Nama : Verawaty Sinaga

NIM : 2002356
Program Pendidikan Geografi, Sekolah Pascasarjana, Universitas Pendidikan
Indonesia
Review Journal 1
Title The Contribution of Geographic Information Systems (GIS) to Geography Education
and Secondary School Students’ Attitudes Related to GIS
Journal Educational Sciences: Theory & Practice
Volume and 10 (3)/ 1277-1292
page
Year 2010
Author Prof. Eyüp ARTVİNLİ,
Reviewer Verawaty Sinaga
Date In Summer
Abstract The purpose of this study is to determine the place of Geographic Information Systems
(GIS) in teaching geography, the general level of secondary school students’ attitudes
towards Geography Information Systems and whether this changes according to different
variables. The population of the research consists of the students studying in Istanbul,
Ankara, Mersin, Manisa, Gaziantep, Samsun, Çorum, Kütahya, and Erzurum province in
2008-2009 academic year. The sample consists of 665 students who study at 15
academic high schools and were chosen by using the triple stratified cluster sampling
method according to geographical regions and socio-economic structures (upper-middle-
lower) in the population chosen from the city centre. The data were gathered by using
the scale which was developed by Al-Kamali (2007) in order to determine the attitudes
of students related to GIS and adapted to Turkish culture (linguistic) under the current
investigation. The data obtained were analyzed by using means, standard deviations, t-
tests, and Pearson correlation coefficients. According to the findings, the students’
attitudes towards GIS are positive, but new and widespread applications are needed for
students to learn their lessons with GIS in a more motivated way.
Introduction - Adapting the GIS to education and making it obligatory in such circumstances
can help reduce the acceptance process in a short time. This system is used much
more in the educational field in developed countries.
- Nowadays, students are more eager to learn about technology than teachers.
The Purposes - To determine the place of Geographic Information Systems (GIS) in teaching
geography, the general level of secondary school students’ attitudes towards
Geography Information Systems and whether this changes according to different
variables.
- To develop a more student-centred approach in GIS will help determine not only
teachers’ or trainers’ but also students’ attitudes to it, and make GIS applications
more student-centred.
Method Research literature
Discussion These are the benefit of Geographic Information Systems (GIS) to Geography Education
- GIS helps develop multi-faceted skills in the students.
- improve student’s inquiry-based skills
- The benefit of GIS stems from its ability to provide maps and information which are
physically impossible to get with requested requirements and information
- To Reconcile Information in order to Define the Current Relationship
- Developing Thinking Skills
- GIS has become a source of employment in the geography profession.
- Students’ motivation can be increased by using GIS in courses.
 Conclusion - GIS is an educational approach where students can perform higher levels of
thinking skills. For a generation of students who are intertwined with technology
and spend the majority of their time on computers it can be the means to
professional development.
- The students’ attitudes towards GIS are positive, but new and widespread
applications are needed for students to learn their lessons with GIS in a more
motivated way.
Strenght GIS has a positive effect on students’ motivation, attitude and interrogation skills.
Learning with GIS motivates students and this technology curiosity can be used in
teaching geography with the help of GIS.
Weakness Simple interfaces of GIS technology producers and simple and widely available methods
are not being developed.

Review Journal 2
Title GIS in Teacher Education - Facilitating GIS Applications in Secondary School
Geography.
Journal Department of Geography University of Helsinki, Finland
Volume and Conference Paper
page
Year 2015
Author Tino Johansson
Reviewer Verawaty Sinaga
Date January
Abstract Geographical Information Systems (GIS) have not yet been widely introduced to
secondary school geography education in Finland. However, in the outline of the new
national curriculum for upper secondary schools, GIS is incorporated into the elective,
advanced geography course. The Finnish universities will therefore face new challenges
in reconstructing their degree requirements for geography teachers in the future. GIS
applications may help teachers to facilitate the implementation of constructivist and
inquiry-based learning environments at secondary schools. Despite its potentials, many
secondary schools in Finland still lack the resources and know-how required to use GIS
in education. This paper shows the findings of a questionnaire survey focusing on in-
service geography teachers at upper secondary schools in Finland.
Introduction - GIS in secondary school education is a new topic in Finland.
- Many secondary schools in Finland still lack the resources and know-how
required to use GIS in education.
- In order to face these challenges, the Department of Geography at the University
of Helsinki in Finland established a pilot project called ‘Geographical
Information Systems in Teacher Education’ in 2001.
The Purposes To facilitate the use of GIS in secondary school geography by providing training to both
pre-service and in-service geography teachers.
Method Questionnaire survey
Discussion The questionnaire study revealed that the Finnish upper secondary school geography
teachers’ knowledge of GIS and its usability in the classroom is not very good. Most of
the teachers in the survey were not familiar with GIS technology and had not received
any in-service training on its use in education.
Conclusion - The universities and teachers colleges will have to provide the teachers an in-
service training which clearly underlines the potentials of GIS in the classroom
and avoids the use of unfamilar exercises and data.
- Most upper secondary schools in Finland have modern computers that can be
used to acquire GIS data and view thematic maps via the Internet.
Strenght The teachers are experienced in using the Internet in their lessons so it would be a
 natural way to introduce basic GIS applications to them
Weakness Teachers do not feel that GIS is easily incorporated into their curricula and in-service
training therefore must focus on the pedagogical rather than technical part of GIS.

