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Geography Education Research in Indonesia:

Retrospect and Prospect


Dwi Angga Oktavianto1
oktavianto.angga7@gmail.com
1
SMK Negeri 1 Binuang

Abstract: Geography Education Research has long been part of the development of
Geography in Indonesia. So far there has been no research on the condition of
Geography Education Research in Indonesia. This study explores articles about
Geography Education Research that are sourced from journals produced by
departments or faculties of Geography in Indonesia and have been indexed by
SINTA. The results of the exploration are then analyzed to retrospect the research that
has been done and try to look at the prospects of future geography education research.

Key Words: Geography Education Research, SINTA Index

1. Introduction
The concern towards geography educationresearch in Indonesia is needed. Indonesia has many
geography education majors. Based on the National Accreditation Board of Higher Education (BAN-
PT), Indonesia has two doctoral degrees, five master degrees, and 47 undergraduate degrees program
of Geography Education (BAN-PT, 2018). Whereas for Geography study program there is one
doctoral degree, two master degrees, and 10 undergraduate degrees (BAN-PT, 2018). The
development of geographic education research is expected from many majors in Indonesia. Master
students and their geography lecturers are still hesitant and reluctant to conduct geographic education
research, discuss geography education theory, and publish in particular journals designed for
geography education (Brown, 1999). Roger Firth said that better informed theoretical knowledge and
can be able to connect between knowledge, curriculum and pedagogy, so the development of
geographic education research specifically is needed (Jones, 2013). However, the geographic
education research in Indonesia has not been satisfying in quantity and quality.
Geographic education research is part of geographic research and educational
research. Geographic education research is a research in geography and in education overlaps' What is
geographic learning? What is the nature of geographic knowledge? What skills enhance geographic
learning? (Bednarz, 2000). The condition of geographic education research in Indonesia must be a
basis for describing what has been done, and then how to develop it in the future. The way to find it
out is observing journal (Lambert, 2010) which allows it to accommodatefindings, ideas or anything
about geography education.
The theme of geographic education research is so broad. Teaching and learning are the main
themes in geographic education research (Healey, 2005) . Environmental education is one of
interesting theme in geographic education research (Bednarz, 2006). Textbooks can be used as
references to find the quality of geography education (SW Bednarz, 2004) . The material of teaching
is important in geography learning and must be studied to have high quality of teaching (Hill,
1994). Learning outcomes are an indicator of succeed in geography learning and need to be
studied (Teh & Fraser, 1995). Designing, using, and evaluating multimedia learning in geography is
very important as part of assessing the effectiveness of learning media (Krygier, Reeves, DiBiase, &
Cupp, 1997). The teacher is one of the main elements in learning georgraphy (Firth & Winter,
2007) . Students who are studying geography are the can lead them to success in geography
education (Pain, Finn, Bouveng, & Ngobe, 2013) . The existence of these themes will make the
researchers reference in analyzing geographic journal articles to be used as a reference and foundation
in geographic research development in Indonesia.
Journal as the medium of communication between practitioners of geographic education research
is very important. Since 2017 the Ministry of Research and Technology of Higher Education builds a
database index system for journals in Indonesia, named SINTA (Ristekdikti, 2018) . SINTA can be
used as a reference to determine the quality of a journal. Journals relating to geographic education
research to be analyzed by relying on data from SINTA.

2. Methodology
This study used a grounded theory method such as document analysis, one form of qualitative
research (S. Bednarz, 2000) . This study looks at geographic education journals and geography
journals published by agencies related to the faculty or geography department and indexed
SINTA. Therefore, there are three stages of this research. First, searching for journals in SINTA
which are published by geography agencies or geography education based on the ranking of
SINTA. Secondly, counting journal documents (articles) related to geography education
research. Third, the stage of analysis and interpretation.
The SINTA journal search that contains a lot of journal articles is done by using the
keywords; geography education, environmental education, learning, teaching materials, learning
outcomes, textbooks, multimedia, teachers, students. These keywords will be used as a benchmark
whether or not the journal articles are included in geography education research. This is to obtain data
of the intensity of geography education research is published in a journal.

