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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 175 Documents
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Beyond the Classroom, Within Reach? Outreach, Access, and Place-Based Learning in a Municipal Vocational Program for the Urban Poor in Indonesia Muhammad Izzuddin Al-Qosam
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.v3i4.121

Abstract

Geography education increasingly recognizes that people learn about place, access, and opportunity outside schools, yet municipal programs for the poor are rarely examined as sites of such learning. This study examines a 2023 skills-training program for productive-age poor residents (18–64 years) in Blitar City, Indonesia, as a form of non-formal, place-based learning, asking how it was implemented, what supported or constrained it, and how its design shaped who took part and benefited. A qualitative descriptive design combined semi-structured interviews with six purposively selected informants (two Social Service officials, one instructor, and three trainees), observation at training venues, and program documents, analyzed with Miles and Huberman's interactive model. Four streams (sewing, cosmetology, ginger processing, and pastry production) were delivered by partner institutions with adequate facilities and experienced instructors, and trainees reported that the practice-dominant format, about 80% practice, made the skills easier to learn and retain. The program's reach was narrower than its instruction. Recruitment depended on neighborhood leaders (RT/RW) and PKH facilitators, some registrants withdrew shortly before training began, some streams did not match participants' interests, and the all-female cohort was directed toward home-based trades. These patterns suggest that the value of such programs as place-based learning depends less on teaching quality than on whether outreach reaches marginal households and whether skills are connected to local markets. The study argues for broader socialization channels, spatially informed targeting, interest-aligned streams, attention to market reasoning in the curriculum, and sustained post-training monitoring.
Low-Cost UAV Photogrammetry and Participatory GIS for Village Mapping: Geometric Accuracy and Place-Based Geographical Learning in Rural Indonesia Agum Yudatama; Purwanto; Ghada Abd Elsattar Mohammed Oraby
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.v3i4.122

Abstract

Indonesia’s One Map Policy requires standardized geospatial data down to the village level, yet many rural villages lack high-resolution spatial data and the means to use them. This study examines whether low-cost Unmanned Aerial Vehicle (UAV) photogrammetry, combined with participatory GIS (P-GIS) involving village officials, can produce village-scale geospatial data of sufficient geometric quality to serve as a shared reference for local planning and community-based geographical learning in Punten Village, Batu City. A DJI Mavic Pro survey (1,007 images at a flying height of about 120 m) was processed in Agisoft Metashape using nine ground control points (GCPs), and accuracy was tested at 16 independent check points (ICPs), all measured with a handheld GPS receiver, following Indonesian Geospatial Information Agency (BIG) Regulation No. 15 of 2014. Relative to this reference, the orthomosaic achieved a horizontal accuracy (CE90) of 1.347 m (Class 1 at 1:10,000) and the digital elevation model a vertical accuracy (LE90) of 0.611 m (Class 1 at 1:5,000). The products were used to derive administrative boundary, slope, contour, and land cover maps. The results indicate that low-cost UAV mapping can generate data suitable for village-level planning, although absolute accuracy remains bounded by the quality of the ground reference. The study further argues that maps co-produced with village officials can act as place-based learning resources that help residents reason about their territory, a proposition that requires empirical testing.
Investigating the Flood-Prone City: Geographical Inquiry-Project-Based Learning, Spatial Thinking, and Geography Skills in Indonesian Secondary Education Lubna; Alfyananda Kurnia Putra; Lindah Roziani Jamru; Adi Jafar
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.v3i4.125

