Effectiveness of Maps & Globes in Social Studies' Teaching

Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017), 2018

Map is required many disciplines to present information. Various professions and occupations require maps to support their activities. Social Studies as the first subject in schools has a great responsibility to teach and build map literacy. Presenting map as an alternative media and learning resources and developing it into a learning model are strategic efforts to realize a powerful Social Studies learning. A concept from the United States which is adequate in affecting curriculum of the latest social studies education prevailing in Indonesia today. social studies are the first subject to introduce map in school, has a great responsibility to teach and build map literacy. This article aims to identify maps usage in Indonesia secondary school IPS lessons. It would reveal teachers perception on assumption that IPS will be powered by the application of map literacy in learning. Research result exhibits that the utilization of map has not been optimal because the map is still limited as a medium to merely present a location. The majority of teachers are very confident that by utilizing maps in social studies learning would make social studies meaningful, challenging, value-based, integrative and active (powerful). These results ultimately suggest that map literacy is a necessity for learners in Indonesia and teachers are very supportive for the development for a model of learning-based literacy map that is able to realize a powerful IPS learning.

EFFECT OF TEACHING THROUGH CONCEPT MAPPING ON ACHIEVEMENT IN SOCIAL STUDIES, 2019

This study revealed the impact of teaching through Concept Mapping in Social Studies' components. The sample selected for the study consists of 40 students from class-VIII, of Govt. Senior Secondary School, Uplana, Karnal. The experimental method is selected in which the one-Group Pre-test Post-test design was used. The students were taught using concept mapping teaching technique. The results show that students taught through concept mapping have higher achievement. In nutshell, concept mapping enhances meaningful and active learning and it also provides wider scope to curriculum developer in social studies and other sciences. Preamble: The student population as there is exceptionally heterogeneous and there are broad differences in the intelligence, abilities, aptitudes, interests and goals of students, as well as, the diversities, in the needs of society are recognized. Some students seek the simple; others the complex; some pursue the concrete; others the abstract; some are interested in the known; others in unknown. It is the rare student indeed, who can master the spectrum, even though the conditions for teaching and learning may be ideal.

Participatory Educational Research

The study examined the effects of the use of instructional materials (Geoboard and Geographical Globe) on students' performance in mathematics in Sabon Gari Local Government Area of Kaduna State. Three hundred and fifty students were randomly selected from four secondary schools and used as sample for the study. The sample was divided into two groups-experimental and control. The study was quasi experimental design. A pretest was first given to both groups to ensure that they were homogeneous. Then the experimental group was taught mathematics using instructional materials like Geoboard, and Geographical Globe for six weeks while the control group was taught same topic with experimental group for same period but without the use of instructional materials. Both groups were post tested. A Mathematics Achievement Test (MAT) with a reliability coefficient of 0.78 calculated using split half methods served as the instrument of the study. Two research questions were asked and two hypotheses were formulated to guide the study. Some of the findings of the study include: Significant difference existed between the experimental and the control group with p=0.02.; it was also discovered that there was no significance difference between the performance of male and female when taught mathematics with the use of Geoboard and Geographical Globe. Finally, it was recommended that mathematics teachers should use such as Geoboard, and Geographical Globe in their teaching

Romanian Review of Geographical Education, 2021

In this study, the stages of creating a dynamic map in Microsoft Excel w i th the r api d prototyping instructional design model developed by Tripp and Bichelmeyer are explained to support and improve students' global awareness in social studies l essons in Turkey. The dynamic map was created in four general stages in the study , i n w hi ch the waterfall design model was adopted. First, the needs and content anal ysi s of the study were conducted for this aim. In the second stage, an algor i thm w as cr eated i n line with the determinations of the first stage, and, within this framework, the prototype of the dynamic map was designed in Microsoft Excel. In the third stage, the working status of the dynamic map was checked, the design process w as com pl eted, and the distortions on the coordinate system were eliminated. In the last stage, the dynamic map was evaluated by three experts, and the final prototype was created based on their feedback. The study was conducted using action research, the reflections of the acquisitions in the dynamic map are evaluated descriptively, and the opinions about the dynamic map are evaluated with content analysis. According to the obtained results, the dynamic map can reflect the acquisitions, concretize the content, and increase students' map literacy levels, but it also requires teacher support. In addition, the map also supports the competencies in teaching programs with mathematics and learning skills. Suggestions based on these results are also pr ovi ded for educators and researchers.

13 ICLEHI & 2 IRCMALS, BANGKOK 23rd – 24th February, 2019, 2019

This study was a classroom action research, CAR. The research design was used as a research methodology with a Single Group Pretest-Posttest experimental design. The objective of this research was to compare learning achievement in Geography of ninth grade students before and after using geographic process and graphic organizers. The geographic process consisted of five steps; 1) asking geographic question, 2) data collection, 3) data organization, 4) data analysis and interpretation, 5) drawing conclusion to answer the question. In term of the graphic organizers, there were five types; concept map, mind map, diagram, table, and fishbone diagram. The target group was 30 ninth grade students from the Pramochwittayaramintra School that is the school network for the internship of the pre-service teachers, College of Teacher Education, Phranakhon Rajabhat University, Thailand. The experimental instrument consisted of daily lesson plans based on the geographic process and graphic organizers. The duration of the experiment was 10 periods, 1 hour per period and 1 period per week. The data collection instrument was Geography learning achievement test. The data was analyzed by using arithmetic mean (x̄), standard deviation (S.D.) and t-test. The result found that the learning achievement in Geography of ninth grade students after using geographic process and graphic organizers was higher than before the experiment with the statistical significance level of .05.

Geosfera Indonesia

This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field ...

1953

The research investigates the effects of activity-based method of teaching on students' performance in the concept of map reading in Geography in Mangu L.G.A. The research was Quasi -experimental in nature that utilizes pre-test posttest control group. 50 students were randomly selected and divided into two groups of 25 students each. The sample comprises of ten (10) students both male and female from five (5) selected Secondary Schools, comprising Government and Private. Geography Achievement Test (GAT) was used to collect data. In order to analyze the data, t-test, mean score and standard deviation were used. This t-test of independent sample was used to test the hypothesis formulated for the study at 0.001significant level. The result shows that experimental group performed significantly better than the control group due to the use of activity-based teaching method as a strategy for teaching map reading. Therefore, geography teachers are to utilize the activity-based strategy in teaching practical geography.

ATBU Journal of Science, Technology and Education, 2016

The study examined the effects of the use of instructional materials (Geoboard and Geographical Globe) on students’ performance in mathematics in Sabon Gari Local Government Area of Kaduna State. Three hundred and fifty students were randomly selected from four secondary schools and used as sample for the study. The sample was divided into two groups- experimental and control. The study was quasi experimental design. A pretest was first given to both groups to ensure that they were homogeneous. Then the experimental group was taught mathematics using instructional materials like Geoboard, and Geographical Globe for six weeks while the control group was taught same topic with experimental group for same period but without the use of instructional materials. Both groups were post tested. A Mathematics Achievement Test (MAT) with a reliability coefficient of 0.78 calculated using split half methods served as the instrument of the study. Two research questions were asked and two hypot...