The effect of inquiry-based learning assisted by story-map on students' spatial thinking skills in seismic studies

Purwanto Purwanto; Runing Fikriyah Asyarifah; Alfi Sahrina; Ike Sari Astuti; Mohd Hairy Ibrahim

doi:10.21831/jitp.v11i1.63078

Authors

Purwanto Purwanto Universitas Negeri Malang, Indonesia https://orcid.org/0000-0003-0974-4068
Runing Fikriyah Asyarifah
runingfikriyahasy@gmail.com
Universitas Negeri Malang, Indonesia
Alfi Sahrina Universitas Negeri Malang, Indonesia
Ike Sari Astuti Universitas Negeri Malang, Indonesia https://orcid.org/0000-0002-6455-3697
Mohd Hairy Ibrahim Universiti Pendidikan Sultan Idris, Malaysia

Vol. 11 No. 1 (2024): March

Articles

Downloads

PDF

Abstract
How to Cite
Metrics
References
License

Fundamental changes in 21st-century learning impact geography learning, which must be balanced with students' spatial thinking ability. This ability is a core ability in geography that students must have in the process and results of learning geography. The inquiry-based learning model, with the help of story maps, is an alternative way to stimulate students to develop the ability to think spatially. This study aims to determine how applying inquiry-based learning using story maps affects spatial thinking abilities, especially in seismic studies. The method used in this study was an experiment with a quasi-experimental type using a posttest-only control group design. Data collection techniques in this study used a test in the form of posttest and observation to observe the learning process during the study. Posttest data were obtained from 66 class X students of SMAN 1 Genteng, divided into control and experimental classes. The data were analyzed using the classic assumption regression test, and further hypothesis analysis was done using a simple linear regression test. The results of this study show an influence of the application of story map-assisted inquiry-based learning on students' spatial thinking abilities at 16.7%, as assessed by R Square. In addition, the findings in this study show that the average scores for each indicator of thinking ability are diverse. The highest average in both control and experimental classes, namely analogy and transition indicators. While the lowest average in both courses is the comparison indicator.

Purwanto, P., Asyarifah, R. F., Sahrina, A., Astuti, I. S., & Ibrahim, M. H. (2024). The effect of inquiry-based learning assisted by story-map on students’ spatial thinking skills in seismic studies. Jurnal Inovasi Teknologi Pendidikan, 11(1), 57–68. https://doi.org/10.21831/jitp.v11i1.63078

Download Citation

Adawiyah, S. R., & Haolani, A. (2021). Kajian teoritis penerapan self-assessment sebagai alternatif asesmen formatif di masa pembelajaran jarak jauh. Jurnal Ilmiah Mandala Education, 7(3). https://doi.org/10.36312/jime.v7i3.2307

Adnan, G., Zulfikar, T., Armia, M. S., Gade, S., & Walidin, W. (2021). Impacts of inquiry learning model on students' cognitive and critical thinking ability. Cypriot Journal of Educational Sciences, 16(3), 1290–1299. https://doi.org/10.18844/CJES.V16I3.5851

Aldilha Yudha, S. F., Yulkifli, & Yohandri. (2019). Validity of student worksheet based on guided inquiry learning model assisted by digital practicum tool. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012058

Aliman, M., Ulfi, T., Lukman, S., & Muhammad, H. H. (2019). Konstruksi tes kemampuan berpikir spasial model sharpe-huynh. Jurnal Georafflesia, 4(1), 1–11. https://doi.org/10.32663/georaf.v4i1.738

Astawa, I. B. M. (2022). Peningkatan spatial thinking skills siswa dalam pembelajaran geografi melalui metode demonstrasi berpendekatan kontekstual. Journal of Education Action Research, 6(2), 242–251. https://ejournal.undiksha.ac.id/index.php/JEAR/article/view/45526%0Ahttps://ejournal.undiksha.ac.id/index.php/JEAR/article/download/45526/22152

Cope, M. P., Mikhailova, E. A., Post, C. J., Schlautman, M. A., & Carbajales-Dale, P. (2018). Developing and evaluating an ESRI story map as an educational tool. Natural Sciences Education, 47(1), 1–9. https://doi.org/10.4195/nse2018.04.0008