Having database of Counting and checking Analyze and


the jounal which published about the article about interpret articles
geographic education
by geographic institution
research
based on the rank in SINTA

3. Findings and Discussions

3.1. Findings
This study was conducted in February 2019 on the indexed journals of SINTA, a group of geography
or geography education, issued by geography or geographic education institutions and in which it is
possible to include geography education research. Based on these criteria, the following data are
obtained;
Table 1. Journal of Geography that has been indexed by SINTA
Index Level Total Journal’s Name Institution

S1 1 Indonesia Journal of Fakultas Geografi UGM


Geography*
S2 2 Forum Geografi Faculty of Geography UMS
Majalah Geografi Faculty of Geography UGM
Indonesia
S3 2 Jurnal Geografi Geography Education Major
Faculty of Social Science
Medan State University
Jurnal Pendidikan Geography Education Major
Geografi Faculty of Social Science
Malang State University
S4 4 Media Komunikasi Faculty of Law and Social Science
Geografi Ganesha Education University
Geo-Image Geography Major
Faculty of Social Science
Semarang State University
Jurnal Geografi : Media Geography Major
Informasi Pengembangan Faculty of Social Science
dan Profesi Kegeografian Semarang State University
Spatial: Wahana Faculty of Social Science
Komunikasi dan Informasi Jakarta State University
Geografi
S5 4 Jurnal Spasial: Penelitian Gegraphy Education Study Program
dan Terapan Ilmu Geografi STKIP PGRI West Sumatra
serta Pendidikan Geografi
GeoEco PKLH Master Degree Program Sebelas
Maret University
Jurnal Tunas Geografi Geography Education Major
Faculty of Social Science
Medan State University
Edu Geography Geography Major
Faculty of Social Science
Semarang State University
Source: http://sinta2.ristekdikti.go.id/ (Accessed by the Author in February 2019)

The number of geographic journals to have in a forum for communication for geographic
education researchers is only 13 journals that indexed SINTA. As quantity it is so small number
compared to the thousands of journals that have been indexed by SINTA. However, on the quality
side, the articles published by these journals should be high quality articles. Unfortunately in this
study it did not include researching the quality of journal articles.
Table 2. Number of Geography Education Research Articles in Indonesia based on data of SINTA
The Level of Index The Number of The Number of Articles about Percentage (%)
SINTA Research Articles Geography Education
S1 479 3 0,63
S2 1056 7 0,66
S3 318 76 23,53
S4* 200 35 17,5
S5** - - -
Source: Author Data, 2018 (processed from SINTA data record)

