This research aims to know the effect of active debate method assisted by iSpring Suite on motivation and Geography learning outcome. This is a quasi-experimental research with quantitative to describe research results. Research subject is students in XI IS 1 class as the experimental group and students in XI IS 2 class as the control group in Senior High School 1 Mayong, Jepara Residence, Indonesia. Data of motivation level was collected by questionnaire, meanwhile the cognitive learning outcome data was collected by test. Based on research results it was known that: (1) there is an effect of active debate method assisted by iSpring Suite on Geography learning motivation, and (2) there is an effect of active debate method assisted by iSpring Suite on Geography learning outcome.

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This study is to expose the effectiveness of the active debate method in supporting student activity in geography learning as well as to find the appropriate strategy to optimize it. This study was a case study by taking ninth-grade students of social science class of SMA Negeri 1 Mayong of academic year 2016/2017 and it was conducted within three meetings. Data were based on observation, documents, and students' activeness sheet, and analyzed with percentage description by using determined criteria to conclude the result. Meanwhile, detailed strategy concerned effective method was based on the participant observation followed by checking member performance and implementation. The results showed that student activity for the first meeting was good, for the second meeting was very good, and for the third meeting was very good as well. In conclusion, the effectiveness of active debate method in geography learning is very good. The strategy applied also contributed to optimize students' activity. Kata kunci: efektivitas pembelajaran, debat aktif, pembelajaran geografi

Climate change is very influential in human life. Climate change has a strong correlation with water usage and its existence in the world. This research was conducted to analyze the water efficiency as an effort to modify climate change. The research area was conducted on the social cluster buildings campus of Semarang State University (UNNES), Semarang, Indonesia. The building of social clusters consists of three faculties, the Faculty of Social Science, the Faculty of Economic, the Faculty of Law. The research area was chosen due to located on the hilly preserved area. The lack of management will lead to worse conditions, and it will harm the surrounding area considering its area function. Database simulation on this research was analyzed by using the EDGE application that was initiated by the World Bank. By using the EDGE application, the project analysis is getting faster, easier, efficient, and more affordable. The result revealed that water efficiency in social cluster buildings is 0 %. This percentage was classified as a low score under the minimum percentage of water efficiency standards (20%). Based on the low-level water efficiency, this research carried out five-level simple scenarios considering the condition of building management in the social cluster of Semarang State University. Furthermore, by implementing the water efficiency scenarios, the percentage increase up to 37.86% with 19,095.02 m3/yr of water-saving calculated by EDGE application and extra 82,250 m3/yr calculated by manual calculation.

Spatial thinking is an important competency that needs to be formed in the era of technology 4.0 so that students can master spatial concepts in Geography learning so that a cutting-edge technology-based learning media is needed. One of the potential learning media to support the formation of spatial thinking is WebGIS. The advantages of WebGis in learning are:(1) Facilitate the application of spatial concepts in Geography learning by collecting, representing, and analyzing spatial data in the form of maps so that students can understand it. (2) Using WebGIS in education can help students develop the ability to think spatially, critically, and adapt to the inquiry process, which includes exploration, data processing, and conclusion in order to produce scientific discoveries.(3) Compared to other popular geospatial technologies (ArcGIS and Quantum GIS mapping applications), The method used is a literature review (literature study) with data in the form of qualitative descriptions. The data collected comes from secondary data using relevant literacy sources both online and offline. Based on the analysis conducted, it can be concluded that WebGIS is relatively easy to use for both students and teachers because the system's base is a website so that it can be accessed by anyone, anywhere and anytime without requiring complicated installation or configuration. Utilization of WebGIS is easy. It supports simple and flexible tools because they can be used in all Geographical Basic Competencies in Senior High Schools. Steps to using WebGIS can be done by (1) Students are directed to collect and convert verbal or written information into spatial information on WebGIS. (2) The spatial information collected can be seen through WebGIS so that students can find out various kinds of spatial patterns. (3) The spatial pattern can be used by students for more in-depth geographic analysis activities