The measurement model of geo-education among trainee teachers in Malaysia

Abstract

<p>This study conducted to develop a measurement model for measuring Geo-Education in Malaysia context. This cross-sectional survey involved 245 trainee teachers in Universities and Institut Pendidikan Guru Malaysia (IPGM). The data collection was made through a set of questionnaires and analyzed using SEM-AMOS. There are four main elements measured, which are loading factors, convergent validity, discriminant validity, and composite reliability. The findings indicated that Geo-Education had a significant contribution to the proposed constructs, namely primer, issues, ecosystem, lifestyle, and cross-curricular elements. A model of Geo-Education was successfully developed in this study using these five constructs, namely primer, issues, ecosystem, lifestyle, and cross-curricular elements. This study also identified twenty-five behaviours of Geo-Education among the trainee teachers in Malaysia. The findings of this study are essential as a guideline for Malaysian teachers to implement the concept of Geo-Education in Malaysia. Additionally, the application of this subject as cross-curricular elements in the Malaysian curriculum is essential to ensure the success of the implementation of Education Sustainable Development (ESD) in the school environment.</p>

Penerapan P5: Kolaborasi Pelajaran Ilmu Sosial Ekonomi Sains Dan Seni Budaya Pada Kurikulum Merdeka

“…Nilai-nilai yang sesuai dengan lingkungan siswa dalam pembelajarnnya dapat membantu siswa memiliki pemahaman materi yang diajarkan dengan mengaitkan lingkungannya (Yusof et al, 2021). Berdasarkan pernyataan tersebut, guru dituntut harus pandai dalam memberikan pemahaman kepada peserta didik dengan mengaitkan kondisi dilingkungan sekitarny agar siswa dapat berpikir secara kritis.…”