The Students Spatial Critical Thinking Skill by Using Map and Remote Sensing Imagery on Geography Lesson

Abstract

Spatial thinking is main feature of learning geography at school. A map and remote sensing imagery could be integrated to whole materials in spatial thinking skill test. This research aims to analyze spatial thinking skill of students by using map and and remote sensing imagery in Public SMA Negeri 1 Bae Kudus. This research uses quantitative approach. The sampling technique is random sampling from X, XI, and XII grades. The technique of collecting data uses test. The used test in this research is average accomplishment test which is then described. The findings showed average accomplishment of the students' spatial thinking skills were not optimal. The average score found by using map was higher than remote sensing imagery. The low level of the students' spatial thinking skills could be used as initial reference to compose learning material and learning evaluation in improving spatial thinking skill of the students by using map and remote sensing imagery.

Transformation of Geospatial Technology Knowledge in Pre-service and Experienced Geography Teachers as Pedagogical Tools in the Technological-Pedagogical-Content Knowledge Framework

“…Remote sensing and GIS provide valuable spatial frameworks for scientific inquiry and are very effective in integrating earth system science (Bihrer et al, 2019). Through the power of spatial, temporal, and spectral resolution, sensing data is much more dynamic, so that it can be categorized as a type of modern representation because it measures not only cognitive competence but also students' ability to think sustainably (Kholoshyn et al, 2019;Saputro et al, 2020). The integration of Geographic Information Systems (GIS), Satellite Remote Sensing (RS), and the Global Position System can be very effective tools for many subjects in the field of Geography Studies (Cheung et al, 2011).…”

Analisis Kemampuan Berpikir Spasial Peserta Didik Sekolah Menengah Atas

“…Oleh karena itu, perlu dilakukan sebuah pengukuran untuk mengidentifikasi kemampuan awal peserta didik dalam berpikir spasial, pengukuran ini akan menjelaskan kondisi dan keterampilan berpikir anak yang dinilai lemah, cukup ataupun kuat. Beberapa penelitian yang juga berupaya untuk memetakan level kemampuan berpikir spasial peserta didik juga dikombinasikan dengan penggunaan media belajar dan metode atau model pembelajaran yang dianggap sesuai (Hilman & Mainaki, 2020;Rahayu et al, 2019;Saputro et al, 2020). Namun pengukuran yang digunakan untuk menganalisisi kemampuan berpikir spasial pada penelitian-penelitian tersebut mengandalkan perubahan pada hasil pretest -posttest yang biasanya terbatas pada materi dan subyek tertentu sehingga tidak bersifat fleksibel untuk diimplikasikan pada materi belajar lainnya.…”