This study aimed to determine the effect of the earthcomm learning model in increasing environmental awareness in high school students. Increased environmental awareness is a representation of students' knowledge, attitudes, behaviors and skills in solving environmental problems. In addition, this study was conducted to know the differences in student activities between classes using the earthcomm learning model and conventional learning models. The study used quasi-experimental design. The data was taken using an instrument of environmental awareness at the pretest and posttest in the experimental and control classes involving high school students in Malang City, Indonesia. Data were analyzed using ANCOVA with SPSS version 23 software for Windows. The results of the study prove that the earthcomm learning model has a significant influence on changes of knowledge, attitudes, behaviors and skills in solving environmental problems in high school students. Students' activity in the experimental class was more active than the control class.

Geography learning is meaningless if it is not followed by the development of students' spatial thinking ability. Research aimed to 1) determine the effect of earthcomm learning and conventional learning on geography learning outcomes, 2) find out the effect of spatial thinking ability on geography learning outcomes, 3) find out the interaction between the application of earthcomm learning and spatial thinking ability on geography learning outcomes. Research used a quasi-experimental non-equivalent control group design. The research sample was taken from three high schools in Malang City, Indonesia. Geography learning outcomes data were obtained from paper-based test and spatial thinking ability data obtained from spatial thinking test instruments. Data were analyzed using Two Way ANOVA test using SPSS devices. The results of the research, 1) there is an effect of the application of learning to students’ geography learning outcomes, 2) there is an influence of the ability of spatial thinking on geography learning outcomes, 3) there is no interaction between the application of learning and spatial thinking on geography learning outcomes. Efforts to improve learning outcomes and spatial thinking ability are needed by students to face the challenges of global competition. Keywords: Earthcomm learning model, geography learning, geography learning outcome, quasi experimental, spatial thinking ability.

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E-module was used as a guide to activities in the blended learning process. The purpose of this study was (1) to find out the implementation of learning using emodules with blended learning, (2) to determine the effect of using e-module with blended learning on student disaster preparedness, (3) to determine the effect of using e-module with blended learning on student innovation in designing learning media. The research method was quasi-experiment using pretest-posttest with nonequivalent control group design and independent sample t-test as data analysis. The research subject was the third-year students from geography department of 2017. The measurement of disaster preparedness and innovation in designing learning media used essay and assessment rubric. The results showed that there was an influence and compatibility of e-modules with blended learning on student disaster preparedness as well as in designing learning media and students were most interested in floods, earthquakes, and COVID-19.

The purpose of this study was to: (a) to determine the effect of problem-based learning on learning outcomes; (b) to determine the effect of problem-based learning on disaster education abilities; (c) to know the effect of experiential learning on learning outcomes; and (d) to know the effect of experiential learning on disaster education abilities. This study used an experimental design with a pretest-posttest control group design. Data collection used observation sheets, which is questionnaires as an instrument of the implementation of learning models and education, and a tests that were used to know the learning scores. The results obtained was tested by ANOVA using SPSS for windows version 21. The results showed: 1) there is a significant influence of problem-based learning models on learning scores; 2) there is a significant influence of the problem based learning model on the disaster education ability; 3) there is a significant influence of experiential learning model on the learning scores; 4) there is a significant influence of the experiential learning model on disaster education abilities. The experiential learning model has higher influence to learning value than to problem based learning. The experiential learning model has higher priority on the disaster education abilities than on problem-based learning.