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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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Project-Based Learning and Developmentally Appropriate Practice in Geography Education: Enhancing Creative Thinking in Sustainable Resource Management Anugrah Januar Ratri; Alfyananda Kurnia Putra; Yunita Permatasari; Putri Ayu Amalia
Future Space: Studies in Geo-Education Vol. 2 No. 3 (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.v2i3.78

Abstract

This study investigates the impact of integrating Project-Based Learning (PjBL) with Developmentally Appropriate Practice (DAP) as a complementary pedagogical framework on the creative thinking skills of senior secondary students studying sustainable natural resource management at SMA Negeri 1 Jombang, Indonesia. A quantitative quasi-experimental design employing a Pre-test Post-test Nonequivalent Control Group approach was conducted with 66 purposively selected grade XI students, divided into an experimental group receiving PjBL integrated with DAP and a control group receiving PjBL alone. The relatively small sample size may limit the statistical power to detect subtle effects. Data collection instruments comprised a validated essay test designed to measure multiple indicators of creative thinking, such as divergence, originality, fluency, elaboration, and convergent thinking, and structured classroom observations conducted by trained observers to assess student engagement and participation during the learning activities. The results of the Independent Sample T-Test analysis showed no significant difference between the two groups (p=0.560), although the mean score of the experimental class was slightly higher (77 vs. 76.4). Two-Way ANOVA also confirmed no significant difference by gender (p=0.422). Findings suggest that factors such as the short duration of the intervention, a rigid project structure limiting student autonomy, and assessment instruments lacking integration of spatial and sustainability contexts may have constrained the development of students’ creative thinking, as supported by qualitative reflections and post-intervention observations. This study recommends modification of DAP with integration of geospatial analysis-based challenges and extension of project duration to increase the relevance of sustainability-based Geography learning.
Augmented Reality-Mediated Inquiry Learning: Investigating Impacts on Student Achievement and Engagement in Geography Syamsunardi; Arfandi, Arfandi; Riska, Hasnita; Sarlin, Paige
Future Space: Studies in Geo-Education Vol. 2 No. 3 (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.v2i3.79

Abstract

This study evaluates the effectiveness of the inquiry learning model supported by augmented reality (AR) media in enhancing geography learning outcomes among tenth-grade students at UPT SMAN 11 Sinjai. The research employs a Classroom Action Research (CAR) design conducted over two cycles, involving 28 students. Data were collected through tests and observations and analyzed using a descriptive approach. The results indicate a significant improvement in student learning outcomes, with the average score increasing from 59 in Cycle I to 76 in Cycle II. This improvement suggests that the combination of inquiry learning and AR media effectively enhances students' understanding of complex geographical concepts, particularly volcanism and its impact on life. The study underscores the potential of AR-supported inquiry learning in fostering greater student engagement and critical thinking skills. Future research could further explore the broader application of this approach across different subjects and educational contexts.
The Integrating the SETS (Science, Environment, Technology, Society) Framework into E-Worksheets for Natural Resource Education Sahri, Rafida Ramania; Purwanto; Supriono; Chanifah; Solikhin
Future Space: Studies in Geo-Education Vol. 2 No. 3 (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.v2i3.76

Abstract

In the 21st century, students must have thinking skills and active learning to realize quality education. While this requires effective learning resources, existing traditional worksheets are often limited to memorization, failing to support the development of these essential skills. The purpose of this development research is to produce an e-LKPD product with a SETS approach to the material of natural resource potential. The method used in this development research is Research and Development (R&D) with the 4D model (Define, Design, Development, and Disseminate). The type of data uses quantitative descriptive analysis techniques with data collection using questionnaires. The feasibility test stage in the form of material validation obtained a result of 82% with feasible criteria and design validation obtained a result of 95% with very feasible criteria. The results of the trial in class XI.12 State Senior High School Bululawang 1, obtained a result of 86% with very good criteria. This high positive response indicates the e-LKPD’s potential to enhance student engagement, a key factor in improving educational quality and fostering active thinking skills. Based on these results, the SETS-based e-LKPD product is concluded to be feasible for implementation, offering a practical tool to foster 21st-century skills and providing a basis for further application and research in broader contexts.
Reframing Spatial Hazard Education with Interactive Digital Media and Regionalized Content in Secondary Schools Faridh Arganatha Diwangkara; Purwanto; ivy, Tan Geok Chin
Future Space: Studies in Geo-Education Vol. 2 No. 4 (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.v2i4.77

