Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

Abstract

This development study aims to 1) create a learning model that fuses e-learning, a mobile app, character building, and outdoor study and 2) determine the effectiveness of the EMCO learning model on student learning outcomes. This study uses a research and development design with the model of Dick and Carey. A product feasibility test is performed by the learning, media, and materials expert validators, and the product’s effectiveness is tested by students. The data analysis includes descriptive statistics to determine the product feasibility and an independent sample t-test to determine the effectiveness of the learning model. The results of the expert validation show that the EMCO model is in the very good category and does not need revision. The EMCO model has a learning syntax with four phases: LKPD (student worksheet), assessment instrument, learning media, and teaching materials. Results indicate that the EMCO learning model is effective in improving geography learning outcomes. The model has the advantages of 1) effective and innovative material delivery; 2) easy-to-use navigation keys to access the material; 3) attractive design; 4) availability of CBT (computer-based test); and 5) online learning media that can be accessed anytime, anywhere, and under any conditions. The research has a positive impact on students and is able to transform them into 21<sup>st</sup>-century learning agents.

Geographic-inquiry on virtual environment mobile application to support fieldwork based on blended learning

“…Cellular technology has been proven to support learning outside the classroom because of its many advantages [21], [27]. This research is different from previous studies whose findings were used to improve student geography learning outcomes, while this research shows that mobile applications designed with geographic inquiry to support fieldwork activities can develop students' geographic thinking.…”

“…There have been efforts to conduct fieldwork using mobile technology [18], including creating a virtual environment through [19] and virtual laboratory development [20]. There has been an experiment for outdoor geography learning using mobile applications [21]. Post-pandemic learning of geography uses blended learning [22], [23] because fieldwork is essential for students and affects their learning [24].…”

Volcanic Eruption Disaster Response: A Model for Assisting Children in Learning in Refugee Camps in Indonesia

“…The checking of the understanding of the activities is carried out after the delivery of all the material; 5) Reflection and conclusion of the material are done at the end. This is following explaining that the cooperative learning syntax consists of six main components [11], namely: Cooperative Learning Syntax 1) Phase 1 Delivering goals and motivating students 2) Phase 2 Presenting information 3) Phase 3 Organizing students into groups learning 4) Phase 4 Guiding group work and study 5) Phase 5 Evaluation 6) Phase 6 Giving rewards. Teacher behavior, in this learning syntax, 1) Delivering all the objectives to be achieved during learning and motivating students to learn 2) Presenting information to students by way of demonstrations 3) Explaining to students how to form study groups and helping each group make the transition efficiently 4) Guiding study groups as they do their assignments 5) Evaluate learning outcomes about the material that has been studied or ask groups to present their work 6) Appreciate both individual and group efforts and learning outcomes.…”

The Teacher's Electronic Cartographic Online Platform as a Modern Tool and Resource for Studying Geography

“…Based on the developments of H. Prastiyono et al [20], who believe that electronic learning models are able to transform students into 21st century learning agents, we can highlight their following advantages:…”