The rapid integration of Artificial Intelligence (AI) into higher education is transforming how prospective elementary school teachers access, interpret, and construct knowledge in Social Studies education. This study examines changes in learning patterns among prospective elementary school teachers in AI-supported Social Studies education, identifies factors associated with these changes, and explores instructional strategies used to maintain critical and reflective learning. Using a qualitative exploratory design, the study was conducted at Universitas Iskandar Muda, Banda Aceh, Indonesia. Data were collected through classroom observations, in-depth interviews with two lecturers and two prospective teachers, and document analysis. Data were analyzed interactively through data reduction, data display, and conclusion drawing. The findings reveal a shift from predominantly literature-based and reflective learning toward faster, AI-assisted information seeking and knowledge production. Participants associated this transformation with technological development, digital learning culture, academic workload, limited academic literacy, generational characteristics, and lecturers’ pedagogical practices. Although AI was perceived to improve the efficiency of information retrieval and broaden access to learning resources, participants also expressed concerns about reduced critical reflection, weaker social argumentation, and less intensive academic interaction when AI was used uncritically. In response, lecturers employed problem-based, inquiry-based, reflective, and collaborative learning, supported by AI literacy development, to encourage verification, interpretation, and critical engagement with AI-generated information. These findings highlight the importance of pedagogically guided AI integration in developing adaptive, critical, reflective, and human-centered Social Studies education.
Students' spatial thinking ability is one of the important competencies in geography learning; however, in practice, this ability remains underdeveloped, so learning innovations are needed to improve spatial thinking skills. This study aims to analyze the effectiveness of integrating Project Based Learning with Google My Maps in improving students' spatial thinking ability. This study used a Quasi-Experimental method with a one-group pre-test and post-test design. The population of this study was tenth-grade students of SMA Negeri 1 Parakan, with the sample being class X-6, selected through purposive sampling technique. Data collection in this study was carried out using observation, test, questionnaire, and documentation techniques. The analysis techniques used in this study were the Paired T-Test, N-Gain, Cohen's d, classical completeness analysis of 75%, and student response analysis. The paired t-test results obtained a Sig. (2-tailed) value of 0.001, indicating a significant improvement in students' spatial thinking ability. Classical completeness reached 92%, exceeding the established criterion of 75%. Student response to the learning was classified as positive, with a percentage of 78.4%, while the N-gain calculation of 61.8% falls into the fairly effective category, and Cohen's d of 2.64 falls into the large effect category. Based on these findings, the integration of Project Based Learning with Google My Maps is proven to be fairly effective in improving students' spatial thinking ability in geography learning.
Liliba Subdistrict , Kupang City , is area border rivers in semi-arid regions that experience pressure consequence development settlements and changes use Land . Despite having a long dry season, concentrated rainfall during the rainy season has the potential to increase erosion rates and the risk of land degradation. This study aims to analyze changes in erosion rates and the dynamics of erosion hazard levels influenced by changes in land use in the Liliba River riparian area for the period 2020–2024, as well as to develop land use guidelines that support sustainable environmental management in accordance with the Kupang City Spatial Plan (RTRW). The method used is the Universal Soil Loss Equation (USLE) which includes factors of rainfall erosivity (R), soil erodibility (K), slope length and gradient (LS), land use (CP) which are analyzed spatially using Geographic Information Systems (GIS) to compare conditions in 2020 and 2024. The results of the study show that the average erosion rate increased from 300.45 tons/ha/year in 2020 to 889.09 tons/ha/year in 2024. This change was followed by a shift in the dominance of the erosion hazard level from a heavy class covering an area of 253.75 ha in 2020 to a very heavy class covering an area of 281.32 ha in 2024. Based on the results of the analysis, land use guidelines are prepared according to the level of erosion hazard by emphasizing the implementation of soil and water conservation and protection of riparian areas. This study shows that changes in land use in riparian areas in semi-arid areas contribute to increasing erosion hazards, so integrated land use management is needed to support environmental sustainability in Liliba Village
Regional spatial planning often requires studies of projected land-use changes. However, these land-use change projection studies often neglect the protection function aspect in their modeling scenarios. Modeling using protection function scenarios is expected to make a significant theoretical and practical contribution to regional spatial planning and geospatial analysis. The research aims to develop a model for projecting land use change based on protected scenarios to support sustainable development in Malang City. Projection of land-use change based on scenarios is carried out quantitatively and involves spatial modeling. Spatial modeling was carried out using Cellular Automata (CA), which is integrated with Markov Chain (MC) and Artificial Neural Network (ANN). Hybrid modeling of Cellular Automata (CA) – Markov Chain (MC) – Artificial Neural Network (ANN) is expected to offer more attractive advantages compared to single modeling techniques. The model was developed by paying attention to the driving factors and constraint variables as scenario variables in the form of maintained protected areas. This research produced a projected model of land use change in 2029 based on a protected scenario in Malang City. The projection results indicate potential land change for sizable settlements in Malang City, especially in the eastern and western parts around the center of activities and the Malang-Pandaan toll road. The potential development of these settlements needs to be anticipated and directed so that they do not cause various spatial conflicts in the future and do not trigger environmental degradation. With scenario-based projections, several protected areas such as city parks, green belts, city forests, and river banks can be relatively maintained in 2029 according to the spatial pattern plan in the Malang City spatial plan.
Higher education faces the challenge of shaping a young generation that cares about the environment. However, in reality, young people still face difficulties in developing sustainable skills. Problem-Based Game-Based Learning (PBGL) is learning innovation for shaping sustainable competencies. The aims of this study were to determine students' sustainable competencies, determine the effect of length of study on sustainable competencies, and analyse the effect of the PBGL model on sustainable competencies. To analyse the influence of PBGL, a pretest-posttest quasi-experimental design with a control group was used. Meanwhile, to determine the differences in sustainability competencies based on length of study, the Mann-Whitney U test was used. The instrument used was modified from the sustainability competency instrument to suit the characteristics of the research subjects. The results show that sustainability competencies before treatment were at a moderate level. After treatment, the experimental group showed an increase in holistic thinking to 90.5%, followed by an increase in conflict resolution to 95.37%. The experimental group showed a significant increase (t=13.462, p<0.001) with an increase in competence exceeding that of the control group. When viewed from the difference in length of study, there is a significant difference between fifth-semester and seventh-semester students. Seventh-semester students demonstrate higher competence than fifth-semester students (p<0.05). The difference in average shows a 10% difference. This indicates that academic maturity affects the effectiveness of PBGL and sustainability competence. The results show that the PBGL model is able to accelerate the development of sustainability competencies. This study has important theoretical and practical implications for the improvement of sustainable environmental curricula and higher education learning.