Abstract

Modern geography education necessitates technology-integrated materials to visualize complex spatial phenomena effectively. Addressing this need, this study employs the ADDIE model to develop "IC-Learn," an E-Module based on the I-Care learning framework, designed to enhance students' understanding of localized landslide disasters. The research objectives are twofold: 1) to develop the IC-Learn E-Module using Articulate Storyline, and 2) to evaluate its feasibility and effectiveness in improving students' cognitive learning outcomes. The module was tested on Year XII students using a One-Group Pretest-Posttest design. Validity tests by material and media experts confirmed the product’s high feasibility. Statistical analysis using the Paired Sample T-Test yielded a significance value of <0.05, confirming that the intervention significantly impacted student knowledge. Furthermore, the effectiveness test resulted in an N-Gain score of 0.48 (Medium category). In the context of this research, this value implies that while the IC-Learn module effectively bridges the gap between prior knowledge and new cognitive understanding, it is most potent when utilized as a complementary pedagogical tool rather than a standalone instructional method. Consequently, the study concludes that while the I-Care based E-Module is a valid and effective instrument for disaster mitigation education, its optimal implementation requires a blended learning approach where digital interaction is reinforced by teacher scaffolding
Snakes, Ladders, and Learning? Rethinking Critical Thinking in Geography through QR-Gamified Case Pedagogy Aulia, Umi Nurlaila
Future Space: Studies in Geo-Education Vol. 2 No. 3 (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.v2i3.80

Abstract

The importance of critical thinking skills that students have requires an appropriate learning model. The aim of this research is to determine the effect of the Case Based Learning (CBL) model assisted by QR code Snakes and Ladders media on students' critical thinking abilities in the geography subject. This research used a quasi-experimental method with a posttest-only design. Two classes, which were confirmed to be equivalent based on previous average scores (67.77 and 68.74), were randomly assigned as the experimental and control groups. The independent variable (X) is the CBL model assisted by the QR code Snakes and Ladders, and the dependent variable (Y) is students' critical thinking, which was measured using posttest sheets. The CBL model assisted by the QR code Snakes and Ladders was found to have a significant influence on critical thinking skills, as evidenced by the Independent Sample T-Test significance value of 0.043 < 0.05, which means H1 is accepted and H0 is rejected. The results showed the experimental class average (73.06) was higher than the control class (63.43). Research findings indicate: 1) The CBL model with the media has a significant effect on critical thinking skills; 2) The case analysis syntax has the most influence; and 3) The 'analysis' indicator of critical thinking is the most significant in both classes.
Mapping Maternal Determinants of Severe Stunting: A GIS-Informed Approach to Health Equity and Spatial Literacy Zerlinda, Erina Sukma; Soelistijo, Djoko
Future Space: Studies in Geo-Education Vol. 2 No. 4 (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.v2i4.82

Abstract

Stunting is a chronic growth failure linked to inadequate nutrition and repeated health stressors during the first 1,000 days of life, commonly manifested as height-for-age below expected standards. Beyond a biomedical condition, stunting is also a place-based socio-spatial phenomenon shaped by unequal access to services, information, and resources. This study investigates the internal distribution of maternal factors among children already diagnosed with stunting in Tanggunggunung District, Tulungagung Regency, an area with the highest local stunting prevalence and geographically constrained accessibility. Maternal factors examined include maternal age, maternal height, maternal knowledge level, daily nutritional intake during pregnancy, maternal health condition during pregnancy, and exclusive breastfeeding. Guided by Mosley and Chen’s (1984) child survival framework, the study interprets stunting as an indicator of morbidity and a precursor of survival risk, while emphasizing how distal geographic constraints may operate through proximal maternal mechanisms. Using a descriptive correlational design with a quantitative approach, the study surveyed 52 mothers selected via systematic random sampling from a population of 105 mothers of stunted children. Data were collected through structured interviews and analyzed using univariate statistics and chi-square tests. Results show significant associations between maternal factors and stunting severity, with significance values as follows: maternal age (p = 0.001), maternal height (p = 0.001), maternal health condition (p = 0.001), exclusive breastfeeding (p = 0.001), maternal knowledge (p = 0.007), and daily nutritional intake (p = 0.011). These findings underscore the need for interventions that address maternal risks within geographically specific contexts and support Geography Education by providing an authentic case for spatial thinking and GIS-informed inquiry on health equity and the SDGs.
Thirdspace Perspectives on Student Marriage: Intersection of Culture, Space, and Identity in Bojonegoro, Indonesia Cahyani, Ella Dwi; Susilo , Singgih; Abdulwahab , Bnar
Future Space: Studies in Geo-Education Vol. 2 No. 3 (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.v2i3.86

