Google Earth as a catalyst for spatial problem-based learning  in enhancing spatial thinking skills

Alfyananda Kurnia  Putra; Ananda Putri  Ragil; Ha Van  Thang

doi:10.17977/um022v10i22025p158-171

Authors

Alfyananda Kurnia Putra Universitas Negeri Malang
Ananda Putri Ragil Universitas Negeri Malang
Ha Van Thang University of Education

DOI:

https://doi.org/10.17977/um022v10i22025p158-171%20

Keywords:

spatial problem-based learning, Google Earth, spatial thinking

Abstract

This study investigated the effectiveness of integrating Google Earth into Spatial Problem-Based Learning (SPBL) as a means of enhancing students’ spatial thinking skills within the context of geography education. Traditional instructional methods often fall short of developing these critical competencies, particularly for complex topics such as watershed systems. Employing a quasi-experimental design, this research involved two purposively selected groups of high school students: an experimental group exposed to Google Earth-assisted SPBL and a control group receiving conventional direct instruction. Data collection was conducted through spatial thinking ability tests administered in pre-test and post-test formats. The data were analyzed using the non-parametric Mann-Whitney U test to determine significant differences between the two groups. The results revealed that students in the experimental group exhibited statistically significant improvements in spatial thinking skills compared to those in the control group. These findings underscore the pedagogical value of integrating geospatial technologies such as Google Earth in fostering students’ spatial reasoning, visualization, and analytical abilities in geography learning. This research contributes to the growing body of knowledge advocating for technology-supported, inquiry-based instructional models and offers empirical evidence for adopting SPBL integrated with geo-visualization tools to promote higher-order thinking in spatially complex subjects. Implications suggest that incorporating such digital platforms in educational settings can cultivate students’ capacity to analyze, interpret, and solve real-world environmental problems, thereby strengthening geography education through experiential and technologically enriched learning approaches.

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