Egiebor, E. E., & Foster, E. J. (2019). Students' perceptions of their engagement using GIS-story maps. Journal of Geography, 118(2), 51–65. https://doi.org/10.1080/00221341.2018.1515975

Favier, T. T., & Van Der Schee, J. A. (2012). Exploring the characteristics of an optimal design for inquiry-based geography education with Geographic Information Systems. Computers and Education, 58(1), 666–677. https://doi.org/10.1016/j.compedu.2011.09.007

Fitriyah, C. Z., & Wardani, R. P. (2022). Paradigma kurikulum merdeka bagi guru sekolah dasar. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 12(3), 236–243. https://doi.org/10.24246/j.js.2022.v12.i3.p236-243

Groshans, G., Mikhailova, E., Post, C., Schlautman, M., Carbajales-Dale, P., & Payne, K. (2019). Digital Story Map Learning for STEM disciplines. Education Sciences, 9(2), 1–17. https://doi.org/10.3390/educsci9020075

Holden, S. D., & Sahyar, S. (2015). Pengaruh model pembelajaran inkuiri terbimbing berbasis eksperimen riil dan laboratorium virtual terhadap hasil belajar fisika siswa. Jurnal Pendidikan Dan Kebudayaan, 21, 299–315. https://doi.org/10.24832/jpnk.v21i3.192

Huynh, N. T., & Sharpe, B. (2013). An assessment instrument to measure geospatial thinking expertise. Journal of Geography, 112(1), 3–17. https://doi.org/10.1080/00221341.2012.682227

Indarta, Y., Jalinus, N., Waskito, W., Samala, A. D., Riyanda, A. R., & Adi, N. H. (2022). Relevansi kurikulum merdeka belajar dengan model pembelajaran abad 21 dalam perkembangan era society 5.0. Edukatif : Jurnal Ilmu Pendidikan, 4(2), 3011–3024. https://doi.org/10.31004/edukatif.v4i2.2589

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

Komalasari, B. S., Jufri, A. W., & Santoso, D. (2019). Pengembangan bahan ajar IPA berbasis inkuiri terbimbing untuk meningkatkan literasi sains. Jurnal Penelitian Pendidikan IPA, 5(2), 219–227. https://doi.org/10.29303/jppipa.v5i2.279

Kriewaldt, J., Robertson, L., Ziebell, N., Di Biase, R., & Clarke, D. (2021). Examining the nature of teacher interactions in a collaborative inquiry-based classroom setting using a kikan-shido lens. International Journal of Educational Research, 108(March), 101776. https://doi.org/10.1016/j.ijer.2021.101776

Kuisma, M. (2018). Narratives of inquiry learning in middle-school geographic inquiry class. International Research in Geographical and Environmental Education, 27(1), 85–98. https://doi.org/10.1080/10382046.2017.1285137

Lee, J., & Bednarz, R. (2009). Effect of GIS learning on spatial thinking. Journal of Geography in Higher Education, 33(2), 183–198. https://doi.org/10.1080/03098260802276714

Makar, K., & Fielding-Wells, J. (2018). Shifting more than the goal posts: Developing Classroom norms of inquiry-based learning in mathematics. Mathematics Education Research Journal, 30(1), 53–63. https://doi.org/10.1007/s13394-017-0215-5

Maknun, J. (2020). Implementation of a guided inquiry learning model to improve understanding of physics concepts and critical thinking skills of vocational high school students. International Education Studies, 13(6), 117. https://doi.org/10.5539/ies.v13n6p117

Mieg, H. A. (2019). Inquiry-based learning undergraduate research: The German multidisciplinary experience. In Inquiry-Based Learning - Undergraduate Research: The German Multidisciplinary Experience. https://doi.org/10.1007/9783030142230

Oktavianto, D. A. (2017). Pengaruh pembelajaran berbasis proyek berbantuan Google Earth terhadap keterampilan berpikir spasial. Jurnal Teknodik, 1, 059. https://doi.org/10.32550/teknodik.v21i1.227

