This study aims to explain the influence of the learning model "outdoor study" of the ability to communicate through writing or "paper" and the result of learning social-geography students. Learning model "outdoor study" done by the students conduct field observations and interviews. The ability to communicate through writing is measured based on the task of making "paper". Learning

This study aims to describe and understand the implementation of skills training

Kemampuan berpikir spasial siswa perlu ditingkatkan dan diterapkan dalam proses pembelajaran salah satunya dengan cara memilih model pembelajaran yang menuntut keaktifan siswa. Tujuan dari penelitian ini adalah untuk menganalisis pengaruh model pembelajaran EarthComm pada mata pelajaran geografi terhadap kemampuan berpikir spasial siswa SMA. Metode penelitian yang digunakan adalah Quasi Experimental dengan menerapkan post test only control group design. Sampel dalam penelitian ini berjumlah 66 orang siswa yang ditentukan secara acak. Teknik pengumpulan data diperoleh dari lembar tes kemampuan berpikir spasial yang telah diuji validitas dan reliabilitasnya. Soal tes dirancang sesuai indikator kemampuan berpikir spasial dan materi geografi. Analisis yang digunakan menggunakan uji Mann Whitney berbantuan SPSS 26.0 for Windows. Hasil penelitian menunjukkan bahwa nilai signifikansi (.000) dan nilai rata-rata kelas eksperimen lebih besar (76.58) dibanding kelas kontrol (66.61). Berdasarkan hasil tersebut dapat disimpulkan bahwa model pembelajaran EarthComm pada mata pelajaran geografi berpengaruh terhadap kemampuan berpikir spasial siswa SMA. Model EarthComm melibatkan siswa belajar secara aktif dan langsung dalam melakukan penyelidikan ilmiah yang terbukti mampu merangsang kesadaran siswa untuk mengetahui permasalahan dasar tentang kondisi dan letak geografis suatu kawasan.

East Java is one of the region which have a potentialnatural disaster. There are fourpotentialdisastersoccurredinthe region, namelyfloods, landslides, volcanic eruptions, and earthquakes. The disasterproved tohave a negative impacton people's lives. The impact ofthe disasteris due toa lack ofanticipationforcommunities to disastersthatoccurin thereenvironment. Topreventlong-term impact, environmental Education(EE) has astrategic roletoempowerstudents tohaveanticipatoryculture. This study is a preliminary research which aims to identify thecharacteristics of thedisaster which occurredinEast Java and conditions of disaster education at school. Object of the study is floods of the Konto river and landslides at Pujon district and the Kelud eruption at Pandansari Ngantang.This research uses descriptive analysis by reducing data, looking for determinant variables, and takes a conclusion. The research results show the natural disaster in research consists of flooding, landslide, and eruption. Floods and landslides occur on rainy season around December-January. Catastrophic floods caused by heavy rainfall and deforestation. While, the eruption depends on each mountain. The cause of disaster is material of eruption. Status of environment education at school is diverse, there is a region by mandatory local content-based with monolithic approach, and there is also region by elective with integrative approach. Load of the EE subjects is 2 credits, while the school is not compulsory be integrated to the main subject. In this study also be foud tha teachers do not have a EE model for anticipate natural disaster.

This research focuses on the professional development of teachers in rural areas based on digital literacy. It aims to measure the existing digital literacy and competence of rural teachers in Indonesia, Russia, and the Middle East and to assess the extent of digital literacy training provided to rural teachers for their professional development in these regions. In pursuit of this objective, a quantitative research method was incorporated into the study. The survey was conducted specifically for the research, and SPSS was used for statistical analysis. The report reflected the challenges that digitalization faces in rural areas and the differences in the provision of digital literacy training in Indonesia, Russia, and the Middle East. Various limitations are identified as hampering the integration of digital literacy in underdeveloped areas, such as the lack of proper digital infrastructure. However, the situation was found to be somewhat better in the case of Russia, with the teachers reporting the provision of adequate hardware and infrastructure, which were lacking in the cases of Indonesia and the Middle East. The same pattern was found in the case of the provision of digital literacy training opportunities in Indonesia and the Middle East, which lag behind Russia. All in all, it is imperative to develop introductory courses for using the internet and their general application for teachers in rural areas. Doi: 10.28991/ESJ-2022-06-06-019 Full Text: PDF