GIS Integration in Geography Learning at Senior High Schools: Google Earth for Regional Concepts Spatial Planning

Abstract

The integration of Geographic Information Systems (GIS) in geography learning was an important innovation that contributed to the development of students’ spatial thinking skills in the digital era. This study aims to analyse the effectiveness of Google Earth as a GIS-based learning medium in improving students' understanding of regional concepts and spatial planning skills at State Senior High School 2 Bengkulu. This study uses a quantitative approach with a quasi-experimental design. The research population consisted of all Grade XI Social Studies students, with a sample of 38 students in the experimental class and 37 students in the control class. The experimental class was given Google Earth-based geography lessons to identify, analyse, and digitise spatial features, including land use, administrative boundaries, road networks, and settlement distribution. The control class followed conventional lessons using printed maps and textbooks. Data were collected through spatial thinking ability tests, map digitisation assignment results, and classroom observations, then analysed using an independent sample t-test to compare the learning outcomes of the two groups. The results showed that the average spatial thinking ability score of students in the experimental class was 87.3, while that of the control class was 74.1, with a p-value = 0.002, indicating a significant difference between the two groups. In addition, approximately 82% of students in the experimental class gave positive responses, rating this media as Very High in improving concept understanding and learning engagement. These findings confirm that GIS-based learning is effective in improving students' understanding of regional concepts, spatial thinking skills, geospatial literacy, and digital skills. The research results also emphasise the need to integrate geospatial technology into the geography curriculum and teacher training so that learning is more contextual, interactive, and relevant to the needs of the 21st century.