The Covid-19 pandemic limits the space for teachers and students in the Geography learning process, thus affecting the achievement of the competencies and capabilities of geography students. The purpose of this research is to develop Ijen Geosites Mobile virtual field trip (M-VFTs) media to help facilitate Geography learning. This study aims to develop Ijen Crater Geosites based on Mobile Virtual Field Trips media based on 3600 Auto Stereoscopic and Geospatial Technology. This research is included in research and development by adopting the PLOMP model. The results obtained consist of making M-VFTs related to the Ijen Geosites study with interactive informative access that can be easily accessed by users. The results of this study can relate the risk of limitations in obtaining information during actual visits, especially in learning geography, so that it can help students learn to be active, independent and meaningful through observation and exploration activities.

This study has developed virtual reality learning media based on web learning as Mobile Virtual Field Trips (M-VFTs) with the object of the Baluran Conservation Area. The preparation of content is based on Geographical characteristics so that it can be used as a learning media to analyze phenomena in conservation areas. The development uses a plomp development model with formative assessments from teachers and students. Based on formative assessments, this media is suitable to be used as a Geography media learning, especially in understanding flora and fauna conservation material. Based on the findings in the field, this media can increase students' learning motivation and curiosity about flora and fauna conservation material. However, this media still requires future content design and instruction optimization. M-VFTs require integration with appropriate learning models. The suggested learning model is student-centred, so the teacher only functions as a guide. In addition, in optimizing the content design, it is possible to add stop sites from increasing student options in virtual visits to recognize the geographical characteristic of Baluran better.

The ability to solve problems is one of the fundamental skills in learning geography in this era. The SETS (Science, Environment, Technology, Society) learning model integrated with Google Earth makes it easier for students to use science and technological literacy as a tool to determine actions in solving problems. This study aimed to determine the effect of the SETS learning model integrated with Google Earth on the problem-solving ability of high school students. The method used is a quasi-experiment with a pretest-posttest control group research design. The research subjects consisted of 70 students (35 students in the experimental class and 35 students in the control class). The results showed that the increasement in problem-solving skills by students in the experimental class was higher than the control class. This research proves that the SETS learning model assisted by Google Earth has a positive effect on students' problem-solving abilities. However, SETS learning model integrated with Google Earth still needs to be further understood by students. So, in its implementation, it is necessary to give detailed initial instructions to students about the stages of learning and using Google Earth.