SINTA

0.0

Impact

Scholar

0.0

H-Index

GeoEdu Insight Journal: Geography and Education Geography

an Open Access Journal

Integration of Conservation Area-Based Learning Resources in Geography Learning: A Qualitative Study at Bogor Botanical Gardens

Tini Hermawati
Bina Insani High School Bogor
Indonesia
Andriani Marisa Mado
Giovanni Catholic Senior High School
Indonesia
Vinsensia Kondo
Universitas Katolik Widya Mandira ROR
Indonesia
vinsensiakondo72@gmail.com
Share

  • Purpose of the study: This study aims to examine how conservation area-based learning resources are integrated into geography instruction and to analyze the pedagogical processes underlying contextual and experiential learning practices at Bogor Botanical Gardens within secondary education settings.

    Methodology: This study employed a qualitative descriptive case study design conducted at Bina Insani High School Bogor. Data were collected through classroom and field observations, semi-structured interviews, and documentation review. Purposive sampling was applied to select participants. Data were analyzed using inductive narrative analysis involving data reduction, data display, conclusion drawing, and triangulation procedures.

    Main Findings: The findings indicate a transformation from textbook-centered instruction toward contextual and inquiry-based learning. Conservation-based field activities enhanced student engagement, conceptual clarity, and environmental awareness. Structured planning, guided observation, reflective discussion, and alignment with curriculum competencies ensured instructional coherence. Effective classroom management and logistical preparation were identified as essential factors in sustaining academic rigor within field-based geography learning.

    Novelty/Originality of this study: This study provides a process-oriented qualitative analysis of how conservation environments are systematically embedded within geography pedagogy. It advances existing knowledge by foregrounding instructional planning, implementation, and evaluation mechanisms rather than focusing solely on learning outcomes, thereby offering a structured model for integrating ecological contexts into formal secondary geography education.

  • How to cite

    Integration of Conservation Area-Based Learning Resources in Geography Learning: A Qualitative Study at Bogor Botanical Gardens. (2026). GeoEdu Insight Journal: Geography and Education Geography, 1(2), 131-137. https://doi.org/10.37251/gedij.v1i2.3545

