Penelitian ini bertujuan untuk mengetahui efektivitas studi lapangan di kawasan mangrove dalam meningkatkan hasil belajar siswa melalui hasil belajar geografi. Penelitian ini merupakan penelitian ...kualitatif dengan pendekatan kuasi eksperimen. Analisis data menggunakan paired t-test dan independent-t test. Hasil penelitian ini adalah: rerata hasil belajar geografi yang menggunakan studi lapangan (×̅ =76,11 ) lebih tinggi dari pada hasil belajar indoor study (×̅=67,68) pada taraf signifikansi dan t hitung 15,489. Hal ini mengartikan bahwa penerapan metode studi lapangan dapat meningkatkan hasil belajaran geografi siswa. Metode studi lapangan efektif dalam meningkatkan hasil belajar geografi siswa pada taraf signifikansi dan t hitung 2,868. Terdapat perbedaan yang nyata dari gain score hasil belajar siswa pada kedua kelompok perlakuan. Nilai rata-rata gain score pada metode pembelajaran studi lapangan yaitu 0,51 dan hasil belajar siswa kelas indoor study yaitu 0,38. Hal ini dapat diartikan bahwa metode studi lapangan lebih efektif dalam meningkatkan hasil belajar geografi siswa.Kata kunci: metode lapangan, metode indoor, hasil belajar geografi THE EFFECTIVENESS OF FIELD STUDIES IN THE MANGROVE AREA IN IMPROVING GEOGRAPHY LEARNING AT HIGH SCHOOLAbstractThis research aims to reveal the effectiveness field studies in the mangrove area of teaching in improving geography learning. This research was quantitative research with the quasi experiment approach. The data analysis used paired t-test and independent of t test. The result of this research shows that there is a significant learning outcomes (×̅=76,11 ) with teaching method of field studies at significance and t count 15.489. This means that the teaching methods of field studies can improve geography learning achievement. The teacing method of field studies is effective in improving the geography learning achievement at the significance and t count 2.868. indoor class student learning outcomes study is (×̅=67,68). There is a real difference from the gain score of student learning outcomes in both groups. The value of the average gain scores on learning methods of field studies is 0.51 and outcomes of student’s learning class indoor study is 0.38. This means that the field study method is more effective in improving the results of student’s geography learning.Keywords: field method, indoor method, learning geography
The purposes of this study are to identify the dynamics of geography learning in SMA Negeri 9 Takalar, and to describe what factors are to be supporters of the quality of geography learning in SMA ...Negeri 9 Takalar. This study used a qualitative approach involving teachers at SMAN 1 Takalar as informants. The results showed that the dynamics of learning geography are of less conducive in terms a) learners are less involved in the learning process, b) teachers of geography subject facilitate and motivate learners in the learning process at the minimum degree, c) the teachers do not develop models of innovative learning, and d) in the learning process, teachers rely much on teacher-centered approach. In addition, factors supporting the quality of learning of geography comprise of a) teachers and learners collaborate for the achievement of improved learning outcomes, b) multiple sources a reading and video learning about learning models and developed in geography learning have been used, and c) the teacher is able to understand the characteristics of learners by using a learning model in variety and innovative manners.
This paper focuses on the reflection on the relationship between values and methodological principles of Outdoor Education and spatial and geographical education perspectives, especially in ...pre-school and primary school, which relates to the age between 3 and 10 years. Outdoor Education is an educational practice that is already rooted in the philosophical thought of the 16th and the 17th centuries, from John Locke to Jean-Jacques Rousseau, and in the pedagogical thought, in particular Friedrich Fröbel, and it has now a quite stable tradition in Northern Europe countries. In Italy, however, there are still few experiences and they usually do not have a systematic and structural modality, but rather a temporarily and experimentally outdoor organization. In the first part, this paper focuses on the reasons that justify a particular attention to educational paths that favour outdoors activities, providing also a definition of outdoor education and highlighting its values. It is also essential to understand that educational programs in open spaces, such as a forest or simply the schoolyard, surely offers the possibility to learn geographical situations. Therefore, the question that arises is how to finalize the best stimulus that the spatial location guarantees for the acquisition of knowledge, skills and abilities about space and geography.
