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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 72 Documents
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Innovative Approaches to Disaster Education: Integrating Problem-Based Learning with Simulated Earthquake Drills to Boost Students' Spatial Intelligence Kusumah, Krisnawati Baby; Purwanto; Wardani, Rahmalia Kurnia; Caplow, Julie A.
Future Space: Studies in Geo-Education Vol. 1 No. 4 (2024): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v1i4.42

Abstract

Spatial thinking skills are essential for interpreting geographic relationships, critical for understanding spatial regions and for applications in emergency response and disaster preparedness. Given that Indonesia experiences frequent natural disasters, especially earthquakes, it is crucial to understand self-rescue strategies and disaster education. The Problem-Based Learning (PBL) model is one approach used to enhance spatial thinking abilities. The aim of this research is to examine the impact and effectiveness of the Problem-Based Learning model supported by emergency response simulations. This study is a quasi-experimental research using a quantitative approach. Data collection was conducted through a standardized final assessment specifically designed to measure spatial thinking abilities. Class selection was based on students' summative scores from prior geography lessons, ensuring baseline comparability in academic performance related to spatial skills. Classes with similar scores were chosen for the study, and the experimental and control groups were determined by a random draw. The research findings show that the use of the PBL model based on emergency response simulations has a significant impact on students' spatial thinking skills, with a significance value of 0.047. The findings also indicate that the effectiveness level of the simulation-based PBL is 69%, which is considered moderately effective. Among the spatial thinking parameters assessed, location emerged as the most significantly impacted, highlighting its critical role in disaster-oriented spatial understanding.
Integrating Geography Education and Sustainable Tourism: A SWOT-Based Approach at Galesong Beach, Indonesia Syamsunardi; Syarif, Erman; Nyompa, Sukri; Kajornsin, Boonreang; Ikhwana, Nur
Future Space: Studies in Geo-Education Vol. 1 No. 4 (2024): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v1i4.43

Abstract

Enhancing the quality of education can be achieved by incorporating This study aims to be able to find out the potential contained in galesong beach beach tourism objects and the strategy of developing galesong beach attractions in Tamalate Village, North Galesong District, Takalar Regency. This type of research is mixed methods research, meaning research that can produce descriptive and statistical data both in written and oral form. The subjects of the study, the owners and managers of galesong beach tourism, the local community and the visitors. The data analysis involves SWOT analysis, which is used to assess both the internal strengths and weaknesses and the external opportunities and threats related to the development of Galesong Beach as a tourist destination. Data analysis techniques use SWOT analysis. The results indicate that Galesong Beach has a ‘worth visiting’ rating, with an evaluation score of 76.25%. This high score is attributed to the supporting elements of the destination, such as adequate accommodation, accessibility, facilities, and infrastructure, all of which enhance its attractiveness to tourists. The SWOT analysis places the Galesong Beach development strategy in Quadrant I, suggesting a Rapid Growth Strategy. This positioning indicates that Galesong Beach should focus on strategies to accelerate visitor growth, leveraging its strengths to capitalize on opportunities for rapid expansion. That is, Galesong Beach attractions are in a strategy to increase the growth rate of tourist visitors by using faster time.
Contextual Teaching and Learning Effectiveness on Critical Thinking Ability Based on Students’ Learning Styles Fadhillah, Farah; Puspita, Mettatama Gandha
Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i1.44

Abstract

The aim of this research is to find out whether there is effectiveness between the use of Contextual Teaching and Learning (CTL) with conventional learning has an effect on critical thinking skills based on learning styles, especially in disaster mitigation material in Geography lessons. This research was conducted at SMAN 1 Turen in Class XI IPS 3 which was used as an experimental group that applied the CTL model, while class The research method used is post-test only control group design, which is quasi-experimental research. Critical thinking abilities are measured by giving tests in the form of essay questions. The independent variable in this research is the CTL model, while the dependent variable is critical thinking ability and the moderate variable is learning style. Data was generated from administering tests and distributing questionnaires from 59 respondents. After the data was collected, the Friedman test was carried out as a statistical test because the data was not spread evenly. Significant results obtained 0.000 (this value is less than 0.05) in the Friedman test qualification based on learning style and posttest results, indicating rejection of HO while H1 accepted. The hypothesis proposed leads to the conclusion that, CTL learning is effective in improving critical thinking skills based on student learning styles.
Augmented Reality in Geography Education: Developing Innovative Digital Modules on Indonesia’s Cultural Diversity Zul'hilmi, Baihaqi Ghazian; Johnston-Anumonwo, Ibipo
Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i1.45

