The Influence of Geospatial Technology-Based Learning Media on Students’ Spatial Thinking Ability
DOI:
https://doi.org/10.23960/jlg.v7.i1.82Keywords:
Geospatial Technology, Learning Media, Spatial Thinking, Spatial Thinking AbilityAbstract
The ability to think spatially is an essential competency in geography learning because it is directly related to the understanding of spatial phenomena. However, the practice of learning geography in high school is still dominated by conventional methods that do not support the development of these abilities. This study aims to analyze the influence of geospatial technology-based learning media on students’ spatial thinking ability. The study used a quantitative approach with a quasi-experimental non-equivalent control group design. The research subject consists of 2 classes, namely the experimental class that obtains learning using geospatial technology (ArcGIS Online) and the control class that obtains conventional learning. The research instrument is in the form of the Spatial Thinking Ability Test (STAT) which is compiled based on spatial thinking indicators according to Bednarz and Lee. Data analysis was carried out using normality test, homogeneity test, t-test, Size effect test (Cohen’s d) and N-Gain test. The results showed a significant difference between the experimental class and the control class. The improvement of students’ spatial thinking ability in the experimental class was in the higher category than the control class. Thus, geospatial technology-based learning media has a positive effect on improving students’ spatial thinking ability. This study recommends the use of geospatial technology as an alternative geography learning media to improve the quality of room-based learning.
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Copyright (c) 2026 Hazlinda Silaban, Novia Fitri Istiawati, Nyokro Mukti Wijaya, Dedy Miswar (Author)
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