A. Bakri, Y. Sugiarti, D. Wahyudin
An initiative approach that focuses on software for the integration of GIS technology in the secondary school curriculum is the same, regardless of whether one teaches technical secondary school science, social secondary school, or basic art. While demonstration of sample resources and project approaches, technology-based education reforms, structured / standardized professional development workshops or courses, and teacher education programs that focus on technology are different because students need to learn GIS technology using learning materials tailored to their needs and situations. unique. The 'Learn about GIS' approach for TVET secondary school students is an effective way to operate software, with supporting instructions in cartography, database design, and programming. Learning to think of the world through the mediation perspective provided by technology can influence geospatial thinking and its development. The researcher notes that individual teacher support, local data usage, local problem scenarios, and administrative commitment, are critical issues for the development of professional GIS in TVET Middle School. Reforming the science and technology curriculum involving the acceptance of GIS in learning requires continuous professional development, related to the implementation of the GIS curriculum. Therefore, it is important to investigate the skills needed to improve the workability of TVET secondary schools in the Geomatics and Geospatial Engineering department. © 2019 Published under licence by IOP Publishing Ltd.
Post-Graduate Studies School, Universitas Pendidikan Indonesia, No. 207, Dr. Setiabudhi Street, Bandung, Indonesia
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