The Problems of Teaching Geospatial Technology in Developing Countries: Concepts, Curriculum, and Implementation in Indonesia

Ridha, Syahrul; Kamil, Puspita Annaba

doi:10.1080/00221341.2021.1872681

Cited by 14 publications

(15 citation statements)

References 48 publications

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“…Student innovation and creativity are enhanced through interaction and collaboration with other students to find and solve problems. Project-based learning also aims to improve fieldwork skills, laboratories and the ability to analyse, organise data and make presentations of problems and solutions found (Ridha & Kamil, 2021). In addition, online project-based collaborative learning strategies and motivation to get achievement can interact in influencing students' civic problem-solving abilities (Yunus et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Development of the CPOL design to improve the ability to develop teaching materials

Yunus

Amirullah

Safiah

et al. 2022

CJES

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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.

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Section: Discussionmentioning

confidence: 99%

Development of the CPOL design to improve the ability to develop teaching materials

Yunus

Amirullah

Safiah

et al. 2022

CJES

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“…Meanwhile, the high school curriculum is integrated into geography subjects to improve knowledge and skills about disasters and the ability to make decisions before, during, and after disasters occur [2,14]. While in other subjects, it does not contain disaster material.…”

Section: High School National Curriculummentioning

confidence: 99%

The implementation of disaster education after the sixteen years of the 2004 Indian Ocean Tsunami in Aceh-Indonesia: Progress or regress?

et al. 2022

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Strengthening disaster education for the community is an effort to build awareness, knowledge, and actions that need to be taken before, during, and after a disaster. Disaster risk communication plays an important role in disaster education as an effort to provide views about disasters to the community. This study aims to look at the progress of the implementation of disaster education school-based after the 2004 Indian Ocean tsunami. Progress is assessed through two aspects, namely: (1) the national curriculum in education unit level, namely Elementary Schools; Junior High School; and Senior High Schools, and (2) the implementation of disaster education school-based in the learning process. The national curriculum will synthesize by using a comprehensive literature review in national curriculum documents. This study applied a content analysis method in analyzing the qualitative data. The questionnaire survey was conducted at (Sekolah Siaga Bencana, SSB) in two districts affected by the 2004 tsunami. A literature study on the national curriculum documents in schools shows that disaster education has been integrated into the curriculum; for example, learning in elementary schools uses a thematic learning approach following factual conditions in the field, such as learning related to disasters. In junior high schools, the curriculum is integrated in an integrated manner in social science learning to provide awareness and knowledge about disasters. Meanwhile, the high school curriculum is integrated into geography subjects to increase knowledge and skills about disasters and make decisions before, during, and after a disaster occurs. This progress has occurred since the change in the curriculum from the KTSP curriculum (2006-2012) to the National Curriculum (2013). However, there are still several obstacles in implementing disaster education in Aceh, such as a lack of facilities for disaster learning. Therefore, a synergy between the government and schools is needed to improve disaster education school-based implementation within the national curriculum.

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“…Mereka saling bertanya, saling memberi saran, dan saling menyampaikan kritik tentang ide tersebut dan pada akhirnya dapat menjawab pertanyaan mendasar yang telah mereka sampaikan pada awal pembelajaran. Aktivitas ini melatih siswa berpikir proses penalaran spasial tentang fenomena-fenomena geografi yang ada di sekitarnya (Ridha & Kamil, 2021). Komunikasi semacam ini merupakan hal yang sangat penting dalam belajar.…”

Section: Interaksi Penggunaan Model Dan Gaya Belajar Terhadap Berpiki...unclassified

Peningkatan Keterampilan Berpikir Spasial Melalui Aktivitas Geographic Inquiry Pada Project Based Learning Berdeferensiasi

Oktavianto

2022

Teknodik

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Penelitan ini mengkaji aktivitas geographic inquiry pada project-based learning untuk meningkatkan berpikir spasial siswa. Diferensiasi yang dimasukkan sebagai variable moderator yakni berupa gaya belajar. Siswa yang dijadikan subjek penelitian sebanyak 71 siswa SMK yang belajar pemetaan topografi pada Program Keahlian Geologi Pertambangan. Data yang didapat kemudian dianalisis menggunakan ANOVA dua jalur, dengan faktorial 2x3 melalui program SPSS 24. Hasil penelitian menunjukkan (1) ada perbedaan signifikan antara model pembelajaran terhadap keterampilan berpikir spasial, dengan nilai sig 0,003, (2) ada perbedaan signifikan antar gaya belajar terhadap keterampilan berpikir spasial, dengan nilai sig 0,004 dan (3) ada interaksi signifikan antara model pembelajaran dan gaya belajar terhadap keterampilan berpikir spasial, dengan nilai sig 0,000. Aktivitas geographic inquiry pada project-based learning paling sesuai digunakan pada siswa dengan gaya belajar kinestetik.

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The Problems of Teaching Geospatial Technology in Developing Countries: Concepts, Curriculum, and Implementation in Indonesia

Cited by 14 publications

References 48 publications

Development of the CPOL design to improve the ability to develop teaching materials

Development of the CPOL design to improve the ability to develop teaching materials

The implementation of disaster education after the sixteen years of the 2004 Indian Ocean Tsunami in Aceh-Indonesia: Progress or regress?

Peningkatan Keterampilan Berpikir Spasial Melalui Aktivitas Geographic Inquiry Pada Project Based Learning Berdeferensiasi

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