Review Jurnal 3

Title Use of geographic information systems (GIS) in geography lessons

according to teachers’ opinion
Journal World Journal on Educational Technology: Current Issues
Volume and Volume 10, Issue 3, 186-196
page
Year 2018
Author Yavuz Degirmenc
Reviewer Verawaty Sinaga
Date June 19
Abstract The purpose of the present study is to determine geography teachers’ opinions about
how often, for what reasons and for what subjects the geographic information systems
(GIS) are used in geography lessons. This qualitative study was carried out based on
phenomenological design. The study was conducted with 15 geography teachers
servicing at different schools in a city of Turkey. The teachers’ opinions were obtained
via the semi-structured interview form developed by the researcher and the series of
obtained data were analysed via the content analysis method. The study results showed
that a great majority of the teachers did not use the GIS in their lessons and the reason
for this was that they are not having sufficient knowledge about how to use them. Also,
the teachers emphasised the insufficiency of possibilities, infrastructure, software and
hardware. However, it was observed that all the teachers agreed on the necessity of
using the GIS in geography lessons.
Introduction - In order to realise effective learning in classroom environments, new methods,
techniques and materials are being developed and used. The development and
use of new technologies in the educational process increase the quality of
educational services. Today it is possible to use technology in many areas of
the education process. One of these areas is geography education. For, both
with its subjects and its structure, geography is a scientific area where
technology can be applied successfully.
- Geography, which is fundamentally an earth science whose focal point is
human and space, is mentioned together with GIS abroad (Doganay, 2011) and
GIS forms an important part of geography education.
- However, according to Kinniburgh (2010), the potential of GIS in the fields of
social science education is not yet fully known
The Purposes To determine geography teachers’ opinions about how often, for what reasons and for
what subjects the geographic information systems (GIS) are used in geography lessons.
Method Qualitative study
Discussion In the study, although all the teachers agreed to the necessity of using GIS in
geography lessons, it was determined that they did not use this technology sufficiently.
Necessary works should be carried out to make teachers use this technology in their
lessons more effectively and efficiently.
Conclusion The study results showed that a great majority of the teachers did not use the GIS in
their lessons and the reason for this was that they are not having sufficient knowledge
about how to use them. Also, the teachers emphasised the insufficiency of possibilities,
infrastructure, software and hardware. However, it was observed that all the teachers
agreed on the necessity of using the GIS in geography lessons.
Strenght GIS makes important contributions to the development of students’ geographic skills.
Weakness Although the use of GIS had increased in recent years, teachers still had insufficient
 knowledge about the best way of using GIS in lessons. Some of the teachers used GIS
in their lessons but there were problems at schools related to software and practice,
costliness of GIS software and some students’ having low computer using skills.

Review Journal 4

Title Learning geography with GIS: Integrating GIS into upper secondary
school geography curricula
Journal Norwegian Journal of Geography
Volume and Vol. 64, 21-35. Oslo. ISSN 0029-1951
page
Year 2010
Author JAN KETIL RØD, WENCHE LARSEN & EINAR NILSEN
Reviewer Verawaty Sinaga
Date
Abstract The latest school reform in Norway, the Knowledge Promotion Reform, was
implemented in 2006. The reform applies to the curriculum for upper secondary
schools (pupils aged 1619 years) and explicitly states that for a geography course
taught two hours per week pupils should know how to use digital maps and
Geographical Information Systems (GIS). While the reform does not provide any
definition of GIS, the authors consider some alternative definitions. They also discuss
some GIS-data viewers, GIS-based web applications, and GIS software. Based on
responses from a questionnaire survey focusing on geography teachers in Norway, the
article presents the state of the art regarding teachers’ attitudes towards integrating GIS
in teaching. The main barriers to introducing GIS in teaching, as identified in the
United Kingdom, are also re-examined and it is assessed whether they apply to
Norway. To avoid major obstacles, most school researchers advocate that GIS should
be introduced according to a ‘learning with GIS’ approach. The authors reach a similar
conclusion and advocate that the integration of GIS into Norwegian classrooms should
happen through evolution rather than revolution. In practical terms this mean that
geography teachers should start with GIS-based web applications and/or free GIS-data
viewers
Introduction GIS is mentioned under the heading geographical sources and tools, which includes the
use of maps, images, statistics, and Geographical Information Systems. GIS is also
presented as a digital tool, and in this respect the reform states that the use of digital
tools may involve the use of GIS. This is all K06 states about GIS. It pronounces that
pupils should know how to use GIS, but does not define GIS nor provide guidelines on
how this is to be achieved. It is wise in relation to didactical freedom to let teachers
integrate GIS in their own way in their own practice. It is for geography teachers to
decide what kind of GIS, GIS-data viewer or GIS-based web application they might
use, but many of them may feel frustrated because they lack a decision basis.
The Purposes This article tries to answer the following questions. What is Norwegian geography
teachers’ understanding of GIS? What are their attitudes towards implementing GIS in
their teaching? What is the current status on whether or not GIS is used in teaching
geography at upper secondary school?
Method Questionnaire survey
Discussion Most school researchers advocate that GIS should be introduced according to a
‘learning with GIS’ approach. GIS technology should be so transparent that it could be
integrated into the geography curriculum and other curricula without an isolated,
dedicated place in the schedule.
Conclusion The integration of GIS into Norwegian classrooms should happen through evolution
rather than revolution. In practical terms this mean that geography teachers should start
with GIS-based web applications and/or free GIS-data viewers.
Strenght If teachers had available relevant instructional materials for fulfilling the learning
 goals of the curriculum and were being supported by GIS, then the integration would
be easier.
Weakness Teachers have lack of skills and training opportunities about SIG