Future Space: Studies in Geo-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.
Articles
80 Documents
<![CDATA[HEC-RAS 2D Flood Modeling of Bango River: Developing Contextual Spatial Learning Media for Disaster Mitigation ]]>
<![CDATA[Hanafi, Abdillah]]>;
<![CDATA[Taryana, Didik]]>;
<![CDATA[Lailatur, Rahmi]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 1 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i1.104
<![CDATA[Geography education plays a pivotal role in building student resilience against disasters, yet learning materials often lack local contextualization. The Bango River in Malang City, which faces flooding every rainy season, presents a critical real-world context for such learning. This study focuses on processing hydrological data to create high-accuracy visualization models using a 2D hydraulic simulation in the HEC-RAS program. The discharge data used in this study was obtained from the calculation of the Synthetic Unit Hydrograph (HSS) Gama 1 method. The results of the hydrograph calculation served as input data for the inundation modeling. The peak discharge from the calculation of the HSS Gama 1 method obtained a value of 29.5825 m³/second. The modeling results show information about the affected buildings, the depth of flooding, and the extent of flooding around Pandanwangi Village. The simulation results indicate that for the 100-year return period, the total inundated area reaches 109.06 hectares. Beyond technical mitigation, these high-resolution inundation maps serve as crucial learning resources to enhance students' spatial thinking and disaster preparedness in local geography curricula. To mitigate future losses, appropriate anticipatory measures must be taken, including the integration of these spatial models into geography education to foster disaster-literate citizens.]]>
<![CDATA[Market Proximity Agrarian Solidarity and Forest Fringe Institutions Shaping Household Resilience in Rural Poverty Contexts ]]>
<![CDATA[Purnamansyah, Nanda Andi]]>;
<![CDATA[Ismiati, Arini]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 1 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i1.107
<![CDATA[While poverty is often measured economically, its spatial dimension how location dictates survival strategies remains under-explored. This study analyzes how spatial context influences social interaction patterns among economically vulnerable households in Dampit Village, Malang Regency. A qualitative case study was conducted from June 1–28, 2024 , across five distinct neighborhood zones (Wards). Data were collected through semi-structured interviews with 10 purposively selected participants (5 key informants from vulnerable households and 5 village stakeholders) , participatory observation, and spatial mapping. Analysis utilized an inductive thematic approach triangulated with spatial data. Findings reveal that interaction patterns are spatially determined: (1) In market-proximate zones (West Dampit), interactions are transactional and driven by trade reciprocity; (2) In agrarian zones (Sumber Kembar), interactions rely on "harvest solidarity" and labor sharing; and (3) In forest-fringe areas (Ngelak), interactions are institutionalized through Forest Village Institutions (LDH) for land management. This study extends poverty research by demonstrating that "survival" is a place-based phenomenon. These findings serve as a vital place-based inquiry resource for geography education, specifically to teach concepts of spatial inequality and community resilience using local contextual examples.]]>
<![CDATA[Blended vs. Online Discovery Learning: Enhancing Students' Critical Thinking Skills ]]>
<![CDATA[Eky Billy Revanda]]>;
<![CDATA[Hadi Soekamto]]>;
<![CDATA[TAN Geok Chin Ivy]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i2.111
<![CDATA[This study investigates the comparative efficacy of Blended Discovery Learning (BDL) versus fully Online Discovery Learning (ODL) in fostering critical thinking skills within geography education. Amidst the rapid digitalization of pedagogy, the structural resilience of inquiry-based models across varying delivery configurations remains a critical concern. Utilizing a quasi-experimental approach with a nonequivalent posttest-only control group design, this research employed the geographic theme of cultural preservation in Malang City as a complex spatial stimulus for student inquiry. Participants were selected via randomized assignment from a homogenous student population to ensure baseline equivalency in geographic proficiency. Data were elicited through a validated essay instrument comprising five higher-order thinking indicators and analyzed using Independent Sample T-Tests. Statistical analysis yielded a significance value of p = 0.071; however, subsequent Cohen’s d calculation revealed a moderate effect size (d = 0.43), indicating a marginal pedagogical advantage for the blended discovery configuration. These findings suggest that while both modalities are robust, the hybrid approach provides a slightly more intensive scaffolding for geographic reasoning. Crucially, the results imply that the inherent constructivist nature of the Discovery model maintains its functional integrity across diverse digital environments, offering significant pedagogical flexibility. This study contributes to the discourse on hybrid geography education by demonstrating that the choice of instructional platform while influential does not compromise the core cognitive benefits of discovery-based inquiry.]]>
