Kemampuan Berfikir Spasial dalam Pembelajaran Abad 21

Wijayanto, Bayu; Sutriani, Widia; Luthfi, Farisha

doi:10.33059/jsg.v3i2.2495

Cited by 13 publications

(19 citation statements)

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“…Based on the results of research that has been carried out, it can be obtained information that spatial intelligence is an ability to provide images and images, as well as a person's ability in the form of transforming the visual-spatial world, which includes the ability to imagine and recreate the visual world (Wijayanto et al, 2020). Spatial intelligence is closely related to the ability to communicate spatially.…”

Section: Human Resources Indicators (Ethnicity and Culture)mentioning

confidence: 99%

“…In the 21st century, teachers with qualified scientific and technical competencies are needed as teaching staff. This is because the form of learning in the 21st century is currently widely supported by digital technology (Wijayanto et al, 2020). So that a teacher is not only required to master the material, but must be equipped with mastery of developing technology in order to achieve the success of students in the learning process.…”

Section: Introductionmentioning

confidence: 99%

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Indonesian spatial intelligence for geography teachers

Somantri¹

2022

JPPI

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Geography subjects study objects and spatial phenomena on the earth's surface; Therefore, in practice, they must understand the application of abstract concepts that include spatial perception. This research uses qualitative research methods in measuring the spatial intelligence of geography teachers. Measurements based on four indicators reflecting spatial intelligence are 1) Blind Map; 2) Natural Resources; 3) Icons or landmarks; and 4) Human resources. Based on the study results, it can be concluded that the spatial intelligence of geography teachers mostly has good spatial intelligence. This is indicated by the results of the analysis in 4 categories, namely 1) the results of the analysis show that the ability of geography teachers in blind map knowledge regarding regional locations in Indonesia is fairly good; 2) the ability of geography teachers in natural resource knowledge regarding the distribution of natural resource locations in Indonesia is quite good; 3) the ability of the geography teacher in knowledge of icons or landmarks regarding the icons or landmarks of districts/cities in Indonesia is fairly good; and 4) the ability of geography teachers in human resource knowledge regarding the distribution of ethnicities and cultures in Indonesia is fairly good.

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Section: Human Resources Indicators (Ethnicity and Culture)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Indonesian spatial intelligence for geography teachers

Somantri¹

2022

JPPI

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“…Duch (1996), Problem Based Learning (PBL) adalah satu model yang ditandai dengan penggunaan masalah yang ada di dunia nyata untuk melatih siswa berfikir kritis dan terampil memecahkan masalah, dan memperoleh pengetahuan tentang konsep yang penting dari apa yang dipelajari. (Wijayanto et al, 2020) Menurut Suyatno ( 2009), Problem Based Learning (PBL) merupakan suatu model pembelajaran yang berbasis pada masalah, dimana masalah tersebut digunakan sebagai stimulus yang mendorong mahasiswa menggunakan pengetahuannya untuk merumuskan sebuah hipotesis, pencarian informasi relevan yang bersifat student-centered melalui diskusi dalam sebuah kelompok kecil untuk mendapatkan solusi dari masalah yang diberikan. (Dapa, 2018) Menurut Arend, PBL merupakan suatu pendekatan pembelajaran dimana siswa dihadapkan pada masalah autentik (nyata) sehingga diharapkan mereka dapat menyusun pengetahuannya sendiri, menumbuh kembangkan keterampilan tingkat tinggi dan inkuiri, memandirikan siswa, dan meningkatkan kepercayaan dirinya (Trianto, 2007).…”

Section: Hasil Dan Pembahasanunclassified

Metode Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Abad Ke- 21 Siswa SMPN 1 Kedungpring Lamongan

