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Imam Arifa'illah Syaiful Huda
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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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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.

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