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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 68 Documents
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Spatialized Pedagogy: Adapting Non-Formal Education Strategies for Stunting Prevention in Mountainous Regions Ningsih, Yuyun Setia; Wahyudi , Adib
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.v2i4.93

Abstract

Stunting is not merely a nutritional deficit but often a consequence of low spatial-health literacy in marginalized communities. This study evaluates the Family Hope Program (PKH) in Giripurno Village, Batu City, positioning it as a non-formal geographic education intervention. While the village faces high stunting rates, its mountainous topography creates distinct "spatial barriers" to educational access. Guided by Place-Based Education (PBE) theory, this research analyzes how facilitators adapt their pedagogical strategies to the rugged terrain. The method used is qualitative with a descriptive approach, utilizing purposive sampling to select key educational facilitators and beneficiaries. Data were collected through participatory observation of learning sessions, unstructured interviews, and documentation. The study reveals three key educational findings: (1) Topography creates uneven educational participation, where remote hamlets like Durek face exclusion compared to accessible ones; (2) Facilitators successfully employ Contextual Teaching and Learning (CTL) strategies, utilizing cooking demonstrations and audio-visual media as pedagogical tools to concretize abstract health concepts; and (3) The curriculum was adapted through the "Stunting School" to bridge the gap between national standards and local highland resource availability. The study concludes that successful stunting prevention requires a "Spatialized Pedagogy" that respects the physical geography of the learners.
Utilizing the Kili-Kili Coastal Area as a Living Laboratory: Integrating Hydro-Climatological Stressors into the Geography Curriculum Yuniar, Yesi; Maharani, Puspa Dewi; Bibot, Sule Haruna; Biantoro , Agung Nugroho
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.v2i4.94

Abstract

Understanding the complex interaction between hydro-climatological stressors and agricultural productivity is crucial not only for environmental management but also for fostering geospatial literacy. This study aims to analyze the effects of seawater intrusion and Oldeman climate typology on agricultural productivity in Kili-Kili, Trenggalek, and evaluate these findings as a Contextual Teaching and Learning (CTL) resource. Using a descriptive-explorative design, water quality data (Salinity/TDS) and 10-year rainfall records (2015–2024) were analyzed and mapped against the Indonesian Kurikulum Merdeka learning outcomes. Scientifically, the region is classified as Oldeman Type D2 (3–4 wet months), creating a "double-stress" environment where salinity intrusion intensifies during the extended dry season. This condition correlated with a 27.2% decline in water-intensive rice yields, while resilient crops like cassava thrived. Pedagogically, these distinct spatial gradients and seasonal adaptations provide authentic empirical data for Geography Phase F curriculum, particularly for topics on Hydrosphere Dynamics and Food Security. We conclude that Kili-Kili serves as a vital "living laboratory." Transforming these local datasets into instructional materials bridges the gap between abstract theory and reality, effectively enhancing students' disaster resilience literacy.
Mapping Urban Halal Ecosystems: Developing Authentic Spatial Learning Athoriq, Ahmad; Wirahayu , Yuswanti Ariani; Prasad , Ravinesh Rohit
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.v2i4.95

Abstract

The rapid expansion of halal tourism transforms urban spaces into critical learning resources for Cultural Geography, yet empirical spatial data suitable for Contextual Teaching and Learning (CTL) remain scarce. This study evaluates the spatial potential of halal tourism in the urban core of Malang City, aiming to provide authentic didactic resources for fostering spatial literacy. Focusing on Klojen District as a "Living Geography Laboratory," the research utilized a purposive sampling approach to select Kauman and Kiduldalem Villages as representative study nodes. The methodology combines the ACES Model scoring to assess pedagogical readiness and Nearest Neighbor Analysis (NNA) within a GIS framework to visualize spatial patterns. The results demonstrate that Malang City possesses significant potential as an educational resource, supported by a mean ACES score of 73. Spatially, the analysis confirms a "Clustered" distribution pattern for both places of worship (T=0.08–0.1) and halal culinary outlets (T=0.10–0.4). From a geography education perspective, these findings validate the concept of Spatial Association, illustrating how cultural values (religion) dictate urban land use. The study concludes that the generated maps and spatial data serve as essential visual learning media. By analyzing these "Urban Halal Ecosystems," educators can effectively teach Spatial Thinking Skills, moving students beyond theoretical knowledge to analyzing real-world spatial interactions.
Virtual Field Trip Agroforestry: How VR-Based Agroforestry Exploration in Coban Talun Improve Analytical Thinking in Geography? Fortuna, Nadhifa Dewi; Purwanto; Marieieva, Tetiana
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.v2i4.97

