The rehabilitate degraded watersheds efforts at the national level tends to ineffective, due to the lack of synergy between stakeholders and community involvement. This paper aims to give an idea that planning for rehabilitation of degraded watersheds can be started from the community level, through the involvement of the community in spatial planning. It can be done by integrating watershed and administration unit with participatory mapping method. From two locations in Central Java and West Nusa Tenggara, it shows that participatory mapping could be implemented as a method to identify existing land use, land cover and finding the problem in their environment. Furthermore, spatial planning can be developed together by the community in different village but in the same watershed area.
The development of information and technology on society cannot be ignored. One of the impact was on the transportation infrastructure development. The using of online transportation application was necessity on urban community. This research aimed at analyses the Influence of the online transportation to the mobility and economic of society, particularly in urban communities such as Bandung, Indonesia which were using GRAB and GO-JEK as online transportation application. The research focus on the existing of GRAB and GO-JEK as the most popular alternative online transportation application for the society compared to the other application, how they affect to the community especially for mobility and economic, and analyses what are the shortcomings of GRAB and GO-JEK that need to be addressed and developed. The method used descriptive and analyzed by using survey and questionnaire, which was distributed directly to the public. Based on the results, GRAB and GO-JEK was the most popular online transportation used by the people of Bandung. The response of the community with the GRAB and GO-JEK was quite good because of the cheap of price, the mobility and economic of society was also increased, people move more often and economic cycle level tend to increase significantly.
Eastern Bandung Region including Cileunyi, Jatinangor and Rancaekek is a suburb area of Bandung, which has gone through many changes in land use from agrarian to non-agrarian, also the population density and urban growth rate have increased. This phenomenon can lead to urban sprawl and potentially lead to a negative spatial transformation and inefficient resource allocation. This research objectives are to identify the characteristics of urban sprawl development and the pattern of urban sprawl in Eastern Bandung area in 2002, 2010 and 2017. This study uses quantitative approach with descriptive method also spatial analysis technique, scoring, and descriptive analysis. The spatial data that was used are Google Earth image data in 2002, 2010 and 2017. The results of this study show that the characteristics of urban sprawl development that consist of physical and social dimension is high with a score of 2.46. The pattern of urban sprawl can be identified as the combination of ribbon and leap frog development. Ribbon development can be seen in Cileunyi and Jatinangor, meanwhile leap frog development occurs in Rancaekek. The results of this study hopefully can help improve the understanding about urban sprawl and encourage the policy makers in controlling the spatial transformation wisely.
Pedagogical Content Knowledge (PCK) merupakan perpaduan antara pemahaman materi ajar (content knowledge) dan pemahaman cara mendidik (pedagogical knowledge) yang perlu dimiliki oleh seorang pengajar. Tujuan penelitian ini yaitu mengetahui pemahaman guru geografi SMA 1 Kota Banda Aceh dalam Pedagogical Content Knowledge. Penelitian ini merupakan penelitian kuantitatif untuk menganalisis kemampuan Pedagogical Content Knowledge (PCK) guru geografi SMA Negeri 1 Kota Banda Aceh. Pengumpulan data dilakukan melalui instrumen penelitian berupa angket dengan menggunakan skala pengukuran Likert, kemudian dilanjutkan wawancara dan diperkuat dengan pemeriksaan dokumen dan observasi lapangan. Hasil penelitian menunjukan bahwa pengetahuan guru tentang Pedagogical Content Knowledge sudah memenuhi kriteria, ini terbukti bahwa dari tujuh aspek PCK guru ada enam aspek yang bisa dikuasai oleh guru yaitu pengetahuan tentang strategi pembelajaran, pengetahuan materi, pengetahuan komunikasi dengan peserta didik dan pengetahuan penilaian dan evaluasi, pengetahuan tentang peserta didik dan karakteristiknya dan pengetahuan tentang pengembangan kurikulum, serta aspek PCK guru yang belum difahami yaitu pengetahuan tentang pengembangan potensi peserta didik. Diharapkan hasil penelitian ini dapat membantu pendidikan geografi mengembangkan pembelajaran sebagai bagian dari upaya meningkatkan profesionalisme guru geografi.Kata kunci: Pedagogical Content Knowledge (PCK), Geografi, SMAN 1 Kota Banda Aceh
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