3.2. Discussions
Geography education based on Table 2. is not an interesting field as a theme of geography research in
Indonesia. The Indonesian Journal of Geography, which is the only Scopus indexed journal in
Indonesia in geography, provides less geography education research. SINTA record data shows 3
articles or 0.63% out of articles about geographic education research themes. These three journals
have two categories, namely articles on environmental education, two articles and the other about
geography education in the village. This implies that the Indonesian Journal of Geography issued by
the Faculty of Geography UGM can accommodate geography education studies related to
environmental education, based on existing departments in the Faculty named Environmental
Geography. This is relevant with Bednarz (2006) who states that education about the environment is
very interesting to be studied by geographers.
There are two journals that are included in the Master degree in SINTA category, the Forum
Geografi, which is produced by the Faculty of Geography UMS and the Majalah Geografi published
by the Faculty of Geography UGM. Less articles on geographic education research were found in
these two journals, less than 1%. Articles included in the Forum Geografi journal such as one article
about students, one article about learning, and articles about teacher. Meanwhile, in the journal
Majalah Geografi found; one article of education, two articles of teaching, one article of students and
environment. Based on the data obtained, it can be concluded that geography education studies
published in the journal indexed by S2 SINTA index are more diverse than those published on the S1
Index of SINTA.
The three articles are interesting to have further discussion, such as two articles on teaching and
one article on education, which were published in the early edition of Majalah Geografi, in 1988 and
1990. These three articles are; Highlighting the Imbalance of Geography Teaching (Daldjoeni &
Purnomo, 1988) , A View of Geography Study Materials in Pre-Higher Education (Bintarto, 1988) ,
and Implementation of Space Science Teaching in High Schools based on the 1984 High School
Curriculum (Sumirat, 1990) . These three articles state geography academics' interest or interest in the
field of geographic education research, especially at high school education. The 1988 article also
states the beginning of geographic education research in Indonesia.
One of the first edition of Majalah Geografi has the article of Bintarto. We knew that Bintarto is a
well-known geography scientist in Indonesia, and he is very interested in geography education. It
means geographic research was supported by experts. Four years after the official geography entered
the school curriculum, the 1984 curriculum, Bintarto stated that the main problem with geography
education in high school was the number of textbooks and geographic learning (Bintarto,
1988). Another thing that he concern with was the need for thinking and improving the geography
curriculum (Bintarto, 1988). It means geography education that has been evaluated in these four years,
and the geography curriculum needs to be reviewed. Curriculum evaluation is also implied by
Sumirat's (1990) article, which states that teaching about space stuff must be taught
geographically (Sumirat, 1990) .
The second edition of Majalah Geografi contains an article on geography education. In this edition,
initially the geography which in the 1984 curriculum became a core subject was separate, separate
from social subject. However, unfortunately geography has not been taught since the first grade of
high school (now named 10th grade) (Daldjoeni & Purnomo, 1988) . Other problems in the 1984
curriculum include; the reversal order of the material was delivered, spatial concepts did not
emphasize the material, textbooks for high school had not been written by the teacher (Daldjoeni &
Purnomo, 1988) . From these various problems, the teachers were not sure about to achieve
geography learning goals, the purpose of deliver material; to develop critical and creative ways of
thinking, form a rational attitude and be responsible for problems that arise as human interactions and
nature (Daldjoeni & Purnomo, 1988). On the other hand, a solution was also offered in the article,
namely the formation of teacher associations in the term of MGMP (Subject Teacher Conference)
geography, geography learning must be done indoors and outdoors, and the need for cooperation
between teachers and lecturers in writing textbooks for high school (Daldjoeni & Purnomo, 1988) .
The focus of geographic education research on Geography Magazine, although it only consists of
three articles is so various and used as a reference for subsequent geography researchers. This is
relevant with the opinions of foreign experts who also focus on geographic education research, that
textbooks (SW Bednarz, 2004) , curriculum (Teh & Fraser, 1995), teachers (Firth & Winter, 2007) ,
and students (Pain et al. , 2013) is such an interesting research in geographic education research. As a
milestone in the development of geography education, in the late 1980s to the early 1990s it was the
beginning of geographic education research in Indonesia.
Table 1. shows that two journals by geography institutions in SINTA S3 index, namely the Jurnal
Pendidikan Geografi published by the Department of Geography of the State University of Malang
(UM) and the Journal Geografi by the Geography Department of Medan State University
(Unimed). Nearly 25% articles that published are articles of geographic education research. But it is
actually less encouraging. The reason is since it has specific name, namely Jurnal Pendidikan
Geografi, but articles in the form of geography education are not dominant. This also confirms that
geographic education research is not interesting compared to geographic research.
The analysis was focused on UM Jurnal Pendidikan Geografi. It is due to the expectation to
provide a complete explanation of geographic education research. Another consideration is UM as the
university that already has a doctoral degree in Geography Education and pioneered the earliest
master program in Geography Education. Based on these reasons the researcher believes that the
Jurnal Pendidikan Geografi has complete data on the development of geographic education research
in Indonesia. Articles related to education first appeared in Jurnal Pendidikan Geografi is the Role of
Education in Improving the Quality of Human Resources (Suharto, 1996). The article connects
geographical problems such as population growth rates, educational product disparities and the needs
of labor in the industry and provides suggestions that education can overcome these
problems (Suharto, 1996). Moreover, there are articles related to teaching, with entitle Teaching
Social Studies in Australia (Hllricllhyon, 1996) . This article is the only article written by foreign
academics in this journal. Social studies in Australia learn about society and the environment, in
Indonesia it is same as geography (Hllricllhyon, 1996) .
Outdoor geography learning has also been carried out by geography educators in Indonesia. This
can be seen in the article entitled The Effect of Outdoor Learning on Knowledge and Attitudes of
Environmental Preservation of Bachelor degree program of Geography Education Students (Purnomo,
2016). Based on this article it can be concluded that the idea of outdoor learning in geography
education was delivered by Bintarto (1988). The findings state that outdoor learning fosters an
environmentally caring attitude to students (Purnomo, 2016) .
The education of disaster also being concern for geographic education researchers. Landslide
Disaster Preparedness Education For Early Childhood Students With Media Based Fairy Tales
Method Pop Up Book In Day Care of Dewi Sartika, Bergas District (Benardi, 2018) . This study
reveal the efficacy of compiling guidance of learning methods by storytelling to day care children
with the Pop Up Book model (Benardi, 2018) .
Geographic education research with experimental research methods, classroom action research
(CAR), and research & development (R & D) in the 2010 decade until now dominated research with
the aim of knowing the effect of a learning model on students' thinking abilities and student
skills. The Effect of Project-Based Learning Model on the Ability of Writing Geographic Scientific
Work High School Students (Baidowi, Sumarmi, & Amirudin, 2015) is a study that examines the
effect of a learning model on writing skills. Meanswhile, the other studies search about the influence
of learning models, among others; review of Trefffinger's learning model on critical and creative
thinking skills (Sari & Putra, 2015) , the influence of inquiry learning models on learning
outcomes (Ambarwati, 2017) , the influence of guided inquiry on (Huda, 2017) , combining problem
based learning and team games tournament to rise the interest and learning outcomes (Purba, Fatchan,
& Susilo, 2016) , Jigsaw on learning outcomes (Hananingsih, Amirudin, & Juarti, 2018) .
The research of R & D produces many books, teaching materials and student
worksheets. Development of local wisdom-based teaching materials (Tanjung & Fahmi, 2015), then
digital teaching materials (Putri, Sholihah, Handayani, & Sumarmi, 2018) is an interesting geographic
education research in utilizing technological advances and local knowledge. Development of teaching
materials based on the atmosphere (Saputra, 2015) , lithosphere (Utomo, Sumarmi, & Susilo, 2015),
mining materials (Prawindia, Fatchan, & Astina, 2016) have also become geographic research interest
in Indonesia. This is also the acceptance of Bintarto challenge (1988) that challenges geography
educators to produce quality teaching books or materials.
Research on geography teachers was also part of the 2010's geographic education
research. Research on teacher readiness in disaster-prone areas (Ardiansyah, 2017) is a great
research. It provides an illustration of adult educator about their readiness to face disasters.
Furthermore, their readiness can be delivered to students. In 2010 the geographic education research
as great interest to geographical academics in Indonesia has begun.

