technical, and instructional quality. Student comprehension increased from a pre-test mean of 61.09 to a post-test mean of 85.62, with a normalized gain (N-gain) of 0.63, placing the intervention in the medium-effectiveness category. These results suggest that localized animation can reduce conceptual abstraction by visualizing flood hazards, vulnerability, capacity, and mitigation stages as interconnected spatial-temporal processes. The study contributes a place-based digital media development procedure for geography education and offers practical guidance for teachers seeking to strengthen disaster mitigation literacy through accessible, multimodal learning resources.
Can Contextual Animation Enhance Complex Problem Solving? Evidence from Geography Classrooms in Indonesia Muhammad Naufal Islam; Edwin Budi Prastyo; Liu Lanbin; Benny Jun G. Polon; Afreen Shuhairah Binti Mohamed Razz Rozzman
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.v3i3.134

Abstract

While digitalization requires secondary students to interpret rural–urban spatial interactions as dynamic, multi-variable problems, the abstract and calculative nature of these concepts often disconnects them from lived geographical realities. This study examined whether contextual explainer animation videos could enhance students’ Complex Problem Solving (CPS) skills in geography instruction. A pre-experimental single-cohort design (pre-test/post-test) was conducted with 33 twelfth-grade students at State Senior High School 2 Malang, Indonesia. Data were collected using a scenario-based performance assessment targeting six core dimensions of CPS. A paired-samples t-test revealed a statistically significant increase in aggregate CPS scores, from 68.50 at pre-test to 80.50 at post-test (t(32) = -8.98, p < .001). The findings indicate that localized 2D animation effectively scaffolds students’ interpretation of peri-urban land conversion by transforming abstract spatial interactions into observable visual sequences. Although limited by the absence of a control group, this intervention demonstrates strong pedagogical promise for supporting scale-sensitive reasoning and applied geographical literacy.
The Interactive Technology-Based Engagement Model (ITEM): Optimizing Geo-TPACK and Spatial Cognition in Secondary Distance Learning Mega Reskyanti; Firdaus; Nur Wahyuni Nengsi
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.v3i3.149

Abstract

While technology-mediated distance education expands access, secondary geography instruction persistently grapples with diminished student engagement and superficial spatial processing. This study aims to develop and empirically validate the Interactive Technology-Based Engagement Model (ITEM), an integrative framework engineered to optimize Geo-TPACK and instructional effectiveness in distance geography learning. Grounded in a Design-Based Research (DBR) paradigm, a sequential three-phase methodology was executed: (1) a PRISMA-guided systematic review of 47 peer-reviewed articles (2017–2024); (2) expert panel validation (n = 6, CVI = 0.91); and (3) a quasi-experimental pre-test–post-test pilot trial involving 42 Grade X students at SMAN 11 Maros, Indonesia. Thematic synthesis established four critical success factors: pedagogically aligned instructional design, multi-platform integration, participatory content delivery, and continuous formative feedback. Pilot testing demonstrated statistically significant enhancements in overall student engagement (d = 0.78, p < .001), with cognitive engagement yielding the most pronounced gain (d = 0.84), alongside substantial improvements in geography learning outcomes (d = 0.65, p < .001). Unlike generic e-learning models, the ITEM framework uniquely synthesizes constructivist geo-pedagogy with an equity-driven, offline-compatible contingency pathway designed for topographically constrained and broadband-blind regions. It provides a theoretically grounded blueprint for transforming passive distance instruction into interactive, context-responsive spatial learning.
Spatial Manipulation or Temporal Sequencing? Augmented Reality, Animated Video, and Students’ Critical Thinking about Climate Change Yunita Eka Safitri; Alfyananda Kurnia Putra; Charity Maravilla; Dhimas Bagus Virgiawan; Mentari Dian Pertiwi
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

Abstract

This study compares the effects of Augmented Reality (AR) and animated video on high school students’ critical thinking regarding global climate change. Both media address a core representational challenge in geography education: visualizing processes across unobservable spatial and temporal scales. A quasi-experimental posttest-only design was employed with two purposively selected, initially equivalent tenth-grade classes (n=32 each) at a public high school in Jombang, Indonesia. Critical thinking was measured using a five-item essay test based on Ennis’s indicators (basic explanations, decision-making, drawing conclusions, further explanation, and estimating/combining). An independent-samples t-test revealed no significant difference in overall critical thinking between the AR and video groups (p=0.404). The largest, albeit non-significant, gap emerged in the “estimating and combining” indicator, where the video group scored higher (78.75 vs. 62.50, p=0.071). Mean scores for both groups fell into the “Fair” category. The findings suggest that the instructional model and the alignment between a medium’s affordances and the geographic phenomenon are more critical than the technology itself. Consequently, these results demonstrate comparability between AR and animated video rather than absolute learning gains.
The Village as a Geographical Learning Environment: Socio-Spatial Welfare Inequality Among Farm Households in Madiun, Indonesia Ravi Bornanda Atharika; Budijanto; Alex Hennerdal; Ravinesh Rohit Prasad
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.v3i4.118

Abstract

While farmers are pivotal for community food security, their socio-economic welfare remains structurally marginalized. This study investigates the socio-spatial heterogeneity of farmer households in Kincang Village, Madiun Regency, and examines, from a geography education perspective, how location relative to natural irrigation is associated with the formation of distinct welfare clusters. A descriptive quantitative survey was conducted with 69 households, drawn from a population of 224 farming households using the Slovin formula. Welfare was classified using the 21 BKKBN indicators, and descriptive statistics and cross-tabulations were used to relate welfare tiers to education, income, dependency burden, and location. Results reveal pronounced socio-economic stratification, with 29.0% of households classified as "under-prosperous," whereas a mere 11.6% attained Welfare Category III+ status. Despite being within the productive age range, 47.8% of respondents possess only an elementary education. Welfare tiers track educational attainment closely: all under-prosperous households are headed by elementary school graduates, whereas all D3 and S1 graduates belong to the KS-III+ tier. Mapping shows that higher welfare tiers cluster in the central and southern zones, where irrigation access is stronger, while under-prosperous households concentrate in the water-scarce north. These findings suggest that welfare stratification in Kincang emerges from the interaction of uneven hydrological resources, low income, and limited educational capital rather than from physical geography alone. For geography education, the study identifies the farming village as a site of geographical learning beyond the classroom and points to community-based, non-formal programs that build farmers' spatial literacy as one way of responding to local environmental inequality.

Page 17 of 18 | Total Record : 175

 14   15   16   17   18 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 4 (2026): Future Space: Studies in Geo-Education Vol. 3 No. 3 (2026): Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education Vol. 3 No. 1 (2026): Future Space: Studies in Geo-Education Vol. 2 No. 4 (2025): Future Space: Studies in Geo-Education Vol. 2 No. 3 (2025): Future Space: Studies in Geo-Education Vol. 2 No. 2 (2025): Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education Vol. 1 No. 4 (2024): Future Space: Studies in Geo-Education Vol. 1 No. 3 (2024): Future Space: Studies in Geo-Education Vol. 1 No. 2 (2024): Future Space: Studies in Geo-Education Vol. 1 No. 1 (2024): Future Space: Studies in Geo-Education More Issue