Tan, Ivy Geok-chin

In the current era, the utilization of WebGIS technology in geographical learning is not yet optimized by educators. This is due to the fact that their knowledge and abilities in this field are still limited. Consequently, it is crucial to identify the variables that impact the integration of WebGIS in educational settings. This research endeavors to ascertain the influence of age, teaching tenure, and teacher gender on the utilization of WebGIS. This research employed a quantitative approach with multiple linear regression analysis techniques. The sampling method involved distributing a Google form to member teachers who had attended a webinar on the use of geospatial technology for learning, which was conducted by the Geography Subject Teachers Association. The research results indicate that age, gender, and teaching period influence the use of WebGIS, with variations in the type of WebGIS used being minimal. The results also show a significant influence of the third variable on the use of WebGIS in geography learning (p less than 0.00036). However, the influence of the third variable on WebGIS use is only 17.5 percent, with the remaining variance explained by other variables. The length of teaching experience exhibits a positive estimated value, indicating that longer teaching experience is associated with greater WebGIS use. In contrast, age and gender have negative estimated values, indicating that younger people and male teachers use WebGIS more frequently. This data also indicates that the use of WebGIS in learning activities is still limited among teachers. Geography teachers continue to use GIS technology on a limited scale and in a limited number of materials. Besides, they have not yet been able to integrate it into various relevant materials. The aforementioned data leads to the conclusion that it is necessary to reinforce the use of spatial technology in the education of prospective geography teachers and to provide training and assistance in the use of spatial technology for teachers who have previously taught while continuing to investigate other variables that may influence the use of WebGIS in learning.

The Spatial-Based Learning (SBL) model, developed in 2018, has evolved through the application of various spatial techniques. Its 21st-century emergence prompts an analysis of its impact on critical thinking. This study aims to examine SBL's impact using Quantum Geographic Information System (SBL-QGIS) on undergraduates' critical thinking. Conducted in the Geography Study Program at the Faculty of Social Affairs, State University of Malang, during the 2023–2024 academic year, it used a controlled experimental design. Pre-tests and post-tests were administered, with 120 students divided into experimental and control groups. Critical thinking was measured by evaluating formulating problems, providing arguments, drawing conclusions, proposing alternatives, and making decisions. The study findings reveal significant improvement in critical thinking skills due to SBL-QGIS, highlighting its potential in geography education to foster critical thinking. These findings can provide empirical evidence regarding the effectiveness of SBL-QGIS as an innovative learning method. Practically, these findings can serve as a basis for encouraging the development of more technology-based and interactive curricula and teaching strategies, as well as motivating more educational institutions to integrate similar technologies into their teaching. Academically, these findings can support further research that explores the impact of SBL-QGIS on various other aspects of learning, such as problem-solving skills, creativity, and collaboration. Additionally, these findings are useful for policymakers in formulating educational policies that support the integration of technology in the learning process, especially in developing students' critical thinking skills.

Integration between technology, pedagogic, and knowledge are an important requirement in learning geography. This requires support from learning media that adapts to the times. This era's learning media focuses more on Augmented Reality, Virtual Reality, and other technologies that give students the impression that they are seeing an object directly. This article aims to develop metaverse-based learning media in Geo-Virtual Reality. The method used is ADDIE (Analysis, Design, Development, Implementation and Evaluation)., a pre-test and post-test were carried out to test the influence and effectiveness of the media on students' spatial thinking skills. The influence was measured using the Paired Sample T-test, while the effectiveness was analyzed uses the N-Gain Score. The research results show sig < 0.05, indicating that Geo-Virtual Reality (GVR) in learning affects students' spatial thinking skills. Meanwhile, the effectiveness test shows an N-Gain of 0.47 (medium level), which shows that the media can improve students' spatial thinking skills. However, what needs to be realized is that the use of media must be accompanied by a teacher who masters the content and can convey it to students to obtain optimal results.