Integration of GIS Technology and STEM in Geography Learning to Improve Student’s Spatial Thinking Skills

Nurmuhniyanti M Hubaib, Bambang Syaeful Hadi

Abstract


The use of Geographic Information System (GIS) technology and the STEM approach in geography learning has not been optimal, mainly due to teachers' limited mastery of technology. This study aims to examine the partial and interactive effects of GIS technology and the STEM approach on improving the spatial thinking skills of senior high school students. This study uses a quasi-experimental 2x2 factorial design. The research subjects were 136 respondents selected through limited cluster random sampling. The instrument used was a test instrument. Data analysis used descriptive statistical analysis and two-way ANCOVA analysis. The results of the study indicate that GIS technology has a significant effect with a p-value of <0.000 and a partial eta squared of 65.7%, meaning that the use of GIS technology has a major effect on spatial thinking skills. The STEM approach has a significant effect with a p-value of <0.000 and a partial eta squared of 9.3%, meaning that the use of the STEM approach has a moderate effect on the spatial thinking skills of secondary school students. There is a significant interaction between GIS technology and the STEM approach with a p-value of <0.000 and a partial eta squared of 12.8%, meaning that the interaction between the two has a moderate effect on the spatial thinking abilities of high school students. Thus, this study contributes to the development of a GIS technology and STEM approach-based geography learning model that has been proven effective in improving the spatial thinking abilities of high school students

Keywords


Technology GIS; STEM approach; geography; spatial thinking

References


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DOI: https://doi.org/10.18860/jpips.v12i1.37723

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