    More Citation Formats

  • 12
    Abstract views
    13
    Downloads

    Metrics — Badges

    1. H. Tibugari, C. Chiduza, and A. B. Mashingaidze, “A survey of problem weeds of sorghum and their management in two sorghum-producing districts of Zimbabwe,” Cogent Soc. Sci., vol. 6, no. 1, pp. 1–16, 2020, doi: 10.1080/23311886.2020.1738840.
    2. T. M. Philip and P. Sengupta, “Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing,” J. Learn. Sci., vol. 30, no. 2, pp. 330–349, Mar. 2021, doi: 10.1080/10508406.2020.1828089.
    3. R. Bell and H. Bell, “Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education,” J. Small Bus. Enterp. Dev., vol. 27, no. 6, pp. 987–1004, Oct. 2020, doi: 10.1108/JSBED-01-2020-0012.
    4. D. F. Toerien, “Disproportionate Agglomeration and scaling in regional socioeconomic analyses : Alabama counties as a case study,” Cogent Soc. Sci., vol. 6, no. 1, pp. 1–29, 2020, doi: 10.1080/23311886.2020.1817256.
    5. W. Ameneshewa, Y. Kebede, D. Unbushe, A. Legesse, and M. Hardman, “Indigenous knowledge and forest management practices among shekachoo people in the sheka biosphere reserve a case of shato core area, South-west Ethiopia,” Cogent Soc. Sci., vol. 9, no. 2, pp. 1–26, 2023, doi: 10.1080/23311886.2023.2275937.
    6. A. Goss, “Decolonizing botany: Indonesia, UNESCO, and the making of a global science,” J. Hist. Biol., vol. 56, no. 3, pp. 495–523, 2023, doi: 10.1007/s10739-023-09734-8.
    7. T. A. Gebeyehu, “Adoption and impacts of conservation agriculture on smallholder farmers ’ livelihoods in the case of arba minch zuria district of Southern Ethiopia,” Cogent Soc. Sci., vol. 9, no. 1, pp. 1–15, 2023, doi: 10.1080/23311886.2023.2235782.
    8. J. Fischer, M. Bearman, D. Boud, and J. Tai, “How does assessment drive learning? A focus on students’ development of evaluative judgement,” Assess. Eval. High. Educ., vol. 49, no. 2, pp. 233–245, Feb. 2024, doi: 10.1080/02602938.2023.2206986.
    9. S. Parry and E. Metzger, “Barriers to learning for sustainability : A teacher perspective,” Sustain. Earth, vol. 6, no. 2, pp. 1–11, 2023, doi: 10.1186/s42055-022-00050-3.
    10. K. Dube, D. Chikodzi, G. Nhamo, and L. Chapungu, “Climate and conservation challenges facing marakele national park and their implications for tourism,” Cogent Soc. Sci., vol. 9, no. 2, pp. 1–16, 2023, doi: 10.1080/23311886.2023.2282705.
    11. C. Cho, “Semantic network analysis on the geography of food as represented in textbooks : For alternative food education for young peop,” Cogent Soc. Sci., vol. 8, no. 1, pp. 1–18, 2022, doi: 10.1080/23311886.2022.2148417.
    12. T. Larsen, M. Gerike, and J. Harrington, “Human-environment thinking and K-12 geography education,” J. Geog., vol. 121, no. 1, pp. 34–46, Mar. 2022, doi: 10.1080/00221341.2021.2005666.
    13. A. T. Alemaw et al., “Impacts of productive safety net program (PSNP) on soil and water conservation in southern tigray region, Ethiopia,” Cogent Soc. Sci., vol. 10, no. 1, pp. 1–15, 2024, doi: 10.1080/23311886.2024.2375822.
    14. C. Cho and C. Cho, “Use of photovoice in pre-service geography teachers ’ conceptions of geography,” Cogent Soc. Sci., vol. 9, no. 1, pp. 1–20, 2023, doi: 10.1080/23311886.2023.2235171.
    15. L. Faraji and M. Karimi, “Botanical gardens as valuable resources in plant sciences,” Biodivers. Conserv., vol. 31, no. 12, pp. 2905–2926, 2022, doi: 10.1007/s10531-019-01926-1.
    16. M. Meresa, M. Tadesse, and N. Zeray, “Effect of soil and water conservation structures on smallholder farmers ’ livelihood: Wenago District, Southern Ethiopia,” Cogent Soc. Sci., vol. 9, no. 2, pp. 1–21, 2023, doi: 10.1080/23311886.2023.2272305.
    17. D. Afful, J. K. Boateng, D. Afful, and J. K. Boateng, “Mobile learning behaviour of university students in Ghana,” Cogent Soc. Sci., vol. 9, no. 1, pp. 1–23, 2023, doi: 10.1080/23311886.2023.2204712.
    18. I. D. Cross and A. Congreve, “Teaching (super) wicked problems: Authentic learning about climate change,” J. Geogr. High. Educ., vol. 45, no. 4, pp. 491–516, Oct. 2021, doi: 10.1080/03098265.2020.1849066.
    19. J. K. Boateng and J. K. Boateng, “Managing learning outcomes with technology in ghanaian higher education,” Cogent Soc. Sci., vol. 9, no. 2, pp. 1–23, 2023, doi: 10.1080/23311886.2023.2282507.
    20. M. Issoufou, O. Amadou, D. Lawali, and O. M. Saidou, “Constraints and strategies for women ’ s access to land in the regions of Maradi and Zinder (Niger),” Cogent Soc. Sci., vol. 6, no. 1712156, pp. 1–15, 2020, doi: 10.1080/23311886.2020.1712156.
    21. Á. Bird, F. Fahy, and K. Reilly, “Making evaluation work for the practitioner evaluator: Experience from the field of environmental education,” Environ. Educ. Res., vol. 28, no. 5, pp. 715–734, May 2022, doi: 10.1080/13504622.2022.2036324.
    22. L. Watt and L. Watt, “Fijian infrastructural citizenship: spaces of electricity sharing and informal power grids in an informal settlement,” Cogent Soc. Sci., vol. 6, no. 1, pp. 1–20, 2020, doi: 10.1080/23311886.2020.1719568.
