Efektivitas Model Pembelajaran Guided Inquiry Berbasis Geoliteracy (GIGL) Terhadap Kemampuan Berpikir Spasial Pada Pelajaran Geografi

Dian Puspita Anggreni, Sumarmi Sumarmi

Abstract


The spatial thinking ability is necessary in studying geography. Geographical material that discusses phenomena on earth requires the spatial thinking ability for applying a geographic approach. The purpose of the following study was to determine the effectiveness of the learning guided inquiry based on geoliteracy (GIGL) of spatial thinking ability. The research subjects used experimental and control classes which were selected by paying attention to the similarity of characteristics. The research was carried out in class X IPS at SMA Negeri 1 Pracimantoro. The research design used a non-equivalent control group design. Spatial thinking ability data analysis using T-test analysis with a significance of 0.05. The results of data analysis using the T-test show that there are differences in the ability to think spatially between students using the learning guided inquiry based on geoliteracy and students using the conventional learning model.


Keywords


guided inquiry; geoliteracy; GIGL model; spatial thinking ability

Full Text:

PDF

References


Afriani, A. (2018). Pembelajaran Kontekstual (Contextual Teaching and Learning) dan Pemahaman Konsep Siswa. Al Muta’aliyah STAI Darul Kamal NW Kembang Kerang, I(3), 80–88.

Aliman, M. (2016). Kecerdasan Spasial dalam Pembelajaran dan Perencanaan Pembangunan. Retrieved from Di RSG FT UNP

Aliman, M. (2020). Pengembangan Instrumen Tes Kemampuan Berpikir Spasial Bagi Siswa SMA. Geodika: Jurnal Kajian Ilmu Dan Pendidikan Geografi, 4(1), 1–10. Retrieved from https://doi.org/10.29408/geodika.v4i1.1823

Aliman, M., Budijanto, Sumarmi, & Astina, I. K. (2019). Improving environmental awareness of high school students’ in Malang city through earthcomm learning in the geography class. International Journal of Instruction, 12(4), 79–94. Retrieved from https://doi.org/10.29333/iji.2019.1246a

Amir, A. (2013). Pembelajaran Matematika Dengan Menggunakan Kecerdasan Majemuk (Multiple Intelligences). Logaritma, I(01), 1–14.

Ed, M., & Campurdarat, S. (2020). Problem- Based Service Learning ’ s Effect on Environmental Concern and Ability to Write Scientific Papers, 13(4).

Gersmehl, P. J., & Gersmehl, C. A. (2007). Spatial thinking by young children: Neurologic evidence for early development and “educability.” Journal of Geography, 106(5), 181–191. Retrieved from https://doi.org/10.1080/00221340701809108

Hinde, E. R., Popp, S. E. O., Dorn, R. I., Ekiss, G. O., Mater, M., Smith, C. B., & Libbee, M. (2007). The Integration of Literacy and Geography: The Arizona GeoLiteracy Program’s Effect on Reading Comprehension. Theory and Research in Social Education, 35(3), 343–365. Retrieved from https://doi.org/10.1080/00933104.2007.10473340

Jo, I., & Bednarz, S. W. (2014). Dispositions Toward Teaching Spatial Thinking Through Geography: Conceptualization and an Exemplar Assessment. Journal of Geography, 113(5), 198–207. Retrieved from https://doi.org/10.1080/00221341.2014.881409

Kadir, abdul. (2013). Konsep Pembelajaran Kontekstual Di Sekolah. Dinamika Ilmu, 13(1), 17–38.

