GeoEdu Insight Journal

GIS-Based Spatial Analysis of Landslide Risk in the Bango Sub-Watershed, Malang Regency

Maharani Oktavia — 2026-03-06

Purpose of the study: This study aims to assess and map landslide risk zones in the Bango Sub-Watershed, Malang Regency, by integrating natural physical factors and human activities using a GIS-based spatial analysis to support effective disaster mitigation and regional planning.

Methodology: Primary data, including land use patterns, slope excavation, pond and drainage construction, and infrastructure development, were integrated with secondary data such as rainfall records (2005–2014), geological maps, soil type maps, land use maps, and historical earthquake data. Thiessen polygons and overlay techniques were applied in ArcGIS 10.1 to systematically quantify spatial variations in landslide susceptibility across the Bango Sub-Watershed.

Main Findings: The results show that most areas in the Bango Sub-Watershed are classified as low to medium landslide risk, while high-risk zones, associated with slopes greater than 40%, are confined to steep terrain with intensive human activity. The integration of environmental factors, including slope, rainfall, and soil type, with anthropogenic activities produces more detailed and reliable spatial risk maps, enabling targeted prioritization for mitigation measures and supporting improved disaster planning and management.

Novelty/Originality of this study: This research integrates multiple environmental and human activity datasets into GIS through the use of Thiessen polygons and overlay analysis, offering a more comprehensive and precise assessment of landslide risk than previous studies. The methodology provides a replicable framework for other similar watersheds, supporting enhanced disaster mitigation planning, informed land-use decisions, and evidence-based strategies for reducing potential damage in vulnerable areas.

GIS-Based Landslide Susceptibility Mapping Using Overlay and Scoring Techniques Along the Nanggulan–Kalibawang Road, Kulon Progo

Rahman Afrinaldi — 2026-03-06

Purpose of the study: This study aims to evaluate landslide susceptibility along Nanggulan–Kalibawang road corridor, Kulon Progo, by identifying spatial distribution of vulnerability classes and dominant factors influencing slope instability, providing context-specific information for disaster risk reduction and infrastructure planning.

Methodology: GIS-based spatial multi-criteria analysis (SMCA) was applied using ArcGIS 10.8 software. Primary data included slope measurement, soil depth, and laboratory analysis of soil samples. Secondary data consisted of thematic layers of geology, soil type, landform, land use, and vegetation. Weighted overlay and scoring techniques were used to generate landslide susceptibility index.

Main Findings: Results indicate moderate to high vulnerability dominates hilly zones along the corridor. Very high susceptibility zones are located on steep slopes with sparse vegetation and intensive land use. Slope gradient and land use are the most dominant factors. Five susceptibility classes, ranging from very low to very high, were delineated providing fine-resolution spatial information for prioritizing mitigation measures.

Novelty/Originality of this study: This study introduces corridor-specific landslide susceptibility mapping using integrated overlay and scoring techniques within GIS. Unlike regional assessments, seven terrain parameters are combined into a unified spatial model producing fine-resolution susceptibility zones. Findings provide practical guidance for disaster risk management along strategic road corridors and advance knowledge by offering a replicable framework for localized hazard assessment.

Implementation of Mind Mapping in Social Studies Learning to Improve Junior High School Students' Conceptual Understanding: A Classroom Action Study

Agusti Amelia — 2026-03-06

Purpose of the study: This study aims to examine the effectiveness of implementing Mind Mapping in Social Studies learning to improve junior high school students’ conceptual understanding through a structured classroom action research framework conducted in iterative instructional cycles.

Methodology: This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart cyclical model. The research was conducted in two cycles at SMP Negeri 15 Yogyakarta involving 34 Grade VII students. Instruments included observation sheets, performance assessment rubrics for mind maps, and written achievement tests. Data were analyzed using descriptive percentage and mean score comparison techniques.

Main Findings: The findings show a substantial improvement in students’ conceptual understanding and participation. Mastery levels increased from 20.59% in the pretest to 85.29% in Cycle I and reached 100% in Cycle II. The mean score improved from 68.1 to 77.9. The quality of students’ mind maps became more structured and conceptually coherent. Student participation in questioning, responding, presenting, and constructing visual representations increased consistently across instructional cycles.

Novelty/Originality of this study: This study integrates Mind Mapping as a central instructional strategy within a cyclical classroom action research design to systematically strengthen conceptual understanding. Unlike studies focusing primarily on achievement outcomes, this research emphasizes iterative refinement and conceptual representation quality, thereby contributing a structured model for embedding visual learning strategies into reflective Social Studies pedagogy.

Socio-Economic Transformation of Households Due to the Development of the New Joho Housing Complex in Joho Village, Sukoharjo

Nur Aisyah Zulkifli — 2026-03-06

Purpose of the study: This study aims to examine the socio-economic transformation of households following the development of the New Joho Housing Complex in Joho Village, Sukoharjo, between 2003 and 2011, focusing on land-use change, livelihood shifts, welfare levels, and social interaction patterns.

Methodology: This study employed a descriptive quantitative design with a spatial approach. Land-use change was analyzed using Geographic Information System (GIS) overlay techniques with ArcView version 3.3. Data were collected through observation, documentation, and structured interviews. Sampling used purposive and random sampling methods, with 140 household heads selected using Isaac and Michael’s formula.

Main Findings: The results show significant conversion of irrigated rice fields into residential areas, with 21.17 hectares transformed between 2003 and 2011. Agricultural employment declined by 15.71%, while non-agricultural occupations increased proportionally. Household welfare levels improved, particularly in the Prosperous Family Stage III category. However, the proportion of households with very strong social interaction decreased, indicating emerging social cohesion challenges.

Novelty/Originality of this study: This study integrates GIS-based spatial overlay analysis with quantitative household socio-economic assessment within a single peri-urban locality over an extended period. By simultaneously examining land conversion, livelihood transition, welfare change, and social interaction patterns, it provides a multidimensional empirical framework that advances understanding of development-induced transformation in peri-urban communities.

A Predictive Model of Geography Learning Achievement Reviewed from Parental Attention and Physical Learning Environment

Fiqri Haikal — 2026-03-06

Purpose of the study: The study aims to examine the predictive effect of parental attention and physical learning environment on geography learning achievement among high school students, estimating the relative contribution of each factor and their combined influence on academic outcomes.

Methodology: A quantitative approach with correlational design was employed, using structured questionnaires and Likert-scale measurements to assess parental attention and physical environment. Student semester examination scores were collected as indicators of learning achievement. Data analysis involved Pearson Product-Moment correlation and multiple linear regression, using SPSS software for statistical estimation and hypothesis testing.

Main Findings: Parental attention and physical learning environment jointly explained 33% of variance in geography learning achievement. Parental attention contributed 18.42%, while physical learning environment accounted for 14.58%, with both predictors showing linear relationships and no multicollinearity. Beta coefficients indicated substantial influence, with parental guidance slightly dominant in enhancing student performance.

Novelty/Originality of this study: The study integrates parental involvement and physical learning environment into a unified predictive model, addressing gaps in prior research that examined these factors independently. The findings provide robust, evidence-based insights for optimizing both home and school support, offering practical, actionable strategies for enhancing geography learning achievement and informing more effective targeted educational interventions.

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

Rima Trian — 2026-03-06

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 SMA Bina Insani 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.