    23. S. Karki, P. Burton, and B. Mackey, “Climate change adaptation by subsistence and smallholder farmers: Insights from three agro- ecological regions of Nepal,” Cogent Soc. Sci., vol. 6, no. 1, pp. 1–23, 2020, doi: 10.1080/23311886.2020.1720555.
    24. J. R. Cottrell and S. P. Cottrell, “Outdoor skills education: What are the benefits for health, learning and lifestyle?,” World Leis. J., vol. 62, no. 3, pp. 219–241, Jul. 2020, doi: 10.1080/16078055.2020.1798051.
    25. N. Sultana, “Analysis of landslide-induced fatalities and Analysis of landslide-induced fatalities and injuries in Bangladesh: 2000-2018,” Cogent Soc. Sci. ISSN, vol. 6, no. 1737402, pp. 1–26, 2020, doi: 10.1080/23311886.2020.1737402.
    26. S. Druker-Ibáñez and L. Cáceres-Jensen, “Integration of indigenous and local knowledge into sustainability education: A systematic literature review,” Environ. Educ. Res., vol. 28, no. 8, pp. 1209–1236, Aug. 2022, doi: 10.1080/13504622.2022.2083081.
    27. R. Mapping, D. I. Sub, and D. A. S. Cimanuk, “Studi Bahaya Erosi Tanah dengan Metode Pemetaan Cepat (Rapid Mapping) di Sub Das Cimanuk Hulu,” Maj. Geogr. Indones., vol. 2, no. 2, pp. 149–168, 2013, doi: 10.22146/mgi.13428.
    28. S. Caskurlu, J. C. Richardson, Y. Maeda, and K. Kozan, “The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis,” Comput. Educ., vol. 165, 2021, doi: 10.1016/j.compedu.2020.104111.
    29. A. Cahyadi, “Sistem Aliran dan Potensi Airtanah di Sebagian Desa Sembangun diTinjau dari Aspek Kuantitas dan Kualitas [Groundwater flow systems and potential in parts of Sembangun village, examined from the perspectives of quantity and quality],” Maj. Geogr. Indones., vol. 32, no. 2, pp. 155–161, 2018, doi: 10.22146/mgi.33755.
    30. M. Gazioglu, S. M. Hines-Farmer, H. Vega, and R. S. Savitz, “How a first-year geography teacher Adapts instruction to respond to her students,” Soc. Stud., vol. 113, no. 5, pp. 237–248, Sep. 2022, doi: 10.1080/00377996.2022.2046995.
    31. E. E. Ebhuoma et al., “Subsistence farmers’ differential vulnerability to drought in Mpumalanga province , South Africa: Under the political ecology spotlight,” Cogent Soc. Sci., vol. 6, no. 1, pp. 1–16, 2020, doi: 10.1080/23311886.2020.1792155.
    32. I. A. Neville, L. A. Petrass, and F. Ben, “Cross disciplinary teaching : A pedagogical model to support teachers in the development and implementation of outdoor learning opportunities,” J. Outdoor Environ. Educ., vol. 26, pp. 1–21, 2023, doi: 10.1007/s42322-022-00109-x.
    33. M. Tengberg, J. van Bommel, M. Nilsberth, M. Walkert, and A. Nissen, “The quality of instruction in swedish lower secondary language arts and mathematics,” Scand. J. Educ. Res., vol. 66, no. 5, pp. 760–777, Jul. 2022, doi: 10.1080/00313831.2021.1910564.
    34. Z. Hidayah, H. A. Rachman, and A. R. As-syakur, “Pemetaan kondisi hutan mangrove di kawasan pesisir selat Madura dengan pendekatan mangrove health index memanfaatkan citra satelit sentinel-2 [Mapping the condition of mangrove forests in the coastal area of the Madura Strait using a mangrove health ind,” Maj. Geogr. Indones. Vol, vol. 37, no. 1, pp. 84–91, 2023, doi: 10.22146/mgi.78136.
    35. G. Samodra, “Alur kerja pembelajaran mesin pada pemodelan spasial kerawanan longsor [Machine learning workflow for spatial landslide susceptibility modeling],” Maj. Geogr. Indones. Vol., vol. 38, no. 2, pp. 169–180, 2024, doi: 10.22146/mgi.70636.
    36. R. Tanjung, N. Khakhim, and Rutadi, “Kajian fisik pesisir Kulon Progo untuk penentuan Zona kawasan mangrove dan tambak udang [A physical assessment of the Kulon Progo coastline to determine zones for mangrove areas and shrimp farms],” Maj. Geogr. Indones., vol. 31, no. 2, pp. 22–32, 2017, doi: 10.22146/mgi.26320.
    37. R. Dzakiyya, A. Darmawan, T. Santoso, R. Himanto, L. Septiadi, and R. A. Surya, “Pemetaan mobilitas penduduk di kawasan pinggiran kota Bandung Lili Somantri [Mapping of population mobility in the Bandung suburban area – Lili Somantri],” Maj. Geogr. Indones., vol. 39, no. 2, pp. 120–127, 2025, doi: 10.22146/mgi.70636.
    38. A. N. Gadeng, F. Urfan, S. Himayah, M. H. Furqan, M. Desfandi, and D. Azis, “Inovasi pembelajaran geografi untuk materi penginderaan jauh di sekolah menengah atas [Innovation in geography instruction for the topic of remote sensing in high school],” Maj. Geogr. Indones., vol. 36, no. 2, pp. 148–157, 2022, doi: 10.22146/mgi.64988.
    39. A. E. Sejati, A. Sugiarto, P. T. Anasi, and S. Utaya, “Tantangan filsafat geografi dalam perkembangan geografi terkini: Kajian on- tologi, epistemologi, aksiologi, dan etika [The challenge of the philosophy of geography in the recent development of the discipline: An examination of ontology, epistemology, axi,” Maj. Geogr. Indones., vol. 36, no. 2, pp. 126–134, 2022, doi: 10.22146/mgi.74942.
    40. Triyono, D. Marsono, and T. Yunianto, “Rekayasa sistem drainase berwawasan lingkungan pada kawasan industri kabupaten bantul, daerah istimewa Yogyakarta [Environmentally-oriented drainage system engineering in the industrial area of Bantul Regency, Special Region of Yogyakarta],” Maj. Geogr. Indones., vol. 29, no. 1, pp. 73–79, 2015, doi: 10.22146/mgi.13105.