Kerski, J. J. (2015). Geo-awareness, geo-enablement, geotechnologies, citizen science, and storytelling: Geography on the world stage. Geography Compass, 9(1), 14–26. Retrieved from https://doi.org/10.1111/gec3.12193

Kim, M., & Bednarz, R. (2013). Development of critical spatial thinking through GIS learning. Journal of Geography in Higher Education, 37(3), 350–366. Retrieved from https://doi.org/10.1080/03098265.2013.769091

Koksal, E. A., & Berberoglu, G. (2014). The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students’ Achievement, Science Process Skills, and Attitudes Toward Science. International Journal of Science Education, 36(1), 66–78. Retrieved from https://doi.org/10.1080/09500693.2012.721942

Kreano, J. (2014). Keefektifan Model Guided Inquiry dengan Pendekatan Keterampilan Metakognitif terhadap Kemampuan Pemecahan Masalah. Kreano, Jurnal Matematika Kreatif-Inovatif, 5(1), 18–25. Retrieved from https://doi.org/10.15294/kreano.v5i1.3273

Kulhthau, C. C. (2013). Children’s reading in Guided Inquiry. International Reading Literacy Symposium.

Lee, J., & Bednarz, R. (2012). Components of Spatial Thinking: Evidence from a Spatial Thinking Ability Test. Journal of Geography, 111(1), 15–26. Retrieved from https://doi.org/10.1080/00221341.2011.583262

Mayer, R. E. (1979). Can Advance Organizers Influence Meaningful Learning? Review of Educational Research, 49(2), 371–383. Retrieved from https://doi.org/10.3102/00346543049002371

Mo¬ra¬es & Cas¬tel¬lar. (2010). Scientific Literacy, Problem Based Learning And Citizenship: A Suggestion For Geography Studies Teaching . Problems Of Education In The 21st Century, 19.

Muntaqo, R., Trisnowati, E., Sains, U., Quran, A., Sains, U., Quran, A., & Tidar, U. (2020). Indonesian Journal of Science and Education, 04(2), 48–56.

Nisa, J., Maryani, E., & Ningrum, E. (2017). Identifikasi Pembelajaran Ips Berbasis Literasi Geografi Dalam Menumbuhkan Karakter Peduli Lingkungan Peserta Didik. SOSIO-DIDAKTIKA: Social Science Education Journal, 4(1), 1–13. Retrieved from https://doi.org/10.15408/sd.v4i1.5915

Scholz, M. A., Huynh, N. T., Brysch, C. P., & Scholz, R. W. (2014). An Evaluation of University World Geography Textbook Questions for Components of Spatial Thinking. Journal of Geography, 113(5), 208–219. Retrieved from https://doi.org/10.1080/00221341.2013.872692

Şen, Ş., & Yılmaz, A. (2015). the Effects of Process Oriented Guided Inquiry Learning Environment on Students’ Self-Regulated Learning Skills. Problems of Education in the 21st Century, 66, 54–66.

Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher. Educational Researcher, 31.

Sofiana, E. & Utami, S. W. (2014). Urgensi Pengembangan “Bahan Ajar Geografi Berbasis Literasi Geografi Materi Flora Dan Fauna” Terhadap Hasil Belajar Peserta Didik, 12(1), 84–95.

Suratman & Nasruddin, A. P. (2013). Ikatan Geograf Indonesia (IGI).

Trianto. (2014). Model Pembelajaran Terpadu (Konsep, Strategi, dan Implementasinya dalam Kurikulum Tingkat Satuan Pendidikan). Jakarta.: PT Bumi Aksara.

Urfan, F., Darsiharjo, D., & Sugandi, D. (2018). Geo-Literacy between School Environment and Students Spatial Intelligence. In IOP Conference Series: Earth and Environmental Science (Vol. 145). Retrieved from https://doi.org/10.1088/1755-1315/145/1/012044

Utomo, D. H., & Putri, A. E. (2019). Geography Learning Design Based On Spatial Phenomenon To Improve Higher-Order Thinking, 3(2), 113–117.




DOI: https://doi.org/10.18860/jpips.v8i2.12259

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Dian Puspita Anggreni, Sumarmi Sumarmi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial)
Mailing Address
Social Studies Department
Faculty Tarbiyah and Teacher Training
Universitas Islam Negeri UIN Maulana Malik Ibrahim Malang
Jalan Gajayana 50 Malang 65144, Jawa Timur, Indonesia
Telp/Fax: +62341-552398 Email: jpips@uin-malang.ac.id
 


Creative Commons License

J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

...............................................................................................................................................................

Indexed by:

Image result for garuda index