Thinking Through Geography (TTG) strategies are popular in secondary education. Geography teachers see these strategies to be powerful to stimulate thinking geographically. However, empirical ...evidence is scarce. Based on a quasi-experimental design, effects of mysteries, one of the more famous TTG strategies, were examined on students' geographical thinking in terms of their skills to relate phenomena. A multilevel regression analysis showed that students who used mysteries in geography lessons reported significantly more correct geographical relationships than students who attended the regular curriculum. We conclude that a mystery can be an effective TTG strategy for the development of students' geographical thinking skills. Improvements of the pedagogy of using mysteries in Geography lessons are discussed.
This paper focuses on the reflection on the relationship between values and methodological principles of Outdoor Education and spatial and geographical education perspectives, especially in ...pre-school and primary school, which relates to the age between 3 and 10 years. Outdoor Education is an educational practice that is already rooted in the philosophical thought of the 16th and the 17th centuries, from John Locke to Jean-Jacques Rousseau, and in the pedagogical thought, in particular Friedrich Fröbel, and it has now a quite stable tradition in Northern Europe countries. In Italy, however, there are still few experiences and they usually do not have a systematic and structural modality, but rather a temporarily and experimentally outdoor organization. In the first part, this paper focuses on the reasons that justify a particular attention to educational paths that favour outdoors activities, providing also a definition of outdoor education and highlighting its values. It is also essential to understand that educational programs in open spaces, such as a forest or simply the schoolyard, surely offers the possibility to learn geographical situations. Therefore, the question that arises is how to finalize the best stimulus that the spatial location guarantees for the acquisition of knowledge, skills and abilities about space and geography.
La littérature de jeunesse de fiction renferme a priori des objets et des modes de connaissances qui permettent d'enseigner et d'apprendre une géographie se préoccupant notamment de l'individu et des ...dimensions subjectives du réel. Ce texte programmatique explore les propriétés des fictions littéraires et en particulier les possibilités que renferme la littérature de jeunesse. Les œuvres de fiction, en tant qu'expérience de pensée, fournissent aux lecteurs des mondes possibles, des mondes mixtes occasionnant des allers et retours entre imaginaire et réel. Il s'agit ici d'apprécier comment la littérature de jeunesse, pléthorique et protéiforme (romans, albums, etc.), peut donner à découvrir de manière particulièrement dense la spatialité et la géographicité. L'étude de trois récits pour la jeunesse de L. Sepúlveda est proposée ; ces œuvres apparaissent intéressantes en tant que fictions réalistes proposant un « réalisme merveilleux ».
ÖZETBu araştırma ortaöğretim 10. sınıf öğrencilerinin coğrafya dersinde, “Türkiye’nin Nüfus Özellikleri ve Nüfus Hareketleri” konusunu öğrenmelerinde probleme dayalı öğrenme yaklaşımının öğrenci ...başarısına, derse ilişkin tutum ve motivasyonuna etkisi incelenmiştir.Araştırmanın evrenini Burdur ili Bucak ilçesi Bucak Anadolu Lisesinin 10. sınıfında okuyan 40 öğrenci oluşturmaktadır.Araştırmada deney kontrol gruplarının eşitliğini belirlemek için bilgi düzeyleri birbirlerine yakın olan, aynı alanda eğitim alan sınıflar belirlenmiştir. Deney grubuna probleme dayalı öğrenme, kontrol grubuna geleneksel öğrenme uygulanmıştır. Uygulamadan önce gruplara ön-test olarak tutum ölçeği ve hazırlanan başarı testi verilmiştir. Uygulama bitiminde gruplara tutum ölçeği ve başarı testi son-test olarak uygulanmıştır. Çalışma dört hafta süresince devam etmiştir.Elde edilen verilerin istatistiksel çözümlemelerinde SPSS 15.0 programından yararlanılmış ve grupların başarı düzeyleri arasında anlamlı bir fark olup olmadığı T testi ile kontrol edilmiştir. Araştırmada anlamlılık düzeyi 0.05 olarak kabul edilmiştir.Elde edilen bulgular sonucunda coğrafya öğretiminde probleme dayalı öğrenme yönteminin öğrencinin tutum ve başarı düzeyini geleneksel yönteme göre anlamlı derecede olumlu yönde etkilediği görülmüştür.Anahtar kelimeler: Probleme dayalı öğrenme, geleneksel