Abstract

Universities in Indonesia do not limit the age of prospective students who want to continue their education, so many married students continue their studies. The decision to get married while still studying will affect self-adjustment in dividing time between household duties and coursework. The concepts and definitions related to this research are based on the theories of Alfred Schutz, Mead and Blumer. Complementing these, Edward Soja's concept highlights how the subjects negotiate their identity within the intersection of academic (Firstspace) and domestic (Secondspace) environments. The approach used in this research is a phenomenological qualitative approach, so that researchers are directly involved and cannot be represented. The subjects used are actively married female students who are currently studying at Bojonegoro Regency Universities. Data collection procedures in the form of observation, in-depth interviews and literature studies. Data collection uses the source triangulation method which is analyzed according to Miles and Huberman. At the reduction stage, based on strict inclusion criteria verification, the research subjects were determined from 11 informants to 7 informants. The results of this study indicate that marriage in female college students is based on the concept of "because motives" and "in order to motives" so that an understanding emerges. While the social interaction of married female students is based on the concept of social interaction which is strengthened by positive support and views of the broader social environment in Bojonegoro, which often leads to negative stigmas regarding early marriage.    
A Near-Perfect Correlation? Students’ Perceptions of Digital Worksheets and Learning Interest in Geography Education Perkasa, Adimas Putra
Future Space: Studies in Geo-Education Vol. 2 No. 3 (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.v2i3.87

Abstract

Monotonous learning with simple teaching materials can cause student saturation, so creative and interesting teaching materials such as digital Student Worksheets (LKPD) are needed. Digital LKPDs, which are adaptations of traditional worksheets to electronic formats, can be accessed through digital devices and are considered more effective in actively engaging students. This study aims to determine the relationship between students' perception of digital LKPD and students' learning interests in learning the dynamics of the population of class XI social studies at MAN 2 Ponorogo. This study uses a quantitative method with a survey approach. Data was collected primarily through closed-ended questionnaires to assess students' perceptions and interests quantitatively. Preliminary interviews were conducted to validate the questionnaire items. The main data was analyzed using product moment correlation. The independent variable in this study is students' perception of digital LKPD, while the dependent variable is students' learning interest in learning population dynamics. The number of research samples is 60 respondents. The results of the study showed that there was a significant positive relationship between students' perception of digital LKPD and students' learning interest in population dynamics learning. The analysis yielded a very high correlation coefficient (r = 0.982) indicating that students with higher positive perceptions of digital LKPD also demonstrate higher learning interest in learning population dynamics.
Assessing the Pedagogical Quality of Geospatial Content in Indonesian High School Geography Textbooks Mohammad, Gustiano; Fernandes, Genito Xavier
Future Space: Studies in Geo-Education Vol. 2 No. 4 (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.v2i4.90

Abstract

A textbook is a book that helps teach certain knowledge. Despite their noble purpose, in reality there are textbooks that are arguably less suited to function as such. Various researchers found errors in the content presented by textbooks and the way they are presented. To maintain the quality of textbooks, regulations regarding books are issued as discussed in Permendikbudristek Number 25 of 2022. Through this regulation, the government emphasizes the suitability of 4 aspects of books, namely materials, language, design and graphics (printing). This study aims to evaluate the suitability of the Grade 10 High School Geography textbook specifically on the topics of Maps, Remote Sensing, and Geographic Information Systems, aligned with the curriculum's Learning Outcomes. The way to evaluate suitability is to assess three aspects, namely material, language and design aspects with the help of a modified book resensing instrument from BNSP. The results of this textbook assessment can be seen from the suitability of 95.69% of the material, which means that the content of this textbook is correct and in accordance with BNSP standards. Meanwhile, the language aspect scored 93.75%, categorized as very good, indicating communicative language use despite minor grammatical imperfections. Lastly, the design aspect is 90.00%, the visuals presented are quite good and appropriate.
E-Monogeo: A Problem-Based Interactive Media Approach for Geography Students Hayadi, Shinta Putri Dwika
Future Space: Studies in Geo-Education Vol. 2 No. 4 (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.v2i4.91

Abstract

Geography learning in the 21st century is not limited to memorizing facts and concepts, but must be closely related to the real life of students, and the development of geography learning media that can connect learning materials with current events is very important. Learning media must meet various standards to support effective, interactive, and student-centered teaching and learning processes. Developing or creating new learning media requires data analysis on the needs of students, teachers, or curriculum. In the results of the needs analysis of SMAN 1 Gondang Nganjuk, both students and teachers need new learning media to guide students in problem-solving learning. Therefore, the objectives of this study are (1) to develop E-Monogeo learning media based on problem-based learning (2) to determine the feasibility of E-Monogeo media (3) to determine the practicality of E-Monogeo media (4) knowing the effectiveness of E-Monogeo media. E-Monogeo learning media is designed by prioritizing innovative learning with an approach that emphasizes solving real world problems. The product underwent rigorous content and media validation, achieving high feasibility ratings (>88%) from experts, confirming its construct validity. Furthermore, a quasi-experimental implementation at SMAN 1 Gondang demonstrated the medium's pedagogical efficacy: the experimental group utilizing E-Monogeo achieved significantly higher learning outcomes (Mean=88) compared to the control group (Mean=66). These findings suggest that integrating digital gamification with PBL effectively transforms passive learning into active problem solving, offering a scalable solution for 21st century geography education.

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