cover
Contact Name
Annisa Salsabilla
Contact Email
admin@iasssf.com
Phone
+6281929015392
Journal Mail Official
jegeo@journal-iasssf.com
Editorial Address
Cluster Kukusan Jalan Rawa Pule 1 No 25 M, Beji, Kota Depok, Provinsi Jawa Barat, 16425, Indonesia
Location
Kota depok,
Jawa barat
INDONESIA
Journal of Environment and Geography Education
ISSN : -     EISSN : 30628938     DOI : https://doi.org/10.61511/jegeo.v1i2.2024
Aims: JEGEO aims to enhance the field of environmental and geography education through the dissemination of high-quality research and innovative practices. The journal seeks to provide a platform for scholars and educators to share insights and advancements in teaching methodologies, curriculum development, and educational strategies related to environmental and geographical sciences. JEGEO is dedicated to promoting effective and impactful education that fosters a deeper understanding of environmental issues and geographic concepts. Focus: JEGEO focuses on research that explores various aspects of environmental and geography education. It emphasizes studies that investigate teaching methods, educational technologies, and curriculum design that improve the learning experience and outcomes in these fields. The journal’s focus is on practical and theoretical contributions that enhance the effectiveness of educational practices and address current challenges in environmental and geography education. Scope: This journal seeks to publish a broad range of scholarly articles, including: 1. Gamification in Environmental and Geography Education: Research on how game-based learning and gamification techniques can be used to enhance engagement and learning outcomes in environmental and geography education. This includes the development of educational games, simulations, and interactive scenarios. 2. Use of Augmented Reality (AR) and Virtual Reality (VR): Examination of how AR and VR technologies can be utilized to create immersive learning experiences in environmental and geography education. This includes studies on virtual field trips, interactive geographic visualizations, and augmented environmental simulations. 3. Integration of Climate Change Education: Exploration of innovative methods for incorporating climate change topics into environmental and geography curricula. This includes research on effective teaching strategies, curriculum design, and student perceptions related to climate change education. 4. Citizen Science and Community-Based Learning: Investigation into how citizen science projects and community-based learning initiatives can be integrated into environmental and geography education. This includes research on collaborative projects that engage students with real-world environmental research and local community issues. 5. Ethics and Social Justice in Environmental Education: Studies on incorporating ethics and social justice issues into environmental and geography education. This includes research on teaching environmental justice, equity, and the ethical implications of human-environment interactions. 6. Behavioral and Psychological Aspects of Environmental Learning: Research on the psychological factors influencing environmental awareness and behavior. This includes studies on how cognitive and emotional responses impact learning and engagement with environmental and geographic topics. 7. Innovations in Field-Based Learning: Examination of novel approaches to field-based learning in environmental and geography education. This includes research on remote sensing, digital fieldwork tools, and novel methodologies for conducting field research and analysis. 8. Cross-Cultural Perspectives in Environmental and Geography Education: Exploration of how different cultural perspectives can enhance environmental and geography education. This includes research on incorporating indigenous knowledge, diverse environmental practices, and global perspectives into the curriculum.
Articles 2 Documents
Search results for , issue "Vol. 2 No. 2: (August) 2025" : 2 Documents clear
MolekulAR: A conceptual design of interactive chemistry learning based on augmented reality to improve science literacy Yuri, Febiola Irashai Siti Mawla
Journal of Environment and Geography Education Vol. 2 No. 2: (August) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jegeo.v2i2.2025.2199

Abstract

Background: Chemistry education in Indonesia faces persistent challenges in improving science literacy due to the abstract nature of chemical concepts and limited access to interactive, effective learning tools. Augmented Reality (AR) technology offers a promising approach by providing immersive, visual learning experiences that facilitate comprehension of complex topics such as molecular structures and chemical reactions. Methods: This study designs and develops MolekulAR, an AR-based interactive chemistry learning application aligned with the national curriculum. The development process incorporates a Pentahelix collaboration model involving educators, government, industry, communities, and media to ensure pedagogical relevance and technical feasibility. The application integrates interactive 3D molecular models, real-time reaction simulations, and customized learning modules. Evaluation was conducted through expert validation, classroom trials, and user feedback. Findings: Results demonstrate that MolekulAR significantly improves student motivation, engagement, and conceptual understanding of challenging chemistry subjects. Features including Scan to Structure, Lab Simulation, and Explore Molecules enable hands-on, exploratory learning, making abstract content more tangible. The study also identifies barriers such as technological infrastructure limitations, unequal device accessibility, and teacher readiness. Conclusion: MolekulAR represents a scalable and sustainable educational tool that aligns AR technology with curriculum goals and addresses pedagogical and infrastructural challenges, fostering improved science literacy across Indonesian classrooms. Sustained cross-sector collaboration is essential for effective implementation. Novelty/Originality of this article: This research uniquely combines AR technology, curriculum alignment, and a systemic multi-stakeholder (Pentahelix) collaboration model to deliver an innovative and contextually relevant solution that advances interactive chemistry learning and science literacy in Indonesia.
Cultural mapping of teachers’ spatial agency and social practices Prayitno, Aryasatya Rafa
Journal of Environment and Geography Education Vol. 2 No. 2: (August) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jegeo.v2i2.2025.2352

Abstract

Background: Fluctuating policy changes, the demand for rapid adaptation, and high socio-cultural expectations for producing ideal students generate systemic pressure among Indonesian teachers. Such pressure requires analysis beyond administrative or psychological metrics toward the spatial contexts in which teaching is actually lived. Methods: This study analyzes how teachers’ social practices shape and are shaped by the spatial dynamics of their daily lives and workplaces, positioning them as active agents in the production of educational space. A qualitative, intensive contrastive case study was conducted with three active teachers (N = 3) across diverse spatial contexts. Complementary spatial analysis using ArcGIS slope mapping was applied to contextualize topographical risk, enriching interpretation of teachers’ lived geographies. Data were gathered through participatory mapping workshops that produced story maps, complemented by map-based interviews, and analyzed through cross-case thematic analysis. Findings: Findings indicate that professional stress materializes into risk-prone geographies, countered by three primary spatial tactics: symbolic deviation, social-informational capital, and hedonic compensation or role integration. Topographical slope analysis further corroborates teachers’ narratives of risk-prone mobility, revealing how physical gradients materially condition professional stress and spatial inequity. Conclusion: These results suggest that teacher resilience is an active, spatially produced phenomenon contingent upon the symbolic transformation of ordinary materiality. Recognizing the material and emotional dimensions of educational space provides a foundation for designing spatially responsive well-being programs and geographically equitable teacher policies. Novelty/Originality of this article: This study introduces a spatial lens on teacher resilience within Indonesia’s educational geography, advancing the methodological integration of cultural mapping and topographical analysis in understanding lived pedagogical space.

Page 1 of 1 | Total Record : 2