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The purpose of this study is to find an authentic assessment in field study activities that can be used to shape the professionalism of geography teacher candidates. The method used in this research is Research and Development. Research instruments: documentation study guidelines; model authentic assessment; Instruments for prospective professional teachers with peer ratings. Authentic factual model assessment limited testing of students at the Jakarta State University Geography Education. The factual model was improved to be retested. The hypothetical model was tested on 120 respondents in geography education students at Jakarta State University & Indonesian Education University. Data analysis used by path analysis, with the help of AMOS software program 5. The type of authentic assessment is positively related, namely the performance appraisal of tool use (0,36) and project assessment (0,24), which has a negative relationship namely attitude assessment (-0,13), presentation performance (-0,14), and portfolio assessment (-0,40). Teacher professionalism includes four competencies. Field study can make personality and social competencies of geography teacher candidates, but it lacks in making pedagogic and professional competences.

This paper’s fundamental problem is building national character through social studies based on Society 4.0 in the post-COVID-19 pandemic. This is because the learning process during the COVID-19 pandemic takes place online using a platform to support learning. The use of the platform is a problem that has not been touched on, namely, the formation of student character. This study uses a qualitative approach to produce an overview of social studies learning methods based on the national character to improve teacher professional competence. A total of 35 social studies teachers were taken as samples. The results obtained in this study, namely the solution in the form of developing learning methods that tend to be monotonous, which so far have been carried out, must be combined with methods that provide more space for students to develop their potential. In this connection, national character is interpreted as a way of thinking and behaving that shows the differences of everyone to live and work together for a better life for society and the nation. The 2013 curriculum on social studies subjects was developed as an integrative social studies subject, not as separate disciplines. Social studies subjects are, of course, applicative-oriented education, as the development of inquiry abilities, learning abilities, and character education such as curiosity, creativity, honesty, and the development of a caring and responsible attitude towards the surrounding environment and social relations. [ABSTRACT FROM AUTHOR]

In today's digital age, the world is faced with rapid technological advances. It is undeniable that education today must be able to keep up with these advances. This technology can be utilized in various forms of media such as WA groups, classrooms, zoom and so on for distance learning facilities. However, many schools have not fully utilized technology. Moreover, currently there are many cases of students being less active, less interacting and involved during distance learning. So this research emerges to answer this problem with a focus on the utilization of technology in an effort to increase student interaction and involvement in active learning. The purpose of this research is to investigate the impact of technology utilization in active learning. Then to find out the extent to which technology can encourage student interaction. Through technology, it is also possible to measure the level of student engagement in distance learning. The research method used is quantitative method. Data was obtained through distributing questionnaires to students online utilizing google form. The results obtained from respondents during the distribution of questionnaires were then processed into an application called SPSS with the oneway anova test. After processing the data, the researcher then presents the data in the form of a table containing the response rate of the respondents. The results of this study show that technology has a positive impact. Technology brings active learning. Learning is more fun, interesting and not boring. Then technology is able to increase interaction between students and students, student interaction with learning so that learning is effective. The conclusion of the research is that technology is an important tool used in the fields of life today such as government, economy, social, media, including education. The technology is very much needed in the world of education. The integration of technology wisely in the context of active learning is able to increase student interaction and involvement so as to facilitate the learning process so that educational goals are achieved and the quality of education increases. [ABSTRACT FROM AUTHOR]

The North Bandung Area (KBU) has a function as a rainwater catchment area in the Bandung Basin. However, today, KBU has experienced land conversion, especially agricultural land into built-up land. If land conversion in KBU cannot be controlled and continues to experience land use changes, public knowledge about the environment in KBU will be increasingly eroded and cause disharmony between the community and its physical environment. The purpose of this research is to identify the level of ecological intelligence of high school students in KBU. The method used in this research is the survey method and the approach used is quantitative. The location of this research was conducted in 12 State Senior High Schools (SMAN) which are included in the North Bandung Area (KBU). The result of this research: Ecological intelligence of public high school students in KBU in the knowledge aspect falls into the high category (1.50), in the attitude aspect falls into the high category (1.98), the skill aspect falls into the high category (1.86), and the participatory aspect falls into the high category (1.91). In general, the ecological intelligence of students of 12 public high schools in KBU as measured through four indicators is classified as high category (1.81). It is recommended to conduct similar research at different levels and or in private schools. [ABSTRACT FROM AUTHOR]

The Northern Bandung area covers two landforms, namely volcano and structural landforms. Unconfined groundwater has become the water source for local people's daily needs in both landforms. It is necessary to map the potential unconfined groundwater for both volcano and structural landforms due to the significant role of springs for the local people living in those areas. This research aims to map the unconfined groundwater on the volcano and structural landforms. This study employed the approaches of Analytical Hierarchy Process (AHP), Geographic Information System (GIS), and Remote Sensing (RS) using the variables of lineament density, rainfall, slope, and Topographic Wetness Index (TWI), hydrogeology, drainage density, and land use. The result shows that each variable has the Consistency Ratio (CR) below 0,1, resulting in consistent research variables and appropriate for discussion. The classification of the potential groundwater is divided into three categories: low, medium, and high. The survey validation finds that 147 springs spread at 86 high lands, 55 medium lands, and six lowlands. This model can be an alternative to map the potential unconfined groundwater in both volcano and structural areas. [ABSTRACT FROM AUTHOR]

This research investigated culturally-generated abilities and skills in the frame of human adaptation and environmental education. Under qualitative approach, this research implemented phenomenological research method that seek to understand the situation that occurs locally to certain group. Data collection was done through observation and interview with four key informants involving indigenous community leaders, community members, and formal education practitioner. Additional informants were taken from snowball sampling technique from whose accounts were elaborated until data saturation achieved. Validity and reliability of data were carried through member check and data triangulation Data analysis process follow three sequential phases, namely data reduction, display, and drawing conclusion. Findings of research were grouped into three sections, namely a) cultural ecology of Baduy indigenous community; b) environmental education based on local wisdom of Baduy people; and c) pedagogical experience on local wisdom-based learning. [ABSTRACT FROM AUTHOR]

The purpose of this study is to find an authentic assessment in field study activities that can be used to shape the professionalism of geography teacher candidates. The method used in this research is Research and Development. Research instruments: documentation study guidelines; model authentic assessment; Instruments for prospective professional teachers with peer ratings. Authentic factual model assessment limited testing of students at the Jakarta State University Geography Education. The factual model was improved to be retested. The hypothetical model was tested on 120 respondents in geography education students at Jakarta State University & Indonesian Education University. Data analysis used by path analysis, with the help of AMOS software program 5. The type of authentic assessment is positively related, namely the performance appraisal of tool use (0,36) and project assessment (0,24), which has a negative relationship namely attitude assessment (-0,13), presentation performance (-0,14), and portfolio assessment (-0,40). Teacher professionalism includes four competencies. Field study can make personality and social competencies of geography teacher candidates, but it lacks in making pedagogic and professional competences. [ABSTRACT FROM AUTHOR]

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 testing stage. [ABSTRACT FROM AUTHOR]