4. Conclusion and Suggestions


4.1. Conclusion
Geographic education research in Indonesia since 1988. It proves that geography academics have
been interested in geography education research. Most research is observation and writing narratives,
concerning the condition of geography teaching in schools about teachers, curriculum, textbooks, and
students who study geography. Geographic education research in 1990s until the 2000s in Indonesia
developed poorly due to the lack of interest for geography educators in conducting geographic
education research. This might be due to the absence of a master and doctoral degree programs of
geography education institution at that time. Moreover, what makes harder for geographic education
research is geography education lecturers are interest in research about geography than geography
education.
Geographic education research in Indonesia developed well in 2010s. This can be seen from the
various theme of geographic education research and the various geographic research methods
used. The disadvantage is the lack of geographic education research using qualitative research
methods. In addition, there is no particular geography education journal in Indonesia that has
international index such as scopus index. This problem can be a barrier to geographic education
research since if it is only published in national journals, the development of geographic education
research is difficult to develop well, because it is limited to national scale only. The basic and
communication need to collaborate with foreign geography education experts.
4.2. Suggestions
The moment of geographic education research development in Indonesia needs to be maintained and
improved by geography education academics. It is needed to involve geography educator associations
as catalysts for geographic education research in Indonesia, such as involving high school geography
teachers in researching and writing journal articles. Moreover, it is important to make the geography
education journals to have scopus index in order to improve geographic education research quality in
Indonesia, and in order to establish cooperation in geographic education research with foreign
academics.

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