Geographic Skills Measurement for Geography Education Students

Ahmad Yani and Enok Maryani

Departemen Pendidikan Geografi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi 229 Bandung, Indonesia

ahmadyani@upi.edu, enok.maryani@yahoo.com

Keywords: Geo-Literacy, Instrument, Interaction, Spatial Ability, Geographic Skills.

Abstract: Geographic skill is ability to process spatial information to solve problems. In the concept of geography skills

there are other supporting concepts that are spatial abilities and geo-literacy. Spatial ability is individual’s

ability to determine orientation and representation of space. Geo-literacy is individual’s understanding of

every phenomenon that occurs in the environment around the aspects of interconnection, interaction, and

implication. This study aimed to develop a model of geographic skills measurement instrument. Subjects were

70 students. The instrument model was developed in the form of multiple choice test with 30 items of

questions giving 5 options. Spatial ability components include cognitive map, cognitive collage, and spatial

mental themes; while geo-literacy includes themes of interactions and interconnections. The test result has

reliability value of 0.51 and the correlation between the score of item of questions and total score is generally

not significant. So it can be concluded that the instrument model has the potential to be applied although at

this level it still has several lackness. It is recommended to test it to more samples and improving other aspects

of content validity and construct validity.

1 INTRODUCTION

Geographic skill is one of the sub subjects that should

be developed by teachers for their students on

Geography Subject on High School level (class X).

Geographic skills are spatial information processing

skills to make decisions in everyday life. National

Geographic's official website describes the benefits of

geography skills as follow: “Geographic skills are

used in making decisions important to everyday life—

where to buy or rent a home; where to get a job; how

to get to work or to a friend’s house; and where to

shop, vacation, or go to school. All of these decisions

involve the ability to acquire, arrange, and use

geographic information. Daily decisions and

community activities are linked to thinking

systematically and spatially about environmental and

societal issues”. (National Geography Society, 2009).

Geographic skills are not innate but derived from

learning, therefore they are necessary and can be

developed. The development of geographic skills is

formally done through geography learning, but it can

also grow informally from adults living around

childrens’ environment along with the maturity of

their psychology. Geography develops geographic

skills through various lessons such as reading maps,

aerial photography, reading graphs, field

observations, and critical thinking on space.

At school, geography teachers are required to

develop geographical skills for their students. To be

able to develop students’ geographic skills,

prospective geography teachers should train

themselves since they were in college. Therefore,

research on geographic skills measurements for

geography college students is needed, so that their

geographic skills can be confirmed before they teach

their students in the future. This research aimed to

develop geographic skill measurement instrument

model for geography college student with participant

from Universitas Pendidikan Indonesia.

2 LITERATURE REVIEW

Nowadays Geographic Information System (GIS)

technology has been supporting geographic skills

development. GIS is a computerized system that

helps in maintaining data about geographic space

(By, 2001). As a computer system, GIS has the ability

to build, store, manage and display geo-referenced

information. With GIS technology, organizing,

analyzing, and presenting geographic information is

easier and faster to make quick decisions as well.

354

Yani, A. and Maryani, E.

Geographic Skills Measurement for Geography Education Students.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 354-360

ISBN: 978-989-758-314-8

In a broader sense, geographic skills are not only

technical in processing and analyzing spatial data. In

everyday life, geographic skills are inherent with

spatial abilities, geo-literacy, and global view.

Therefore, geographic skills also involve the ability

to "think critically" or generic thinking processes,

such as knowing, summarizing, analyzing, judging,

hypothesizing, generalizing, predicting, problem

solving, and decision making after seeing spatial data

in the form of maps, pictures, living environment,

even seeing phenomenon from graphic data and

tables. For example, when we look at graphs of air

temperature rise in an urban area, people with

geographical skills will conclude that there has been

an increase in air pollution and or reduced vegetation

and reduced urban park area.

Spatial ability is a collective term for a wide range

of acquired skills, all of which make use of basic

memory for shape and position (May and Smith,

1998). All spatial skills make use of basic memory for

shape and position; there is now considerable

research evidence that the potential to acquire various

spatial skills (sometimes termed spatial aptitude)

deepens upon the strength of a person’s basic spatial

memory (Lohman, 1988).

Practically, spatial abilities help people to position

themselves in space. People represent the space they

will occupy in their mind. They make a clone of space

in their mind so that they can imagine the space in

detail. Space structures depicted in the memory can

be transformed into various forms of information,

both in the form of numbers and sentence

descriptions.