Abstract

Geography learning often struggles to convey the complex concepts of natural resource management because traditional methods lack the immersive depth needed to show system interactions. In agroforestry education, cultivating analytical thinking is particularly difficult because students find it nearly impossible to imagine complex management processes and the dynamic relationships between nature and human activities.This research aims to develop Agroforestry Virtual Field Trip (VFT) media in improving students' analytical thinking skills. The method used is Research and Development with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The evaluation includes formative evaluation and summative evaluation through one group pretest-posttest analysis and user response questionnaire using Short-UEQ instrument. The results showed that the VFT media reached a high level of validity, with scores of 96% from material experts and 90% from media experts. The intervention had a significant effect on students' analytical thinking skills, supported by a normalized gain (N-Gain) of 0.42. While the results were statistically significant (p < 0.001), which is considered a medium improvement. Student feedback was also very positive; scores for both pragmatic and hedonic quality reached the "Excellent" category according to the UEQ benchmark. Based on these findings, it can be concluded that the immersive and interactive virtual environment in the Agroforestry VFT effectively facilitates the improvement of students' analytical thinking skills, becomes an innovative learning resource that supports independent learning, and strengthens the understanding of concepts based on local potential.
The Influence of the Geographical Inquiry Learning Model on the Ability to Solve Spatial Problems on Erosion Problems Fitah, Alqurani Aliyu; Purwanto
Future Space: Studies in Geo-Education Vol. 3 No. 1 (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.v3i1.98

Abstract

The erosion problem in the upper Brantas watershed is closely linked to land-use change and increasing economic pressure on local communities, making it a relevant topic in Geography learning. However, Geography instruction at Panjura Malang High School remains largely theoretical, limiting students’ ability to critically analyze environmental problems and spatial phenomena. To address this issue, this study adopts the spatial thinking framework proposed by the National Research Council 2006, which defines spatial problem-solving as a cognitive process integrating spatial concepts, representational tools, and reasoning processes. Based on this framework, the study examines the effect of the Geographical Inquiry learning model on students’ ability to analyze erosion-related spatial phenomena. A quasi-experimental method with a pretest–posttest control group design was applied to two XI IPS classes selected through purposive sampling over four weeks, consisting of eight learning sessions of 2 × 45 minutes. Data were collected through classroom observations and validated essay tests. Independent sample t-test analysis using SPSS showed a significant difference between the experimental and control groups (t(38) = 2.212; p = 0.033), with higher post-test scores achieved by the experimental group. Simple regression analysis also indicated that the Geographical Inquiry model significantly improved students’ spatial problem-solving ability (F(1,18) = 5.181; p = 0.035). These results suggest that the Geographical Inquiry model is an effective alternative learning strategy for improving spatial problem-solving skills, although its implementation requires adequate spatial data and active teacher guidance.
Dialect-Localized Animated Dubbing as Place-Based Cultural Geography Media for Indonesian High Schools Pramudya, Donny; Wijiono; Zainudin; Kutdarko , Guntur Priyabumi Atmo
Future Space: Studies in Geo-Education Vol. 3 No. 1 (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.v3i1.99

