This article will reveal strategies for using learning media from Geography teachers during online learning (learning in networks). The aim is to find out what media is used in online geography learning and also the teacher's competence in using Geographic Information System (GIS) media in geography learning. It is hoped that the outcome of the research will be used as an evaluation material and recommendation for the next action in an effort to increase the quantity of relevant media and the quality of learning outcomes of Geography in schools. By planning training in Community Service programs. The data collection method used a special interview system for the main resource person, namely the Geography Teacher by using an online questionnaire for a random sample and secondary data documentation. The results obtained are the class media that is most often used in geography learning the first choice is to use the Whatsapp Group chat application, then Google Classroom and for face-to-face virtual use of video conferencing applications such as zoom or google meet. Meanwhile, the media for teaching teacher material still uses map media, both printed and digital, books or modules, and powerpoint presentations. Meanwhile, GIS applications are still very minimally utilized. The reasons stated are because of the relevance of the material, the easier process if using more general media and the availability of supporting facilities in the agency. However, the perception of his ability to prepare learning media is considered quite good. The only obstacle or challenge is increasing student motivation, and personal self-motivation to work that needs to be improved..

This research is aimed at knowing morphology characteristics and factors which influence landform that is located at Rewata’a Coastal. Geomorphology is a study stressed on landform characteristics with all processes and material at the world surface. The landform is seen as the appearance of landform as the main aspect of the landscape. The method used in this research is a qualitative descriptive method by collecting primary data, such as images or photos of land from that is directly taken from the research location. The phenomenological approach used to explain what, where, how, and why related to landform which based on available theory and prior research. The research result concludes that the Rewata’a Village morphology is cliffed coast, namely the coastal with the vertical cliff. Composed by host rock or hard sediment. Although we can find sand land at bay and north area. The landform found are delta, sea cave, beach, spit, notch, cliff, wave-cut platform, and stack.

This research purpose to presenting information on a smaller regional scale and comparing the conditions of each region. Researchers conducted a poverty mapping technique based on geospatial information. Utilizing the Geographic Information System (GIS) application, namely ArcMap with conversion tools techniques. Data collection techniques with literature study. The poverty level data is processed into tabulation form in the excel application. Meanwhile, the regional base map is first input into the ArcMap application to overlay all regions in one province. The product is a map of the poverty level of the district/city community in the administrative area of South Sulawesi Province. The map will show an image of the area by color category. The dark color gradation means the area with the highest poverty rate and the lightest color means the area with the lowest poverty rate. The results obtained indicate that the districts with the highest poverty rates are Makassar City and Bone District. Meanwhile, the areas with the lowest poverty rates are Barru Regency, Sidenreng Rappang Regency, Pare-Pare City and Palopo City.

Penelitian ini dilatar belakangi oleh persoalan–persoalan umum yang terjadi pada sistem pendidikan masyarakat pesisir, sehingga penelitian ini bertujuan untuk menggambarkan problematika yang terdapat dalam pendidikan anak–anak pesisir. Penelitian ini akan berfokus mengkaji masalah pendidikan yang dialami anak–anak pesisir di Dusun Taipa, dengan menggunakan metode penelitian observasi langsung, dengan pendekatan deskriptif kualitatif. Berdasarkan hasil temuan di lapangan, ada beberapa masalah yang dialami anak–anak pesisir di Dusun Taipa dalam mengenyam pendidikan, yakni fasilitas yang kurang layak, kurang mendapat dukungan dari orangtua, serta rendahnya minat belajar anak–anak pesisir di Dusun Taipa. Sekolah Dasar yang terdapat di Dusun Taipa sudah bagus, walaupun masih ada beberapa bangunan kelas yang kurang baik. Kurangnya tenaga pendidik, serta kurangnya sosialisasi pendidikan pada masyarakat pesisir sehingga kurang pendidikan dianggap kurang penting dalam kehidupan, menyebabkan kurangnya dukungan orangtua dalam proses pembelajaran anak-anak mereka. Kurangnya dukungan dari orangtua juga merupakan salah satu permasalah yang krusial, karena anak–anak yang kurang mendapatkan dukungan dari orangtua mereka, ataupun memperhatikan pendidikan mereka akan sangat berdampak pada minat belajar mereka. Hal ini dikarenakan orangtua mereka menganggap bahwa pendidikan tidak terlalu penting, yang penting hanyalah mencari uang dengan membantu perekonomian keluarga mereka.

Penelitian ini dilatarbelakangi oleh permasalahan yang dihadapi semasa pembelajaran jarak jauh di daerah yang masih minim akses internet. Penelitian ini dilakukan untuk mengkaji kondisi pembelajaran jarak jauh, tantangan yang dihadapi serta upaya yang dilakukan untuk memaksimalkan proses pembelajaran dengan metode kombinasi daring dan luring di SDK Banua, salah satu sekolah dasar yang ada di Kabupaten Enrekang. Metode penelitian yang digunakan adalah metode kualitatif dengan teknik pengumpulan data berupa observasi dan wawancara. Adapun hasil penelitian menunjukkan bahwa kondisi pembelajaran di SDK Banua menggunakan metode kombinasi daring dan luring dimana pada metode daring kegiatan belajar-mengajar dilakukan melalui Whatsapp. Sedangkan untuk metode luring dilakukan melalui kunjungan ke rumah siswa untuk dilakukan proses pembelajaran. Selain itu, siswa diperbolehkan ke sekolah hanya untuk mengambil dan mengumpulkan tugas. Semasa diterapkannya pembelajaran jarak jauh, siswa lebih banyak diberikan tugas untuk mendorong keaktifan siswa dalam belajar. Model pembelajaran ini digunakan karena akses internet di Dusun Banua belum merata dan masih ada orang tua siswa yang belum memiliki anroid.