cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
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
Published by Institute for Advanced Science, Social, and Sustainable Future
ISSN : -     EISSN : 30628938     DOI : https://doi.org/10.61511/jegeo.v1i2.2024
Core Subject : Science, Education, Social,
Earth & Planetary Sciences Education Environmental Science
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.
Arjuna Subject : Ilmu Bumi dan Planet (semua kategori) - Ilmu Bumi dan Planet (Lain-Lain)
Articles 14 Documents
 1   2 
Integrating disaster education into geography curriculum: Strengthening school-based preparedness Kurniawan, Nandi; Saipiatuddin; Hidayaht, Achmad Nur
Journal of Environment and Geography Education Vol. 2 No. 1: (February) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jegeo.v2i1.2025.1696

Abstract

Background: Sukabumi Regency is an area prone to natural disasters in West Java. Its location on the south coast, its mountainous and hilly morphology makes Sukabumi Regency prone to earthquakes, tsunamis and landslides. The aim of this research is to illustrate how geography subjects in schools can be a source of disaster education that supports school-based disaster preparedness. Methods: Using a qualitative approach, this study involved in-depth interviews, observations, and document evaluations at SMAN 1 Warung Kiara, with geography teachers as the main informants. Data analysis was carried out through reduction, verification, and drawing conclusions, with local wisdom-based studies to improve learning materials before validation. Findings: Disaster education in schools plays an important role in improving student preparedness through integration into the geography curriculum, social activities, and mitigation training. Although there are challenges in delivering the material, a geographic literacy-based approach, disaster simulations, and partnerships with stakeholders can strengthen understanding and build a culture of preparedness. In addition, expanding disaster education through extracurricular activities such as scouting and the Juvenile Red Cross (PMR) can provide students with more in-depth practical experiences. Conclusion: The geography subject plays a crucial role in disaster education by enhancing students' awareness and preparedness for disaster risks. Through theoretical and practical approaches such as disaster simulations, risk mapping, and GIS technology, students develop essential mitigation skills. Integrating multidisciplinary perspectives further strengthens school-based disaster preparedness efforts. Novelty/Originality of this article: The novelty of this research lies in illustrating how geography subjects in schools, combined with extracurricular activities, can effectively support disaster education and preparedness, especially in disaster-prone areas like Sukabumi Regency.
The rising trend of becoming a geography teacher as a catalyst for sustainable development goals implementation in schools Utami, Dian; Angelita, Ika
Journal of Environment and Geography Education Vol. 2 No. 1: (February) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jegeo.v2i1.2025.1698

Abstract

Background: This study aims to investigate and analyze the level of student interest in pursuing a teaching career among those enrolled in the Geography Education Program at the Faculty of Teacher Training and Education, University of Lampung. Methods: The study population includes all students within the program, with the sample consisting of 69 students from the 2020 cohort. Of these, 58 active students participated in the survey. Data were collected through a structured questionnaire, which was subsequently tested for validity and reliability. This research adopts a single-variable approach encompassing three key indicators: cognitive, emotional (affective), and conative aspects. A descriptive quantitative method was employed, utilizing a purposive sampling technique. Data collection instruments included questionnaires and documentation, while data analysis was conducted using descriptive statistical methods. Findings: The findings indicate that student interest in becoming teachers is generally low, with 81.03% of responses across all three dimensions reflecting limited interest. This finding suggests a potential gap in future environmental education delivery in schools, as geography teachers play a vital role in integrating sustainability and environmental issues into classroom learning. Conclusion: These results raise concerns about the future of education, particularly in relation to the promotion and integration of Sustainable Development Goals (SDGs), including environmental education. Novelty/originality of this article: The declining interest in becoming geography teachers may hinder efforts to instill environmental awareness and the importance of nature conservation among younger generations through formal education.
Strategic analysis of innovation processes in higher education institutions: A mixed-method approach to environmental Elvira, Verens; Kusumastuti, Retno
Journal of Environment and Geography Education Vol. 2 No. 1: (February) 2025
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/jegeo.v2i1.2025.1793

Abstract

Background: Innovation is a crucial driver for higher education institutions to enhance competitiveness and academic excellence. Universitas Indonesia (UI) has implemented various innovation strategies, but the effectiveness and challenges of these processes require further investigation. This study aims to analyze the driving and inhibiting factors in UI’s innovation processes and formulate strategic recommendations to optimize institutional innovation. Methods: This study employs a mixed-method approach, combining quantitative and qualitative analyses. The quantitative analysis uses descriptive statistics with SPSS to examine data distribution and categorize responses into high, moderate, and low classifications. Meanwhile, the qualitative analysis is based on in-depth interviews, where data is processed using coding techniques (open coding, axial coding, and selective coding) to identify key themes. The analysis follows the structured methodology proposed by Daymon and Holloway (2010), consisting of data reduction, organization, coding, interpretation, and evaluation.  Findings: The conclusion of this study shows that innovation at the University of Indonesia (UI) is influenced by the strategies implemented and various supporting and inhibiting factors. Quantitative analysis reveals that institutional support, academic collaboration, and technology utilization significantly contribute to the success of innovation at UI. The majority of respondents have a positive perception of the innovation strategies implemented, as indicated in the categorization of the average value. Meanwhile, qualitative analysis through in-depth interviews identified major obstacles to innovation, including bureaucratic complexity, limited funding, and resistance to change. Conclusion: Innovation at the University of Indonesia is influenced by institutional and technological support, but faces challenges of bureaucracy, funding, and resistance to change. Novelty/Originality of this article: This study analyzes the innovation process in higher education through mixed methods, revealing the strategic factors that play a role in UI. The results provide new insights and policy recommendations to improve ecosystem innovation.
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.

Page 2 of 2 | Total Record : 14

 1   2 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 2 No. 2: (August) 2025 Vol. 2 No. 1: (February) 2025 Vol. 1 No. 2: (Agustus) 2024 Vol. 1 No. 1: (Februari) 2024