KECERDASAN SPASIAL DALAM PEMBELAJARAN GEOGRAFI DI SMA DAN PERGURUAN TINGGI

I Komang Astina, Yusuf Suharto, Bigharta Bekti Susetyo, Aimmaul Allifah, Muchammad Akbar Kurniawan, Saiful Amin, Sari Dewi, Linda Maulidiah

Abstract


Abstrak: Penelitian ini bertujuan untuk mengukur kecerdasan spasial geografi pada jenjang sekolah menengah atas dan perguruan tinggi. Jenis penelitian ini adalah kuantitatif dengan teknik survei yang dilakukan di SMAN 1 Ponorogo dan Jurusan Geografi Universitas Negeri Malang (UM). Instrumen berpikir spasial menggunakan indikator analisis, pemahaman, representasi, aplikasi, skala, dan interaksi spasial. Analisis data dilakukan dengan menerapkan metode statistik deskriptif, khususnya dalam bentuk persentase. Berdasarkan hasil penelitian, tingkat kecerdasan spasial di SMAN 1 Ponorogo berada dalam kategori sedang dengan persentase mencapai 68,02, sementara di Jurusan Geografi UM termasuk dalam kategori rendah dengan persentase sebesar 61,37. Perbedaan tersebut dipengaruhi oleh tingkat kesulitan soal kognitif yang lebih tinggi di perguruan tinggi serta variasi latar belakang pendidikan mahasiswa yang berasal dari berbagai jenjang sekolah menengah atas. Penelitian selanjutnya disarankan untuk membandingkan model pembelajaran inovatif terintegrasi teknologi geospasial (GIS, AR), melakukan penelitian longitudinal, evaluasi kurikulum, pelatihan guru/dosen, studi komparatif, serta integrasi kecerdasan spasial dengan life skills guna meningkatkan kemampuan berpikir spasial.

 

Abstract: This study aims to assess geographic spatial intelligence among students at both high school and university levels. This type of research is quantitative with survey technique conducted at SMAN 1 Ponorogo and Department of Geography, State University of Malang (UM). The spatial thinking instrument uses indicators of analysis, understanding, representation, application, scale, and spatial interaction. The data analysis employed descriptive statistical methods, specifically utilizing percentages. The findings indicated that spatial intelligence at SMAN 1 Ponorogo fell into the medium category, with a percentage score of 68.02, whereas at the Geography Department of UM, it was categorized as low, with a percentage score of 61.37. This difference is influenced by the higher cognitive level of questions in college and the diverse educational backgrounds of students from high school. Future research is recommended to compare innovative learning models integrated with geospatial technology (GIS, AR), conduct longitudinal research, curriculum evaluation, teacher/lecturer training, comparative studies, and integration of spatial intelligence with life skills to improve spatial thinking ability.


Keywords


Spatial Intelligence; Geography Learning; Senior High School; College

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DOI: https://doi.org/10.31764/geography.v13i2.33108

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