The implementation of Geography learning with spatial representation using the discrepancy evaluation model
This study aims to evaluate the learning process of geography with spatial representation in high school using the Discrepancy Evaluation Model (DEM) from Provus. Evaluation goes through five stages: design, installation, process, and product, as well as implementation comparison. Respondents were f...
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| Format: | Article |
| Language: | English |
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Universitas Negeri Yogyakarta
2023-06-01
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| Series: | REID (Research and Evaluation in Education) |
| Subjects: | |
| Online Access: | https://journal.uny.ac.id/index.php/reid/article/view/53505 |
| _version_ | 1827331668298432512 |
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| author | Muhammad Nursa'ban Mukminan Mukminan |
| author_facet | Muhammad Nursa'ban Mukminan Mukminan |
| author_sort | Muhammad Nursa'ban |
| collection | DOAJ |
| description | This study aims to evaluate the learning process of geography with spatial representation in high school using the Discrepancy Evaluation Model (DEM) from Provus. Evaluation goes through five stages: design, installation, process, and product, as well as implementation comparison. Respondents were five teachers and 208 students from SMA 1 Srandakan, MAN 2 Yogyakarta, and SMA 1 Pundong in Yogyakarta. The evaluation was carried out in February-July 2021. The focus of the evaluation includes (1) learning design, (2) learning tools, (3) learning implementation, (4) learning outcomes, geographic critical thinking, and (5) implementing learning comparisons. Data were collected through document studies, observations, tests, and questionnaires. Descriptive analysis was used to measure gaps in each stage and efforts to improve them, while experimental quantitative analysis was used to compare learning. The DEM results describe gap variations in stages 1-4. However, in collaborative improvement efforts at stages 1-3, there is an increase in spatial critical thinking skills. The test results at stage 5, learning geography with spatial representations, are more effective for improving students' spatial critical thinking skills than textbook-oriented learning and media images. Recommendations on the results of the evaluation at all stages for organizing geography learning with spatial representation: (1) strengthening understanding and mentoring of the concept of spatial representation and learning design, (2) monitoring and periodic testing of geography learning with spatial representation to improve critical thinking skills in geography. |
| first_indexed | 2024-03-07T16:40:37Z |
| format | Article |
| id | doaj.art-ab3a65558ce54c918bdfb708478d1e68 |
| institution | Directory Open Access Journal |
| issn | 2460-6995 |
| language | English |
| last_indexed | 2024-03-07T16:40:37Z |
| publishDate | 2023-06-01 |
| publisher | Universitas Negeri Yogyakarta |
| record_format | Article |
| series | REID (Research and Evaluation in Education) |
| spelling | doaj.art-ab3a65558ce54c918bdfb708478d1e682024-03-03T08:24:05ZengUniversitas Negeri YogyakartaREID (Research and Evaluation in Education)2460-69952023-06-0191496410.21831/reid.v9i1.5350518384The implementation of Geography learning with spatial representation using the discrepancy evaluation modelMuhammad Nursa'ban0Mukminan Mukminan1Universitas Negeri YogyakartaUniversitas Negeri YogyakartaThis study aims to evaluate the learning process of geography with spatial representation in high school using the Discrepancy Evaluation Model (DEM) from Provus. Evaluation goes through five stages: design, installation, process, and product, as well as implementation comparison. Respondents were five teachers and 208 students from SMA 1 Srandakan, MAN 2 Yogyakarta, and SMA 1 Pundong in Yogyakarta. The evaluation was carried out in February-July 2021. The focus of the evaluation includes (1) learning design, (2) learning tools, (3) learning implementation, (4) learning outcomes, geographic critical thinking, and (5) implementing learning comparisons. Data were collected through document studies, observations, tests, and questionnaires. Descriptive analysis was used to measure gaps in each stage and efforts to improve them, while experimental quantitative analysis was used to compare learning. The DEM results describe gap variations in stages 1-4. However, in collaborative improvement efforts at stages 1-3, there is an increase in spatial critical thinking skills. The test results at stage 5, learning geography with spatial representations, are more effective for improving students' spatial critical thinking skills than textbook-oriented learning and media images. Recommendations on the results of the evaluation at all stages for organizing geography learning with spatial representation: (1) strengthening understanding and mentoring of the concept of spatial representation and learning design, (2) monitoring and periodic testing of geography learning with spatial representation to improve critical thinking skills in geography.https://journal.uny.ac.id/index.php/reid/article/view/53505spatial representationdiscrepancylearning evaluationgeographygeography education |
| spellingShingle | Muhammad Nursa'ban Mukminan Mukminan The implementation of Geography learning with spatial representation using the discrepancy evaluation model REID (Research and Evaluation in Education) spatial representation discrepancy learning evaluation geography geography education |
| title | The implementation of Geography learning with spatial representation using the discrepancy evaluation model |
| title_full | The implementation of Geography learning with spatial representation using the discrepancy evaluation model |
| title_fullStr | The implementation of Geography learning with spatial representation using the discrepancy evaluation model |
| title_full_unstemmed | The implementation of Geography learning with spatial representation using the discrepancy evaluation model |
| title_short | The implementation of Geography learning with spatial representation using the discrepancy evaluation model |
| title_sort | implementation of geography learning with spatial representation using the discrepancy evaluation model |
| topic | spatial representation discrepancy learning evaluation geography geography education |
| url | https://journal.uny.ac.id/index.php/reid/article/view/53505 |
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