The Effect of Earthcomm Learning Model and Spatial Thinking Ability on Geography Learning Outcomes

Aliman, Muhammad; Budijanto,; Sumarmi, Sumarmi; Astina, I Komang; Putri, Rozana Eka; Arif, Muhammad

doi:10.33225/jbse/19.18.323

Cited by 20 publications

(33 citation statements)

References 35 publications

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“…This integrated development focuses on developing digital learning materials that are integrated with activities in the field. Geography emphasizes outdoor and experimental learning [25], [26]. The outdoor study can encourage students to solve real problems in the field, so the results of students' learning and their environmental awareness can be enhanced [4].…”

Section: Introductionmentioning

confidence: 99%

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

Prastiyono

Utaya

Sumarmi

et al. 2021

Int. J. Interact. Mob. Technol.

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This development study aims to 1) create a learning model that fuses e-learning, a mobile app, character building, and outdoor study and 2) determine the effectiveness of the EMCO learning model on student learning outcomes. This study uses a research and development design with the model of Dick and Carey. A product feasibility test is performed by the learning, media, and materials expert validators, and the product’s effectiveness is tested by students. The data analysis includes descriptive statistics to determine the product feasibility and an independent sample t-test to determine the effectiveness of the learning model. The results of the expert validation show that the EMCO model is in the very good category and does not need revision. The EMCO model has a learning syntax with four phases: LKPD (student worksheet), assessment instrument, learning media, and teaching materials. Results indicate that the EMCO learning model is effective in improving geography learning outcomes. The model has the advantages of 1) effective and innovative material delivery; 2) easy-to-use navigation keys to access the material; 3) attractive design; 4) availability of CBT (computer-based test); and 5) online learning media that can be accessed anytime, anywhere, and under any conditions. The research has a positive impact on students and is able to transform them into 21<sup>st</sup>-century learning agents.

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Section: Introductionmentioning

confidence: 99%

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

Prastiyono

Utaya

Sumarmi

et al. 2021

Int. J. Interact. Mob. Technol.

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“…Research from [51] stated that the inquiry model supports high-level thinking skills through formulating problems, building knowledge through investigation, and solving problems. This process involved students thinking actively during the learning activities [52,53,54]. This process makes students trained to seek their knowledge, so students are accustomed to assessing the validity of the knowledge gained.…”

Section: Discussionmentioning

confidence: 99%

Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

Sari

Sumarmi

Astina

et al. 2021

Int. J. Emerg. Technol. Learn.

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Critical thinking skills are very important to have for students given the rapid distribution of information. To promote the critical thinking skills of the student, it could be done by including critical thinking learning in a formal learning environment. However, for the purpose of increasing this skill could be achieved, it required the motivation to learn. This study aimed to increase critical thinking skills and students' motivation through the implementation of an inquiry mind map tool. The study used a quasi-experimental group with a non-equivalent control-group pretest-posttest. The experimental class used an inquiry learning assisted inquiry mind map tool, whereas the control class requires that conventional learning. The sample consisted of 206 students from different schools and different genders. Data on critical thinking skills used essay tests referred to indicators from Sari in 2019. Motivation data learning taken from instrument motivation toward science learning from Tuan, Chin & Shied in 2005. Answers analyzed using ANCOVA. The research findings show that there were differences in the ability to think critically and students' learning motivation using an inquiry mind map tool. The results also examined no difference between school and gender on critical thinking skills and learning motivation. The results of the study show that the inquiry mind map tool was an impact on increasing critical thinking skills and learning motivation. It was recommended to be able to develop more other learning tools and learning model to improve critical thinking skills. Some im-plication was also provided in the article.

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“…However, this does not mean that the content of earth and space science can be reduced. Because the study of earth and space science is closely related to the development of students' spatial perception (Aliman et al, 2019;Park et al, 2009), and the middle grade in primary school is an important stage for students to develop spatial perception (Wang et al, 2007). Therefore, when arranging topics of textbooks, textbook writers should be in strict accordance with the curriculum standards for the division of different topics, to ensure that there will not be the ratio of one topic far beyond the curriculum standards, especially for the topic setting of life science and earth and space science, should be paid special attention to.…”

Section: Discussionmentioning

confidence: 99%

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

Sun

Liangbo

2021

JBSE

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This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks

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The Effect of Earthcomm Learning Model and Spatial Thinking Ability on Geography Learning Outcomes

Cited by 20 publications

References 35 publications

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

Increasing Students Critical Thinking Skills and Learning Motivation Using Inquiry Mind Map

The Alignment Between Third-Grade Primary School Science Textbooks and Curriculum Standards in China and Japan

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