öğrenme, coğrafya öğretimi.ABSTRACTIn this study the effects of “Problem-Based Learning” on students’ success in the teaching the topic of “population features and movements at the 10th grade students in geography lessons were investigated.The study was administered to the 40 students, at the 10th grade students studying at Bucak Anatolian High School in Bucak/Burdur.To make sure the control and experimental groups were it was seen that the groups shared similar academic success. Problem based learning was applied to test group, traditional method was applied to control group. Before the application, the attitude scale and the achievement test was applied to the groups as a pre-test. After the application attitude scale and the achievement test was reapplied in order to consider retention levels of the students. The study carries on for four weeks.The data was analyzed by SPSS 15.0 version. To evaluate the significance of difference between the groups T-test was used. The significance difference was 0.05.According to the results received, problem based learning affects student’s attitude and success level in a geography teaching.Key Word: Problem based learning, traditional learning, geography teaching
In this study the effects of “Problem-Based Learning” on students’ success in the teaching the topic of “population features and movements at the 10th grade students in geography lessons were investigated. The study was administered to the 40 students, at the 10th grade students studying at Bucak Anatolian High School in Bucak/Burdur. To make sure the control and experimental groups were it was seen that the groups shared similar academic success. Problem based learning was applied to test group, traditional method was applied to control group. Before the application, the attitude scale and the achievement test was applied to the groups as a pre-test. After the application attitude scale and the achievement test was reapplied in order to consider retention levels of the students. The study carries on for four weeks. The data was analyzed by SPSS 15.0 version. To evaluate the significance of difference between the groups T-test was used. The significance difference was 0.05. According to the results received, problem based learning affects student’s attitude and success level in a geography teaching.
Penelitian ini bertujuan: (1) menghasilkan m-learning yang dapat digunakan pada pembelajaran mata pelajaran geografi bagi peserta didik kelas X SMA, (2) menghasilkan m-learning yang layak untuk mata ...pelajaran geografi, (3) mengetahui keefektifan m-learning untuk mata pelajaran geografi, dan (4) mengetahui pengaruh m-learning dalam mendukung kemandirian dan hasil belajar peserta didik. Jenis penelitian ini adalah penelitian dan pengembangan (R&D). Hasil penelitian menunjukkan bahwa (1) m-learning dibuat dengan menggunakan adobe flash cs 5.5. m-learning dikembangkan untuk pokok bahasan Hidrosfer; (2) m-learning telah memenuhi kriteria dan dinyatakan layak sebagai media pembelajaran berdasarkan validasi dengan kategori “baik”; (3) keefektifan pembelajaran geografi lebih baik dengan menggunakan m-learning dibuktikan dengan adanya ketuntasan belajar pada kelas eksperimen; (4) m-learning signifikan mendukung kemandirian dan hasil belajar peserta didik.Kata kunci: m-learning, geografi, kemandirian DEVELOPING MOBILE LEARNING TO SUPPORT INDEPENDENCE AND LEARNING OUTCOMES IN HIGH SCHOOL GEOGRAPHY LESSONAbstractThe research is aimed at: (1) producing m-learning that can be used in teaching geography subjects for students of class X SMA, (2) producing proper m-learning for Geography lesson, (3) finding out the effectiveness of m-learning in Geography lesson, and (4) detecting the m-learning effect in Geography lesson to support independent and outcomes of learning for students. This is a Research and Development type of research. The results show that: (1) m-learning designed with adobe flash cs 5.5 application is suitable for Hidrosfer lesson topic; (2) m-learning for Geography lesson has met the criteria and considered to be a proper learning media due to the fact that the validation categorizes it as “good”; (3) geography better learning effectiveness by using m-learning is evidenced by student’s mastery learning in the experimental class, and (4) m-learning geography subjects support the independence and learning outcomes of students.Keywords: m-learning, geography, independent learning
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