Spatial ability can be used in various parameters

to determine direction in space, determining position

of the rising sun, the shadow direction, the flow of

traffic and various examples of other parameters used

by people to determine their own direction and

position in space. Therefore, it can be concluded that

spatial ability is part of generic geographic skills

because it fast and mechanical.

Geo-literacy is a term refers to understanding of

how the earth works in the context of modern society.

"Geo-literacy is the ability to reason about earth

systems and interconnections to make far-reaching

decisions. Whether we are making decisions about

where to live or what precautions to take for natural

hazards, we all make decisions that require geo-

literacy throughout our lives. "(National Geography

Society, 2009)

Geo-literacy is an individual understanding of

every phenomenon occurs in his or her surrounding

environment based on geographic perception. The

geographic perception is characterized by three

aspects that are interconnection, interaction, and

implication. The combination of spatial ability and

geo-literacy will give students the ability to

understand and to process spatial information

received from a geographical point of view. Based on

these arguments, it can be concluded that geographic

skills can be built by two capabilities, spatial ability

and geo-literacy. Efforts to measure the college

students’ geographic skills can be done by identifying

the indicators of the two capabilities.

In addition to the above two parameters,

geography skills can also be measured from

indicators of global view. Global view is a person's

ability to view the world more broadly and

comprehensively. Those with global view insight will

be more careful and care about the circumstances

around them. Although they believe that they live in

a remote place, but because of their actions can affect

life globally then they will avoid such actions. For

example, if someone is staying in a closed room, he

or she will not spray perfume or aerosols containing

excessive CFC (Chlorofluorocarbons) or freon gas,

because he knows it will damage the ozone layer in

the atmosphere.

If geographic skills are peeled procedurally, the

sequence is more systematic. Geographic skill is

identical to the process skill which is the stage of

making conclusion after going through the scientific

process. Adapt the Guidelines for Geographic

Education: Elementary and Secondary Schools,

prepared by the Joint Committee on Geographic

Education by the Association of American

Geographers and the National Council for

Geographic Education; there are five geographic

skills that have sequential steps (National Geographic

Society, 2009):

 Asking Geographic Questions;

 Acquiring Geographic Information;

 Organizing Geographic Information;

 Analyzing Geographic Information;

 Answering Geographic Questions.

In this study, the measurement of geographical

skills has not covered the above five steps but refers

to the themes of spatial abilities, geo-literacy, and

global view. The main reason is that the measurement

of geographic skills not only measures the five steps

above but focuses more on the real results of the

thinking process. The assumption is that someone

who is able to answer questions about spatial abilities,

geo literacy, and global view, means that their

mentality has been through the process of geographic

skills in his or her memory.

Geographic Skills Measurement for Geography Education Students

355

3 METHODS

This study employed a descriptive method to describe

the geographic skills measurement instrument model

specifically tested in geography education students.

Respondents are prospective teachers totalling of 70

students. The number of question items that were

developed were 30 questions. Time to do was 60

minutes. Test results were processed with ANATES

version 4.0.2 developed by Karno to and Yudi

Wibisono. This program has been published and can

be downloaded for free.

This research was done through a relatively easy

process, began with needs identification as the basis

for establishing the objectives of measuring

geographic skills. Deciding several themes as

reference in the development of the question items,

developing item of questions as the research

instrument, testing validation of the instrument, and

improving the instrument. After the geographic skills

measuring was done, the final stage was to analyze

the strength and weakness of the instrument and the

geographic skill level of the students.

Figure 1: Research Process.

4 FINDINGS AND DISCUSSIONS

4.1 Developing Instrument to Measure

Geographic Skills

Geography students are prospective geography high

school teachers who are required to have geography

skills. The demands are quite rational because they

will develop geographic skills of their students.

The first step to measuring geography skills is to

develop standard instruments that start from the

identification of needs, goal setting, question’s

themes development, question items development,

instrument validation, instrument improvement,

measurement implementation, and measurement

analysis.

Questionnaire to measure geographic skills is in

multiple choice form by selecting three subjects that

are related to spatial abilities, geo-literacy, and global

view. Spatial ability components are developed

including themes of cognitive maps, cognitive

collage, and spatial mental, while geo-literacy

components include interactions and

interconnections. For the global view components

consist of the effects of globalization in the field of

socio-cultural, understanding climate change, global

disaster, and competitiveness of Human Resources.

Here are the themes for the questions:

Cognitive Map

 Define routes to known locations;

 Specify routes to unknown locations;

 Determine the shortest route between two

locations;

 Determine the shortest route between more

than two locations.

