Effects of Learning Management Using Geographic Process of Ninth Grade Students’ Learning Achievements And Attitudes Towards Learning In Geography Subject

Abstract

This research investigated the effects of learning management using geographic process that influenced the learning achievements and attitudes towards learning in geography subject of nineth grade students. It was experimental research. The research objectives were 1) to compare the pre-test and post-test achievements of students in the geography of South America in ninth grade using the geography process and 2) to study the attitude of ninth grade students towards the geography lesson using the geography process. The research tools include: 1) learning plan using geography processes, 3 learning units, totaling 15 class periods 2) pre-test and post-test academic achievement test for geography subjects, and 3) attitude measurement that affected learning management using geographic processes. In this case, it would be tested with a sample of 44 ninth grade students in the first semester of the 2021 academic year using simple random sampling in the classroom as the random unit. Statistics for data analysis were mean, standard deviation, and t-test independence. The research results found that: 1) The learning achievement in geography of ninth grade students who received learning using the post-test geography process was higher than the pre-test with statistical significance at the .05 level. 2) The attitude towards learning geography of ninth grade students who were taught using the post-test geography process was at a very high level. In summary, learning management using geographic processes consisted of a 5-step learning management process. Each step was related to each other. Each learning arrangement relied on a continuous cycle of practice over a period of time, thus promoting students' knowledge and understanding of geography and leading to a more positive attitude towards studying geography.