<![CDATA[Leveraging Motion Graphic Animations of the Hydrological Cycle to Foster Critical Thinking ]]>
<![CDATA[Nabila Amalia Alifah]]>;
<![CDATA[Alfyananda Kurnia Putra]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i2.112
<![CDATA[The pedagogical challenge in teaching the hydrological cycle stems from its inherent abstraction and the inability of students to observe these processes in situ. Consequently, the objective of this Research and Development (R&D) study is to engineer a Motion Graphic Animation framework that specifically addresses these visualization deficits. By transforming static concepts into dynamic visual narratives, this media serves as a cognitive tool to bridge the gap between abstract theory and observable reality, thereby cultivating robust critical thinking skills among high school students. The study was conducted as a targeted pilot implementation involving 23 students from Class X IPS at SMA Panjura Malang. This small-scale implementation serves as a necessary developmental step to evaluate the media's effectiveness in clarifying abstract hydrological processes before broader application in diverse geographical education settings. The method used in this study is a qualitative and quantitative percentage descriptive method that adapts the ADDIE development model to produce learning media products The results demonstrate that the motion graphic animation effectively clarifies the complex, non-observable phases of the hydrological cycle, specifically addressing the 'visualization gap' in processes like infiltration, evaporation, and runoff. By providing a dynamic visual representation of these abstract phenomena, the media moves students beyond rote memorization of definitions toward a deeper conceptual understanding. The implementation led to a significant improvement in critical thinking, with 69% of students achieving 'very high' proficiency levels by successfully interpreting and analyzing the systemic nature of water movement.]]>
<![CDATA[Enhancing High School Critical Thinking in Geography through Genially-Assisted Game-Based Learning ]]>
<![CDATA[Acmad Zainur Risla]]>;
<![CDATA[Fatiya Rosyida]]>;
<![CDATA[Agung Setiawan]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i2.120
<![CDATA[This research addresses a critical gap in digital geography pedagogy by evaluating the implementation of a Genially-integrated Game-Based Learning (GBL) framework. A primary novelty of this study lies in the technical differentiation of Genially from standard gamified interfaces, such as Kahoot or Wordwall while the latter often emphasize linear rote retrieval, Genially facilitates the synthesis of multi-layered interactive mapping and complex spatial simulations essential for advanced geographic interpretation. The investigation specifically operationalizes critical thinking within the thematic context of Indonesia’s Strategic Position, a topic strategically selected for its inherent spatial complexity and capacity to trigger higher-order cognitive processes. Utilizing a quantitative pseudo-experimental design with a pretest-posttest control group , the study sampled two cohorts (N=71) at SMAN 2 Sumenep: class XI–8 (experimental) and XI–7 (control). Data were collected via essay instruments aligned with C4 (Analysis), C5 (Evaluation), and C6 (Creation) cognitive levels. Analytical procedures involved N-Gain scores and Independent Sample T-tests to quantify shifts in student proficiencies. Empirical findings demonstrate the superior efficacy of Genially-assisted GBL. The experimental group achieved a posttest mean of 81.87, significantly outperforming the control group’s 60.37. Standardized metrics via N-Gain analysis confirmed a moderate growth coefficient of 0.53 for the experimental cohort compared to a negligible 0.06 for the control. Statistical significance (p=0.000) suggests that the Genially-integrated framework serves as a robust catalyst for enhancing analytical reasoning. These results indicate the potential of GBL-driven interventions to facilitate a sophisticated understanding of spatial dynamics, providing a viable evidence-based pathway for modernizing geographic instruction.]]>
<![CDATA[Nature as a Classroom: A Strategic Evaluation of Forest Parks as Authentic Geography Learning Resources ]]>