Abstract

Flood education in Indonesian secondary geography is often descriptive, leaving students few opportunities to reason about why floods occur in particular places and affect some communities more than others. This study examined whether Geographical Inquiry-Project Based Learning (GI-PjBL), which embeds the five geo-inquiry stages (ask, acquire, visualize, storyboard, act) within the phases of project-based learning, improves students' spatial thinking and geography skills more than direct instruction. A quasi-experimental nonequivalent control group design involved 72 Grade XI students (36 per class) at a public high school in Malang, a flood-prone city in East Java, Indonesia. Experimental groups investigated flooding in assigned neighborhoods through fieldwork, conversations with affected residents, and web-based hazard maps, whereas the control class received direct instruction. Spatial thinking was measured with pre- and post-test essays covering concepts of space, tools of representation, and reasoning processes, and five geographic inquiry skills were observed during learning. Normalized gains were compared with the Mann-Whitney U test and skill scores with an independent-samples t-test. The experimental class achieved significantly greater spatial thinking gains across all three components (U = 386.0, p = .003, r = .35) and higher geography skills (t(70) = 22.03, p < .001), with 78% highly skilled versus none in the control class. Anchoring inquiry in students' own flood-affected places can strengthen spatial reasoning and inquiry skills, although the single-school design and instructor-rated observations limit generalization. For geography education, this implies that local hazard landscapes can serve as sites of place-based inquiry beyond the classroom.
Remittance Use and Family Welfare in a Migrant-Sending Place: Implications for Place-Based Geography Education Maya Indah Permatasari; Singgih Susilo; Wan Ibrahim Wan Ahmad; Tan Geok Chin Ivy
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.v3i4.126

Abstract

International labor migration has become a central livelihood strategy for rural Indonesian households where local employment is scarce. This study examines migrant-worker households in Donomulyo District, a karst area on the southern periphery of Malang Regency with limited agricultural capacity. It compares households with members working in Hong Kong and Taiwan in their socio-economic characteristics, remittances, and attainment of migration expectations. A comparative descriptive quantitative design was applied to 146 of 230 households, selected by proportional random sampling. Data from structured interviews, field observation, and documentation were analyzed using percentages and cross-tabulation. Expectations were measured with seven indicators from the value-expectancy model of migration: status, prosperity, comfort, stimulation, autonomy, affiliation, and morality. The two corridors drew on different segments of the labor force: nearly half of Hong Kong migrants had only primary schooling (49.51%), whereas most Taiwan migrants had completed senior high school (65.12%). Yet average monthly remittances were almost identical (IDR 2,964,563 and IDR 3,008,139), and similar shares of households reported achieved expectations (79.61% and 74.42%). Prosperity was the least fully met expectation. Remittances cushioned households against economic insecurity but went mainly to consumption rather than productive local investment. Donomulyo thus illustrates how the constraints of a peripheral place push households into distant labor markets while limiting what migration earnings can build at home. For geography education, the district offers a place-based case for teaching human–environment interaction, interconnection across scales, and uneven development through students' own landscapes.
Natural Resource Conflicts as Ill-Structured Problems: Creative Problem Solving on a Learning Platform and Students' Creative Thinking in Geography Nurvi Warda Sahara; Pebriani Rahmawati; Rosmiati; Putri Nur Latifah Agustina
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.v3i4.131

Abstract

Natural resource management confronts geography learners with ill-structured problems in which economic, social, and ecological interests compete across places and scales, yet school geography often reduces these topics to inventories of location and distribution. This study examined whether Creative Problem Solving, organized through the Teachmint learning management system, improves students' creative thinking about such problems, and how gains differ across creative thinking components. A quasi-experimental nonequivalent pretest–posttest control group design was used with two intact Grade XI social science classes at an Islamic senior high school in Singosari, East Java, Indonesia. One class (n = 39) learned through Teachmint-assisted Creative Problem Solving and the other (n = 42) through the scientific approach. Lessons addressed Indonesia's marine, mining, forestry, and tourism resources. Creative thinking was measured with five open-ended essay items scored for fluency, flexibility, originality, and elaboration, and normalized gains were compared with an independent samples t-test. The experimental class achieved significantly larger gains (mean normalized gain 0.61 vs. 0.42; p < .001) and a higher posttest mean (82.4 vs. 73.9). The largest between-class difference was in originality, whereas elaboration remained low in both classes. Organizing the stages of Creative Problem Solving through a learning platform can help students generate more varied and original responses to resource conflicts, although the design does not separate the model's effect from the platform's. For geography education, natural resource topics can be taught as ill-structured problems that call for creative geographical reasoning, with explicit support for elaboration.

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