Purwati¹

2022

asanka

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ABSTRAKDi abad 21 ini, banyak model pembelajaran yang dapat menjadi referensi guru untuk meningkatkan kreativitas maupun tanggungjawab siswa. Salah satu model pembelajaran yang dapat digunakan adalah problem-based learning dimana siswa dituntut untuk memecahkan masalah, bekerja sama dan bertanggungjawab sampai akhir pelajaran. Tujuan dari penelitian ini adalah untuk mengetahui efektifitas pembelajaran dengan menggunakan model problem-based learning untuk meningkatkan keterampilah abad ke-21 siswa di SMPN 1 Kedungpring, Lamongan. Jenis penelitian yang digunakan adalah metode kuantitatif deskriptif. Sedangkan untuk teknik pengumpulan data dalam penelitian ini menggunakan observasi, wawancara, kuesioner, dan dokumentasi. Hasil dari penelitian menunjukkan bahwa terjadi peningkatan signifikan prestasi belajar peserta didik kelas VIII C pada mata pelajaran PPKn dengan menggunakan model pembelajaran problem-based learning. Hal ini dibuktikan dengan sebanyak 80 % peserta didik berhasil lulus uji kompetensi. Kesimpulan dari penelitian ini adalah pembelajaran dengan menggunakan model pembelajaran problem-based learning mampu meningkatkan prestasi belajar para peserta didik. ABSTRACTThere are many learning models available in the twenty-first century that teachers can use to increase creativity and student responsibility. Problem-based learning is one of the learning models that can be used in which students are required to solve problems, collaborate, and be responsible until the end of the lesson. This study aimed to determine the efficacy of learning by using a problem-based learning model to improve students' 21st-century skills at SMPN 1 Kedungpring, Lamongan. The descriptive quantitative method was used in the research. This study collected data through observation, interviews, questionnaires, and documentation. The study finding revealed a significant increase in the learning achievement of class VIII C students in Civics subjects when a problem-based learning model was used. It is demonstrated by the fact that up to 80% of students passed the competency test. This study concluded that learning using problem-based learning models could improve student achievement.

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“…The development of learning media that supports the formation of spatial thinking competencies has led to web-based applications, known as web-based GIS. WebGIS is thought to have the potential to aid in the development of students' spatial thinking skills [11].…”

Section: Introductionmentioning

confidence: 99%

The Utilization of Technology-Based Webgis as an Effort to Establish the Spatial Thinking Ability of Geographic Students In High School

Santoso¹,

Juhadi²,

Wijayanto³

et al. 2021

Proceedings of the 6th International Conference on Education &Amp; Social Sciences (ICESS 2021)

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Spatial thinking is an important competency that needs to be formed in the era of technology 4.0 so that students can master spatial concepts in Geography learning so that a cutting-edge technology-based learning media is needed. One of the potential learning media to support the formation of spatial thinking is WebGIS. The advantages of WebGis in learning are:(1) Facilitate the application of spatial concepts in Geography learning by collecting, representing, and analyzing spatial data in the form of maps so that students can understand it. (2) Using WebGIS in education can help students develop the ability to think spatially, critically, and adapt to the inquiry process, which includes exploration, data processing, and conclusion in order to produce scientific discoveries.(3) Compared to other popular geospatial technologies (ArcGIS and Quantum GIS mapping applications), The method used is a literature review (literature study) with data in the form of qualitative descriptions. The data collected comes from secondary data using relevant literacy sources both online and offline. Based on the analysis conducted, it can be concluded that WebGIS is relatively easy to use for both students and teachers because the system's base is a website so that it can be accessed by anyone, anywhere and anytime without requiring complicated installation or configuration. Utilization of WebGIS is easy. It supports simple and flexible tools because they can be used in all Geographical Basic Competencies in Senior High Schools. Steps to using WebGIS can be done by (1) Students are directed to collect and convert verbal or written information into spatial information on WebGIS. (2) The spatial information collected can be seen through WebGIS so that students can find out various kinds of spatial patterns. (3) The spatial pattern can be used by students for more in-depth geographic analysis activities

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Kemampuan Berfikir Spasial dalam Pembelajaran Abad 21

Cited by 13 publications

References 0 publications

Indonesian spatial intelligence for geography teachers

Indonesian spatial intelligence for geography teachers

Metode Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Abad Ke- 21 Siswa SMPN 1 Kedungpring Lamongan

The Utilization of Technology-Based Webgis as an Effort to Establish the Spatial Thinking Ability of Geographic Students In High School

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