Pedaste, M., Mäeots, M., Leijen, í„., & Sarapuu, T. (2012). Improving students' inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition & Learning, 9(1/2), 81–95. http://libproxy.unm.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=85423615&site=eds-live&scope=site%5Cnhttp://content.ebscohost.com/ContentServer.asp?T=P&P=AN&K=85423615&S=R&D=ehh&EbscoContent=dGJyMNLr40Sep644wtvhOLCmr0uep7FSs

Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003

Refualu, K., Tewal, S. T., & Karwur, H. M. (2022). Studi pelaksanaan strategi pembelajaran inkuiri pada pembelajaran geografi di SMA Negeri 2 Tondano. GEOGRAPHIA : Jurnal Pendidikan Dan Penelitian Geografi, 3(2), 60–65. https://doi.org/10.53682/gjppg.v3i2.2064

Roll, I., Butler, D., Yee, N., Welsh, A., Perez, S., Briseno, A., Perkins, K., & Bonn, D. (2018). Understanding the impact of guiding inquiry: The relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning. Instructional Science, 46(1), 77–104. https://doi.org/10.1007/s11251-017-9437-x

Rosita, S. A. M. ; L. (2019). Pengaruh model pembelajaran inquiry based learning terhadap kemampuan berpikir kritis siswa pada mata pelajaran geografi. Geodika: Jurnal Kajian Ilmu Dan Pendidikan Geografi, 3(2), 70–79. https://doi.org/https://doi.org/10.29408/geodika.v3i2.1686

Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from Around the World. OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France.https://doi.org/10.1787/9789264174559-en

Schlemper, M. B., Athreya, B., Czajkowski, K., Stewart, V. C., & Shetty, S. (2019). Teaching spatial thinking and geospatial technologies through citizen mapping and problem-based inquiry in grades 7-12. Journal of Geography, 118(1), 21–34. https://doi.org/10.1080/00221341.2018.1501083

Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), 1–15. https://doi.org/10.1186/s40594-019-0192-1

Subhani, A., & Agustina, S. (2018). Pengembangan lembar kerja spatial thinking to solving problem pada Program Studi Pendidikan Geografi. Geodika: Jurnal Kajian Ilmu Dan Pendidikan Geografi, 2(2), 41. https://doi.org/10.29408/geodika.v2i2.1105

Vollstedt, B., Koerth, J., Tsakiris, M., Nieskens, N., & Vafeidis, A. T. (2021). Co-production of climate services: A story map for future coastal flooding for the city of flensburg. Climate Services, 22(January), 100225. https://doi.org/10.1016/j.cliser.2021.100225

Wijayanto, B., Sutriani, W., & Luthfi, F. (2020). Kemampuan berpikir spasial dalam pembelajaran abad ke-21. 03(02), 42–50.

Yani, A., Mulyadi, A., & Ruhimat, M. (2018). Contextualization of spatial intelligence: correlation between spatial intelligence, spatial ability, and geography skills. Journal of Baltic Science Education, 17(4), 564–575. https://doi.org/10.33225/jbse/18.17.564

The effect of inquiry-based learning assisted by story-map on students' spatial thinking skills in seismic studies

Authors

Downloads

Information

SidebarMenu

Developed By

Current Issue

visitors

template

Article Template & Tools

tools

TOOLS

crossref

CROSSREF

issnbarcode

ISSN Barcode

Editorial Pick

Developing the Educaplay grammar assessment for tenth graders of senior high school in Kediri

Exploring college-student insights on learning aids and practicum equipment

ICT-based social science learning management with Nearpod application in primary education

From logs to insights: A comprehensive framework for data-driven learning insights

Android-based virtual laboratory with starter experiment approach for learning vertebrate organ systems in high school

Analysis of awareness and confidence in learning outcomes with students' academic motivation: SEM approach

Integrating Publuu technology into interactive teaching materials as a strengthening of evaluation material learning in the Teacher Professional Education Program (PPG)

Audience engagement in practice tests and instructional videos on YouTube

UMM metaverse batik as a learning media to introduce nitik batik motifs in the Sonobudoyo Museum

Measuring interest and talent in determining learning using the quadrant model in the learning process in a smart classroom

Keywords

Address

Contact Info: