Dwi Angga Oktavianto, Sumarmi Sumarmi, Sugeng Utaya, Didik Taryana, Bambang Sigit Widodo
The objective of this study is to analyze the high school geography curriculum in Indonesia and suggest ways in which fieldwork geography learning can be implemented. To gather data, mixed methods were employed, including analyzing curriculum documents, the results of national exams, and surveys of geography teachers. The study was conducted with 26 geography teachers from South Kalimantan Province in Indonesia. The findings demonstrate that while the geography curriculum in Indonesia allows for fieldwork, not all teachers have the opportunity to carry it out. Furthermore, poor results in national exams may be attributed, in part, to the lack of fieldwork learning on the lithosphere topics. Geography teachers can handle the challenges in carrying out fieldwork by doing more student-centered learning, by developing students' investigative abilities, such as inquiry-based learning or project-based learning. Teachers can overcome cost problems by choosing locations around the school, reducing transportation costs, and using mobile phone technology for data input. © 2024, Geographical Institute "Jovan Cviji" of the Serbian Academy of Sciences and Arts. All rights reserved.
Binuang Vocational High School, Department of Mining Geology, Tapin, Indonesia; Malang State University, Department of Geography Education, Malang, Indonesia; Surabaya State University, Department of Geography Education, Surabaya, Indonesia