Abstract

The need for learning modules in the 21st century leads to the use of technology, digital media, and information. The fact is that learning resources in schools using printed books are conventional and contain only knowledge information. The purpose of this research was conducted to produce a digital teaching module assisted by AR (Augmented Reality) on the material of cultural diversity in Indonesia. The development of this digital teaching module was carried out with the ADDI model with this research only up to the development stage. The feasibility of the digital teaching modules was assessed through validation by media, language, and material experts. The subject of the feasibility of digital teaching modules is students of class XI IPS 1 MA Bilingual Batu. The validation results showed an 87% feasibility level, while the student understanding test results ranged from 76-85%, with 53% of students demonstrating high comprehension. These results suggest that the digital module effectively enhances students' understanding of cultural diversity, and could be utilized to support similar learning contexts in other educational settings.
Beyond Maps: How Web-GIS InaRisk and Group Investigation Redefine Disaster Mitigation Education Nirmala, Diva Prameswari; Putra, Alfyananda Kurnia; Dembereldorj, Uuriintuya; Pertiwi, Ella
Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i1.46

Abstract

This research aims to determine the influence of the Web-GIS InaRisk-assisted group investigation model on students' critical thinking skills, as viewed through their learning motivation, in disaster mitigation subjects. The method employed in this research is quantitative with a quasi-experimental research design. The research subjects for this experiment are students of class XI IPS 2 and XI IPS 3 of MAN Kota Batu, divided into experimental and control groups. Research instruments used include essay questions and questionnaires to measure students' critical thinking skills and learning motivation. Data analysis methods used to determine the influence of the Web-GIS InaRisk-assisted group investigation model on critical thinking skills, as viewed through learning motivation in this research, are Mann Whitney and Kruskal Wallis tests. This study was conducted from February to March 2024 and obtained two findings. The first finding is that the Web-GIS Inarisk assisted group investigation model affects critical thinking skills because hypothesis 1 test is Sig. 0.04 and the second finding is that the Web-GIS Inarisk assisted group investigation model affects critical thinking skills in terms of student learning motivation, because hypothesis 2 test is Sig. 0.00.
The Effect of Creative Problem Solving Learning Model Assisted by Google Sites on Creative Thinking Ability in Geography Learning Cisnaulin, Dewa Putra; Ghosh, Mahmoud M. Abu; Putra, Alfyananda Kurnia
Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i1.56

Abstract

The challenges of geography learning in the 21st century are increasingly complex, especially in developing students' creative thinking skills to face the dynamics of globalization and rapid environmental changes. The Creative Problem Solving (CPS) model is able to be an effective solution to encourage students to think innovatively and creatively in solving geography problems. The purpose of this study is to find out how the use of the Creative Problem-Solving model supported by Google Sites affects students' ability to think creatively on disaster mitigation materials. Quasi-experiment is applied as a method with a type of nonequivalent control group design. This study involved two groups of students from XI Social Science MAN Batu City. 36 students from class XI Social Science 1 were used for the experimental class and 36 students from XI Social Science 4 were used as group classes. Using 9 essay questions as a post-test test. The results of the study explained that creative t hinking skills in disaster mitigation materials are significantly influenced by the Creative Problem-Solving model assisted by Google Sites, especially on fluency and originality, thereby improving students' ability to analyze, plan, and implement effective solutions to a disaster.
Development of Interactive Digital Motion Graphic Media Assisted by Edpuzzle on Volcanism Material Ardiansyah, Iqbal Dio; Mutia, Tuti; Suharto, Yusuf; Budi Wihoho, Bagus Setia
Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i1.57

