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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 18 Documents
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KINA: Application of ecocentrism based learning to strengthen early forest care spirit through the tri hita karana value approach Hasan, M Khoirul; Siregar, Esterlina Br; Habsyi, Muhammad Harun Rasyid Al
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.v2i1.2025.1642

Abstract

Background: The transition from Gen Z to Gen Alpha has led to a shift in social activities, with children facing challenges from excessive device use, resulting in potential addiction and exposure to negative content. This issue is often rooted in inaccurate parenting methods. To address this, the value of Tri Hita Karana, which promotes harmony between humans, nature, and God, offers a potential solution. The KINA game application aims to mitigate these issues by incorporating this ancestral value while fostering climate action and forest awareness. Method: The study adopts a performance testing method with qualitative data quantification using scoring. The KINA game application integrates Ecocentrism Based Learning (EBL) within a pedagogical curriculum and utilizes User Interface (UI) and User Experience (UX) technology tailored for Gen Alpha. The implementation approach focuses on evaluating the effectiveness of the application in promoting climate action and forest awareness. Findings: The KINA game application successfully integrates the principles of Tri Hita Karana and Ecocentrism Based Learning (EBL), helping children develop an early awareness of environmental sustainability. The application demonstrates the potential to reduce device addiction while fostering a positive shift in social behavior among children, aligning with SDGs goals 4 (Quality Education), 13 (Climate Action), and 15 (Life on Land). Conclusion: The KINA application effectively addresses issues of device addiction and negative content exposure in children by promoting climate action and forest awareness. By integrating Ecocentrism Based Learning and Tri Hita Karana values, KINA offers a sustainable and educational solution to foster environmental consciousness from an early age. Novelty/Originality of this article: The KINA game application uniquely combines Ecocentrism Based Learning, Tri Hita Karana, and pedagogical curriculum design to educate children on climate action and forest awareness, offering a novel approach to parenting and digital education for the Alpha Generation.
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 Public Senior High School 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 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 geographic information systems 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.
Impact of railway noise on student concentration in classroom learning: An environmental and educational perspective Mahardika, Tesar; Widodo, Sugeng
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.v2i1.2025.1763

Abstract

Background: Environmental noise pollution, particularly from railway activities, poses a significant challenge to student concentration and learning effectiveness. This study investigates the correlation between railway noise levels and student concentration in classroom learning within an environmental education framework. Method: The method used in this study is descriptive quantitative. The population in this study were all fifth-grade students of State Elementary School 1 Rajabasa Raya totaling 98 students. The sample of this study was 78 respondents. Findings: The results of the study regarding the intensity of noise measured have exceeded the threshold value (nab). While the results of the product moment correlation analysis method, there is a relationship between train noise and student learning concentration at State Elementary School 1 Rajabasa Raya with a value of p = 0.000 (p <0.005). Conclusion: Persistent railway noise has a measurable adverse effect on student learning concentration, emphasizing the need for environmental education-based mitigation strategies. Novelty/Originality of this article: This study contributes to the field of environmental education by integrating noise pollution analysis with student learning outcomes. It highlights the necessity of soundproofing measures, school infrastructure adjustments, and adaptive learning strategies to minimize the impact of environmental noise on 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 Statistical Product and Service Solution (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 & Holloway (2010), consisting of data reduction, organization, coding, interpretation, and evaluation. Findings: The conclusion of this study shows that innovation at the Universitas Indonesia 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.
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.
A spatial and SWOT approach to earthquake mitigation strategy Hadizar, M. Roja Nabil; Fista, Aksela Dian; Amelia, Virna; Prayoga, M. Fahry; Haerudin, Nandi; Mulyasari, Rahmi; Catur, Rahmat; Karyanto
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.v2i2.2025.2026

Abstract

Background: Bandar Lampung is situated in a seismically active region influenced by the subduction of the Indo-Australian and Eurasian plates, which increases its susceptibility to earthquake hazards. This study aims to evaluate the level of earthquake vulnerability and formulate appropriate mitigation strategies using a spatial and SWOT-based approach. Methods: The methods applied include historical earthquake data analysis, hazard zone mapping, spatial analysis through Geographic Information Systems (GIS), and a review of existing disaster mitigation policies. Findings: The results indicate that during March 2024, 146 earthquake events were recorded, of which 135 were shallow (<60 km) and mainly concentrated in the subduction zone southwest of Lampung. Vulnerability and population density mapping further identified Kedaton, Rajabasa, and Tanjung Karang Pusat as high-risk districts. Conclusion: Based on these findings, recommended mitigation strategies include the enforcement of earthquake-resistant building codes, integration of risk-based considerations into spatial planning, the development of public education and awareness programs, and the strengthening of early warning systems. The study highlights that a spatially informed and policy-oriented approach can effectively reduce the potential impacts of earthquakes and enhance community resilience in Bandar Lampung City. Novelty/Originality of this article: The novelty lies in combining spatial analysis, vulnerability mapping, and a SWOT-based policy framework to produce integrated and location-specific earthquake mitigation strategies for Bandar Lampung City.

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