Cognitive Collage

 Matches the image to the appropriate location;

 Convert verbal information into images and

vice versa.

Spatial mental

 Simulate object changes in space;

 Predict the movement of the object;

 Determine the relationship between one object

with another object in space.

Interactions

 Determine the location / object / event that

affect each other based on certain

characteristics;

 Find evidence of locations, objects, or events

that affect each other based on certain

characteristics.

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Interconnections

 Determine the relationship between locations,

objects, events based on certain characteristics;

 Describe relationships between locations,

objects, events based on location patterns.

Implications

 Predict the impact of interaction and

interconnection between locations, objects,

events based on existing data;

 Formulate effective measures to reduce the risk

of negative impacts of interaction and

interconnection;

 Formulate effective steps to achieve a positive

impact of interaction and interconnection.

Global view

 Effect of globalization in the socio-cultural

field;

 Understanding climate change;

 Global disaster;

 The competitiveness of Human Resources.

Here is an example of question to measure

geographic skill:

4.1.1 Example of Cognitive Map Question

Look at the boarding pass below!

Figure 2: Example of Cognitive Map Question.

If the North has azimuth map 0

, then the airplane

boarded by the owner of this boarding pass move in

the direction of azimuth ....

A. 0

B. 45

C. 90

D. 225

E. 315

The above questions are example of mental map

measurement., it is necessary to know about the

location of the plane take off (Bangkok) and the plane

will be landing (Taipei – Taiwan) to answer the above

question. The key answer to the above question is B.

The students who do not know the location of

Bangkok and Taipei will certainly fail to answer the

above question. In addition, knowledge of the

orientation of maps is also required, i.e. knowledge of

azimuth concept maps.

4.1.2 An Example of Cognitive Collage

Question

Look at the picture below!

Figure 3: An example of cognitive collage question.

If the above map shows the river estuary and spit,

then it can be expected that ...

A. Sea sedimentation is higher than abrasion

B. Potential delta formation at the mouth of the river

C. The formation of bay, cape and keo

D. The rainfall is longer than drought

E. Flood can extend to 20 meters

The above question has a goal to measure the

ability of students in turning image information into

verbal information. In geographic term it is called the

ability of map interpretation which is one of the

geography skills.

4.1.3 Example of Spatial Mental

The spatial mental question is a question for

measuring the ability to understand and apply the

knowledge of the map to a particular context. Here is

one example of a spatial mental question

Which map symbol is generally far apart from other

symbol on a map?

A. Symbol of grave and school

B. Symbol of mosque and market

C. Symbol of settlement and postal service

D. Symbol of the hospital and historic place

E. Symbol of the head of villagers office and historic

place

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The above question has degree of C4 (application)

that is applying location theory in reading or

interpretation of land use map. This capability is

universal because land use patterns follow a common

pattern of land benefits. In the case above, the

location of the school must meet the requirement that

it should not be adjacent to the crowds of markets,

terminals, and or the burial site. Thus, the location of

schools and cemetery sites are generally far apart so

that the symbol of the map between the burial site will

be far from the school location.

4.1.4 Example of Interaction and

Interconnection Question

Another example is to measure students' predictive

ability from the impact of interaction and

interconnection between locations, objects, events

based on data:

Look at to the below Garuda Indonesia Airlines

service routes!

Figure 4: Example of interaction and interconnection

question.

In development context, this map can be used to view

phenomenon of ...

A. Flight activity

B. Intensity of population mobility

C. Center of regional growth

D. Garuda Indonesia Airlines promotion

E. Flight information for passengers

The above question has the advantage to measure

the ability of the students’ association skill to

associate the intensity of interaction with the growth

of the region.

4.1.5 Example of Implication Question

In the upper river there has been forest destruction.

Below is the case that will appear at the end...

A. Erosion and flash flood

B. Landslides and river silting

C. Springs and forests destruction

D. Agricultural production decreasing

E. Urbanization and unemployment

This question has the advantage of measuring the

ability to predict a geographical condition in the

future.

To answer the above questions logical thinking

range is existing (Yani, 2016). The answers are all

correct, but the spatial phenomenon arise at the end

due to forest destruction are urbanization and

unemployment. The logical thinking range is

"distance" between two concepts connected by the

unseen concepts when the two concepts are

connected. As in the example above, the nearest

distance between the forest destruction in the upper

river is erosion and flash flood. After the flood

disaster, the next impact is springs and forests

destruction. It will be followed by a decline in

agricultural production that causes poverty in the

village. Furthermore, the poverty will encourage

people to urbanize because of the many are

unemployed. To explain the relationship between the

forest destruction with urbanization need several

logical reasons. Thus comes the term of logical

thinking range.

4.1.6 Example of Global View Question

Each living environment has an ecological carrying

capacity limit. The situation in the urban environment

that has exceeded the carrying capacity is:

A. Often experience water shortages and flooding

B. Hit by a devastating earthquake and tsunami

C. The atmosphere is stuffy, densely populated, and

often jammed

D. Lots of garbage and river water are polluted

E. Is often plagued by infectious diseases

The above question can measure students' insights

about the symptoms of environmental threats caused

by common human behavior in any place that is

subjected to population pressure.

The above examples are way of how researchers

develop questions of the instrument to measure

geographic skills.

4.2 Developing Instrument to Measure

Geographic Skills

The questions form for measuring geographic skills is

multiple choice, distributed in 30 items of questions

with the following divisions:

 Spatial ability = 11 items;

 Geo-literacy = 12 items;

 Global view = 7 items.

The subjects of the study were college students of

Department of Geography Education, FPIPS

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Universitas Pendidikan Indonesia with the number of

participants of 70 students. Here are the results:

 Highest score = 21;

 Lowest score = 7;

 Mean = 13,44 (44,8%);

 Median = 3,10;

 XYCorrelation = 0,34;

 Reliability = 0,51;

 Distinguishing power = 25,26.

Difficulty Level:

 Very difficult = 1 piece;

 Difficult = 7 piece;

 Medium = 19 piece;

 Easy = 3 piece.

Significance of Question item score to total score:

 Very significant = 1 piece;

 Significant = 2 piece;

 Not significant = 27 piece.

Based on the above data, the average score

obtained by the research subjects was 13.44 or 44.8%

which means below 50% (expected average). In fact,

if considering the difficulty level there are 19 (63.3%)

questions are easy. The distinguishing power of 25.26

is relatively moderate. This data indicates that the

developed instrument is suspected problematic.

Tuckman cited by Purwanto (2011) explain that a

measuring instrument must qualify as a good

measure, at least have adequate validity and

reliability. A valid instrument is capable of measuring

object to be measured precisely. "Validity of a test has

been defined as the extent to which the test measures

what it was designed to measure" (Aiken, 1994: 103).

While reliability is the consistency of measurements

required to obtain valid results. However, there are

times when instruments are questioned about its

invalid reliability, because validity is related to the

feasibility of the interpretation of the test results,

while the reliability is related to the consistency of

test results.

Referring to the results above, the competence of

research subjects who only get a score of 13.44

(44.8%) can be said have low competence. Other

facts also indicate that the problem presented actually

has good distinguishing power with a relatively easy

level of difficulty.

However, it should also be recognized that the

developed questions appear to be invalid because 27

of the 30 items are stated to have questions item to

total score correlation is insignificant. To ensure the

validity of the questions, it appears that it should

enlarge the number of research subjects (Sugiyono,

2010) and need to select subjects randomly to ensure

the election of representative sample.

5 CONCLUSIONS

The result of the test instruments development for

measuring geographic skills in this research seems

less satisfactory. Although the reliability of the

questions is good (0,51) but it does not have high

score of validity. Question items are not able to

measure the object to be measured, therefore

additional research subjects to determine the level of

validity are required. However, to increase the

number of research subjects, it should also look for

more diverse sample candidates and randomly

selected. In this research it is admitted that the

research samples are not random because they are

only from one community which are the Geography

Education Students class of 2016. For the benefit of

further research, it is recommended to choose other

more senior students, or even graduate students either

master or doctoral degrees. Although the validity of

this prediction is not satisfactory, but researchers

hope that the content validity and construct validity

can be rationally accountable and likely to continue

to be developed. The development of geography

skills measurement instrument will change much of

the perception of geography. The former geography

subjects are only considered as general knowledge

taught in school and are less meaningful, after which

research will enrich the society's insight that

geography subjects can be beneficial to the lives of

learners in the future. Thus, this research is very

useful to establish geography subjects in the

Curriculum 2013 in Indonesia.

ACKNOWLEDGEMENTS

This research was funded by the Graduate School of

Universitas Pendidikan Indonesia. Therefore, the

researchers would like to thank the Rector of

Universitas Pendidikan Indonesia and the Director of

Graduate School of Universitas Pendidikan

Indonesia.

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