<![CDATA[Daudi Richard Malusu]]>;
<![CDATA[Blessing Chenaimoyo Shanduka]]>;
<![CDATA[Zunaira Algy Jamen]]>;
<![CDATA[Lingga Zuama Firdyan]]>;
<![CDATA[Rio Rifaldi]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i2.132
<![CDATA[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.]]>
<![CDATA[Genesis Analysis of Volcanic Landforms and Spatial Potential of Babadan Village as a Contextual Geography Learning Resource ]]>
<![CDATA[Siraj Abdulkerim Yaseen]]>;
<![CDATA[Baihaki]]>;
<![CDATA[Risky Andias Oktavian]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i2.133
<![CDATA[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.]]>
<![CDATA[GIS Network Analysis for Volcanic Evacuation Modeling and Geography Education Frameworks ]]>
<![CDATA[Naufal Muhammad Hanif]]>;
<![CDATA[Syamsul Bachri]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i2.108
<![CDATA[This study models optimized evacuation routes for the Kelud Volcano eruption in Blitar Regency using Geographic Information System (GIS) Network Analysis, specifically employing Closest Facility and Service Area algorithms. Utilizing disaster-prone area (KRB) maps, road network shapefiles, and evacuation post locations, the spatial simulation was parameterized based on the 2014 Kelud eruption. The model establishes a standardized empirical baseline by assuming a constant evacuation velocity of 40 km/h to estimate travel times, while acknowledging the limitations of dynamic traffic congestion during emergencies. The analysis produced two primary spatial outputs: optimal trajectories to the nearest temporary and final shelters, and comprehensive shelter accessibility isochrones. Quantitative findings indicate that evacuation distances to final shelters range from 866.4 meters (1-minute travel time) to 16,720.9 meters (25-minute travel time). While the resulting maps offer a vital spatial framework to enhance local disaster preparedness, the reliance on 2001-era road network data underscores a critical limitation. Therefore, updating regional infrastructure geospatial data is strongly recommended before integrating these models into formal disaster risk management policies to effectively minimize potential casualties and material losses.]]>
<![CDATA[Utilization of Geospatial Technology and WebGIS in Disaster Risk Analysis of Mount Merapi Lava Flow ]]>
<![CDATA[Ananda Rianti Dewi]]>;
<![CDATA[Didik Taryana]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i2.117
<![CDATA[While Mount Merapi's high eruptive activity poses severe rain lahar threats, there remains a critical gap in integrating comprehensive spatial risk assessments into accessible geo-education frameworks. This study addresses this void by evaluating the risk levels of rain lahar disasters to support spatial-based mitigation learning. The high activity of Mount Merapi has various potential eruption hazards, one of which is the danger of lava flows that can occur at any time and threaten the safety of the surrounding community. Therefore, this study aims to examine the level of risk of lava flow disasters on Mount Merapi. The spatial data and WebGIS platform generated from this study are specifically designed to enhance students' geospatial literacy and formulate place-based disaster preparedness education for local communities in high-risk zones. This research employs a quantitative spatial modeling approach utilizing Weighted Overlay Analysis and Spatial Multi-Criteria Evaluation (SMCE) within a Geographic Information Systems (GIS) framework. The data used is in the form of secondary data collected through literature study activities on various sources. Data processing techniques are used, namely remote sensing and geographic information systems, while in data analysis, risk calculation equations are used according to the Head of BNPB Regulation Number 2 of 2012. Based on the results of the study, it is known that the risk level of lava flow disasters is high in Srumbung District, Muntilan District, and Salam District. Efforts that can be made to respond to the high level of risk are to reduce the level of vulnerability through improving health facilities, education, evacuation, economic guarantees and mitigation systems; and increasing capacity through optimizing cooperation and coordination between parties.]]>
<![CDATA[Enhancing Hydro-Spatial Reasoning through a Non-Linear Prezi Framework for Localized Flood Mitigation Education in Kediri City ]]>
<![CDATA[Asri Dyah Kumalasari]]>;
<![CDATA[Listyo Yudha Irawan]]>;
<![CDATA[Yusuf Suharto]]>;
<![CDATA[I Komang Astina]]>
<![CDATA[ Future Space: Studies in Geo-Education Vol. 3 No. 2 (2026): Future Space: Studies in Geo-Education ]]>
Publisher : <![CDATA[CV Bumi Spasial ]]>
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DOI: 10.69877/fssge.v3i2.124
<![CDATA[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.]]>
