Assessment Concept of Geographical Skills on Senior High School in Indonesia

Abstract

This paper aims to discuss the theory and practice of assessment of the results of geography learning at the senior high school in Indonesia. Geography consists of three components, the subject matter studied, skills, and perspectives. The subject matter learned in geography is a summary of the essential knowledge, is the foundation of standard geography. This subject matter is the basis of the use of the skills of geography. Geography education is the application of geography in education. Based on the syllabus curriculum, the principle of assessment used in the subjects of geography is based on class or authentic. In general when examined, geography skills with the learning process of the curriculum there is conformity between learning outcomes assessment of theoretical subjects of geography in Indonesia is in compliance or already measure aspects of geography skills. Based on several researches in terms of practice, geography skills assessment of learners on the subjects of geography in Indonesia is affected by the competence of teachers, the learning models applied by the teachers, learning materials are used, as well as the motivation of the teachers to the students related the importance of mastering the skills of geography.

Pengaruh penggunaan webGIS (Web Based Geographic Information System) terhadap hasil belajar Geografi dan keterampilan Geografi secara berkelanjutan

“…Mata pelajaran Geografi di Indonesia saat ini dianggap kurang menyesuaikan perkembangan teknologi yang ada sehingga mata pelajaran Geografi masih menggunakan istilah-istilah konvensional seperti nama kejadian alam yang semua mengarah ke materi yang bersifat hafalan (Tanjung, 2011). Disisi lain pemahaman guru tentang keterampilan Geografi dan penguasaan teknologi masih rendah, akibatnya siswa kurang memiliki pengetahuan tentang keterampilan Geografi dan penerapan teknologi (Astuti, 2017). Oleh sebab itu, perlu adanya penggunaan teknologi yang berkaitan dengan Geografi.…”

“…Pada dasarnya hasil belajar merupakan hal yang dapat dilihat melalui perubahan perilaku berupa pengetahuan, keterampilan, pemahaman, dan sikap (Fatchan, Soekamto, Sumarmi, & Utaya, 2016). Pengetahuan dan kemampuan mempertimbangkan dua aspek spasial dan lingkungan (Astuti, 2017). Faktor ketercapaian hasil belajar siswa dipengaruhi oleh berbagai hal yang dapat berasal dari lingkungan belajar maupun penerapan inovasi pembelajaran.…”

“…Hal tersebut dapat diidentifikasikan bahwa penggunaan webGIS pada siswa dapat meningkatkan keterampilan siswa dalam mengorganisasikan informasi geografis. Kemampuan mengorganisasikan informasi geografis membutuhkan kreativitas dan kemampuan yang tinggi untuk mengatur informasi geografis secara efektif (Astuti, 2017).…”

Cartographic Competence in Higher Geographical Education Research: A Review of the Field

“…Как известно, учебные задания по географии могут способствовать развитию навыков сравнения, стимулируя развитие автономного географического мышления учащихся [4]. В этой связи на оценку географических навыков учащихся влияют компетенции самих учителей, модели обучения и материалы, используемые в классе [5]. Значит, возрастает актуальность оснащения будущих учителей разнообразным набором компетенций, начиная с цифровых и профессиональных и заканчивая предметными компетенциями.…”

Factors of Critical Spatial Thinking for a Geography Metacognition Assessment in Indonesian Senior High Schools

“…Furthermore, geography teaching has not yet addressed factual and metacognitive critical thinking as mandated by the geography curriculum. Astuti (2017) has operationalized the indicators of geography skills from Heffron and Down (2012) in the Indonesian curriculum. Skills are one of the outcomes of the geographical teaching and learning process, in addition to critical thinking in geography, and geographical awareness in Indonesia (MoNE, 2016).…”