The practice and indicators research based learning for introduction of geographic landscape (a case study in Department of Geography Education)

Abstract

Abstract This study aims to explain the impact of practice and indicators of research-based learning on the introduction of landscapes for geography students. The research method used is qualitative with a case study approach. The subjects in this study were students and lecturers of geography education. Data collection techniques were carried out with written document reviews and in-depth interviews with second semester students and lecturers in geography education study programs. Data analysis techniques are carried out by multi-case analysis review. The results showed that the practice of landscape-based research-based learning had an impact on geography literacy skills, spatial thinking, critical thinking, scientific thinking, research, and mapping of individual students. The ability of observation and analysis is a pedagogic indicator of research-based learning that influences intellectual development, technical progress in learning and research in the field, as well as individual skills in solving problems of geographical phenomena in a practical and theoretical way from students.