Abstract

The dynamic development of the times in general provides changes to aspects of education that are increasingly integrated with technology. The utilization of technology in the education sector creates various conveniences and the availability of learning media to increase the effectiveness of learning. Based on the results of the needs analysis conducted at MA Bilingual Batu City, it was found that students need renewal of learning media that can illustrate material volcanism that is difficult to reach. This research aims to develop media that can help students' understanding and see its feasibility and practicality. This research uses the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). By using visual motion graphic media, students can clearly see the phenomenon of volcanism that occurs. The results of this study showed a media validation test of 98.3% and a material validation test of 77.5%. In the teacher test, the score was 100% and the student test was 90.6%. Based on the results of the analysis, it can be said that this media is suitable for implementation in geography learning.
Cognitive Scaffolding Through Discovery Learning: A Mixed-Methods Study on Disaster Risk Reduction Pedagogy and Its Impact on Metacognitive Skills in Secondary Education Tantular, Audy Bintang; Mutia, Tuti; Ismail, Alice Sabrina
Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i1.58

Abstract

Geography learning in class has problems, one of which is the low level of students' high-level thinking abilities as happened in class XI-8. Based on observations, the problem lies in students' passivity in the learning process, therefore a model is needed that is able to attract students' interest. The pre-cycle test results showed an average score of 67 which is relatively low. It is necessary to apply appropriate and effective learning models to be used in classroom learning, namely the discovery learning learning model. The aim of this research is to find out whether applying the discovery learning model in disaster mitigation learning can improve students' high-level thinking abilities. This type of research is Classroom Action Research (CAR) and is carried out in two cycles. Each cycle consists of four stages, namely planning, acting, observing, reflecting. The subjects of this research were 35 students in class XI-8 of SMAN 1 Kepanjen. Data collection uses 4 test questions that refer to indicators of high-level thinking abilities. Data analysis uses quantitative descriptive. The results show that from pre-cycle to cycle one there was an increase in high-level thinking skills by 16% with a mean of 78 and in cycle two there was an increase of 17% with a mean of 91. It can be concluded that the application of the discovery learning model syntax can improve high-level thinking skills student.
The Impact of the Collaborative Creativity Learning Supported Google Earth on Students Spatial Thinking Ability Pratiwi, Visna Shalsa; Purwanto; Prawira, Akvian Erie; Rosidah, Nikmatur; Prayitno, Arif Dio Esa
Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i1.59

Abstract

Collaborative Creativity Learning (CCL) is a learning model that has the advantage of being applied, namely that students can find new ideas by designing, building and experiencing the surrounding environment and students can be directly involved in learning. This research aims to see the effect of the CCL model assisted by Google Earth on students' spatial thinking abilities. The research was conducted at State Senior High School 1 Balung with a quasi-experimental design by applying a posttest control group design. Data collection was obtained from a spatial thinking ability test with questions arranged according to indicators. Analysis of the data obtained using the independent sample t-test showed a significance result of 0.000 or <0.05. The average score for spatial thinking ability in the experimental class was 83, higher than the control class at 73, thus showing that the CCL model assisted by Google Earth had an effect on students' spatial thinking ability. This phenomenon is explained by the fact that the use of this model encourages students to practice their ability to explore ideas related to geographic phenomena problems and encourages students to be actively involved in mastering concepts.
Exploring the Layers of Learning: Pop-Up Book as a 3D Bridge to Atmospheric Dynamics Ashra, Gisela Noer; Sumarmi; Islami, Zukya Rona; Jummi, Cut Vita Rajiatul
Future Space: Studies in Geo-Education Vol. 2 No. 1 (2025): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v2i1.65

Abstract

This research is based on a needs analysis that shows the limitations of learning aids that can visualize Atmospheric Dynamics material. Therefore, it is expected that there is a practical and effective media to be practiced in learning activities. With this in mind, this research focuses on producing learning media in the form of Pop Up Book that can help students' understanding in learning Atmospheric Dynamics material. The model applied is ADDIE (Analysis, Design, Development, Implementation, Evaluation). Media trials were carried out on class XI IPS 1 at MA Bilingual Batu City. The research findings state that the material feasibility test is 82.5% and the media feasibility test is 100%, so it can be categorized as very feasible to use. The effectiveness test obtained a result of 77% which was categorized as very effective in learning. While the practicality test was obtained from a response questionnaire with a score of 100% from teachers and 87.5% from students, this indicates that the media is categorized as very practical. Based on the test results, the Pop Up Book ‘ATMOGRAF’ media is feasible to be applied as learning media by teachers and students to support the learning process and help students understand Atmospheric Dynamics material.

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