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This article examines developing a community that cares about the environment through education in schools. As a place to study, Adiwiyata school has a special role in improving environmental literacy through green projects. The study used descriptive qualitative to determine the delay in green programs at Adiwiyata School at the high school level in Banda Aceh City. In addition, this study also wants to reveal the role ofAdiwiyataSchool in realizing school community who is responsible for environmental protection and management efforts through good school governance to support sustainable development. One of its roles is the development of student work through green projects. The research result revealed that green project encourages students to learn more effectively and creatively. Because students need the flexibility to think, act and channel various needs, abilities, and skills in meeting environmental needs. Competency development of students can be honed through real work such as products that utilize waste, contain articles, art training and so on. In addition,Adiwiyataprogrammeenhances learning and action, thus providing effective methods to improve student environmental literacy. Adiwiyataschool is expected to be an agent of change for the community in the environment around the school. The schools must be a model in realizing a healthy and comfortable environment as a model in realizing caring and cultured citizens of the school.

This paper discusses whether instructional material questions about disaster in geography textbooks contain three components of spatial thinking, namely: 1) concepts of space, 2) tools of representation, and 3) processes of reasoning. The taxonomy of spatial thinking is used to evaluate the instructional material questions about disaster in geography textbook of senior high school in Indonesia. A survey was conducted to select geography textbooks that were most dominantly used in senior high school. Four geography textbooks with curriculum 2013 were chosen and evaluated. These textbooks are used as learning resources by majority of teachers and standardized by the National Education Standards Agency (BSNP).Then, the books were reviewed in instructional material questions about disaster and the questions were evaluated. Evaluation is done by coding technique using taxonomy of spatial thinking. The evaluation result showed that spatial concepts of instructional material questions about disaster were still classified as low, even 73 percent of questions was designed without using concepts of space (non-spatial). Besides, the majority of representation tools were not used. From 189 questions evaluated, only 27 questions or 14 percent used tools of representation. In addition, the majority of reasoning processes was at the average level (processing) or 47 percent. The processes of reasoning should be run with student’s activities to obtain high level cognitive processes, for example by create maps and designing an area for disaster evacuation. In brief, from spatial perspective, this study revealed that instructional material questions about disaster in geography textbooks have not supported preparedness in facing disaster. Therefore, teachers and textbook writers need to develop instructional material questions about disaster from spatial perspective to support disaster preparedness.

Currently, GIS (Geographic Information System) learning material is an important component of geography education, therefore geography teachers need to pay attention to this. GIS has a relationship with spatial thinking in which learning GIS can increase spatial thinking skill. However, there are many geography learning materials developed without containing a component of spatial thinking. Therefore, this study discusses the importance of designing GIS learning material based on spatial thinking. Spatial thinking in this study is used as a basis for developing learning material using concepts of space to explain GIS theory and application, using tools of representation, and using processes of reasoning. This study used a descriptive qualitative approach. Data were collected through observation and questionnaire. Data were analyzed by doing reduction and descriptive statistic. The result of calculating the score of the learning material is 77 percent. It means that GIS learning material based on spatial thinking is needed by the student in learning geography. College students in the Geography Education Program are prospective teachers who will teach GIS to students at schools. Thus, they need to develop GIS learning material based on spatial thinking.

Disaster preparedness is one concern in Indonesia for natural disasters have frequently occurred in the country, both geologically and environmentally. Disaster preparedness focuses on activity series which are related to organizational ability, spatial thinking, and decision-making abilities. However, the two latter are still unconcerned. This study aims to improve disaster preparedness through spatial thinking. It is an action research, with the subject of 32 high school students who were studying geography lesson. The data were analyzed using descriptive statistical techniques. The study results are: (1) there was an increase in students’ knowledge about disasters with the classical completeness of 92%, proving the effectiveness of the learning process (2) It is easier for students to understand the concept of disaster through spatial thinking. Spatial thinking includes three components, namely: (a) the spatial concept as the space and direction, such as points, regions, distances, which are vital during disaster; (b) tools of representation, such as maps of an area as representations of the real-world; (c) the process of reasoning for problem-solving through a spatial perspective by using a variety of cognitive skills and knowledge. Therefore, schools need to facilitate teachers to implement spatial thinking-based disaster education in preparing young people to face disasters.

Disaster education in Indonesia has been initiating after the Aceh Tsunami disaster in 2004 which was one of the major disasters that have ever occurred in Indonesia. Disaster risk reduction efforts have been carried out by the Indonesian government by revising the national curriculum. This aims to improve prevention efforts and preparedness for the school community. School students in Indonesia are in extreme risk of natural disasters, especially when they are in school. In this context, a few educational programs for disaster risk reduction (DRR) have been integrated into school subjects. Therefore, this study aims to analyze and evaluate the changes in the geography curriculum for secondary schools that have been revised in Indonesia. The new curriculum began to be implemented in 2013. In this context, this article will focus on analyzing geographic curriculum content that integrates disaster related material that is taught to high school students. Evaluating curriculum changes is aimed at building students’ disaster knowledge with geographic learning in an effort to improve disaster preparedness.

The Covid-19 pandemic almost stalled the face-to-face learning method in all institutions across the globe. Consequently, for learning to continue uninterrupted, there was a need to change teaching mode to online using social media and other platforms. This research aimed to examine the effectiveness of online learning during the Covid-19 pandemic and the challenges geography students faced in implementing this type of study. The research used a descriptive qualitative approach involving questionnaires designed to determine the implementation of online learning and the challenges encountered. The questions were structured through synthesizing various components of learning. Random selection was used to select 305 participants from various higher education institutions in the Aceh Region, Indonesia. The results indicated that online learning during the Covid-19 pandemic was effectively implemented. However, some challenges were encountered, including students who could not fully participate since they could not log in to the provided learning platforms. Furthermore, students from rural areas had poor internet connectivity besides the inability to buy internet quota. There were many instances of reported power supply failures, and this hindered online learning. Overall, learning geography during the pandemic was effective, though it had a fair share of challenges. The research also identified the need to develop an online learning model, teaching material, and multimedia in supporting geography-based online learning.     Keywords: Assessing; Effectiveness; Geography-based online learning; Covid-19; Higher education Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember     This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

This study aims to develop an online-based collaborative project learning model design that can improve students’ abilities in developing teaching materials. The method used is research and development. Data collection instruments are questionnaires and rubrics. Data analysis used descriptive statistics. The validation test used the individual content validity index and the overall content validity index. The Collaborative Project Online Learning (CPOL) model developed consists of six stages in learning: (1) orientation, (2) understanding project concepts and tasks, (3) designing and determining project themes, (4) working on project assignments, (5) presenting project assignments, and (6) evaluating project assignments. The results show that the content validity index shows a good category. Students are also good at developing teaching materials. Thus, the design of the CPOL model can be used in the course of developing teaching materials in higher education.   Keywords: Designing, collaborative project, online learning, ability to develop, teaching materials.