Abstract

The rapid advancement of technology in the twenty-first century has changed students’ learning patterns, particularly among Generation Z, who prefer smartphones and digital media than conventional textbooks and are more comfortable interacting with teachers through technology-based platforms. Therefore, learning media plays an essential role in supporting effective instruction and assisting teachers in delivering learning materials. This study aims to develop high school geography learning media in the form of customized animated dubbing focused on local Malang cultural content. The novelty of this research lies in content localization through dialect-specific dubbing and culturally accurate visual representations, distinguishing it from generic educational videos. This approach integrates local wisdom into audio-visual narratives, strengthens students’ sense of place, and addresses the limited availability of contextualized digital resources within the Independent Curriculum. The media development followed the ADDIE model, including analysis, design, development, implementation, and evaluation. Prior to implementation, expert validation showed a media feasibility score of 90% and a material validation score of 81.25%, both categorized as very feasible. The product was tested on 28 students of Class XI 6 at SMAN 1 Gondanglegi using purposive sampling. Learning effectiveness was measured using the Normalized Gain (N-Gain), with a pretest mean of 68.93 and a posttest mean of 76.79, resulting in an N-Gain of 0.25, indicating low-to-moderate improvement. These results indicate that the developed media is feasible and supports learning improvement when used as a supplementary tool, supported by positive teacher responses (90.62%) and student responses (85.87%).
EarthComm-Supported Geospatial Inquiry Improves Analytical Thinking in Disaster-Focused Geography Learning Putri, Rivela Dwi Kharisma; Sahrina, Alfi
Future Space: Studies in Geo-Education Vol. 3 No. 1 (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.v3i1.100

Abstract

In contemporary learning, students are encouraged to develop critical, analytical, and reflective thinking skills as well as the ability to express ideas creatively and systematically. One learning approach that supports these objectives is the EarthComm learning model, which emphasizes problem based learning by engaging students directly with real world environmental issues. Through this approach, students actively analyze problems, interpret data, and propose solutions, thereby fostering higher order thinking skills. This study aimed to examine the effect of the EarthComm learning model on students’ analytical thinking skills in senior high school geography learning. The research employed a quasi experimental design using a post test only control group. The participants were Grade XI social science students at SMA Negeri Tempeh, divided into an experimental group and a control group. The learning intervention was implemented over four weeks, consisting of three instructional meetings lasting three times forty five minutes based on the EarthComm learning syntax, followed by one week for group project completion and post test administration. Data were collected using descriptive test instruments that had been tested for validity and reliability. Prior to hypothesis testing, prerequisite analyses were conducted, including normality and homogeneity tests. Post test scores from both groups were analyzed using an independent samples t test. The results showed a significant difference in analytical thinking skills. The experimental group achieved a higher mean score than the control group. These findings demonstrate that the EarthComm learning model is effective in improving students’ analytical thinking skills in geography education.
Demographic Data to Smart Decisions Discovery Learning with Liveworksheets in Geography Class Natasya, Nur Nadia; Wirahayu , Yuswanti Ariani
Future Space: Studies in Geo-Education Vol. 3 No. 1 (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.v3i1.101

Abstract

Critical thinking is very important to have, especially in 21st century learning and various aspects of life. The discovery learning model helps students including problem-solving, research, and making discoveries. Through the syntax of the discovery learning model , students are directed to independently conduct and investigate discoveries, so that they can hone critical thinking skills. This research aims to determine the significant influence of a Liveworksheet-assisted Discovery Learning model on students' critical thinking skills, specifically focusing on the topic of Population Dynamics within the geography curriculum. Quasi experiments are the methods used in research, while research design is in the form of posttest only control groups. The study involved 72 students, divided into two groups an experimental class (n=36) and a control class (n=36).The essay test given at the end of the learning process serves as a research instrument to obtain final data. Inferential analysis using an independent sample t-test yielded a significance value of p = 0.000 (p < 0.05). These results confirm that the integration of Liveworksheets within the Discovery Learning model significantly enhances students' critical thinking skills in geography. In addition, the average result of the posttest score of the experimental class was 76.22 while the control class was 65.11. From this, it can be concluded that the discovery learning model combined with liveworksheets has an effect on students' ability to think critically.

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