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GEOGRAPHIC INFORMATION SYSTEM (GIS) IN EDUCATION "Problems of Application Geographic Information Systems (GIS) in Secondary School and Higher Education" By : Muhammad Isa Ramadhan



A. INTRODUCTION Technology contributes to increased efficiency of human labor, it is fitting each shape to adapt activities and maximize the breakthrough of technological change, it is possible also in the learning process. Geography is a subject that emphasizes the spatial aspects and symptoms as well as the distribution of the occupied space. Studying geography demands to be able to process the information based on the criteria and the space they occupy, a recent breakthrough with regard to how to process the information presented in the form of geographic information systems (GIS). Geographic Information Systems (GIS) is a computer -based information system, designed to work with data that has a spatial information (spatial referenced). This system capturing, checking, integrating, manipulating, analyzing and displaying data which are spatially referenced to the earth conditions. GIS technology integrates common database operations such as query and statistical analysis , visualization and analysis capabilities are uniquely owned by the mapping. Ability is what distinguishes GIS with other information system that makes it useful to explain the various events, planning strategies, and predict what happens. The presence of this system was first introduced in Indonesia in 1972 under the name Data Banks for Develompment (Rais, 2005). The emergence of the term Geographic Information System it is now, initiated by the General Assembly of the International Geographical Union in Ottawa Canada in 1967. Developed by Roger Tomlinson, who then called the CGIS (Canadian GIS -SIG Canada), used to store, analyze and process the data collected for the Canada land inventory (CLI -Canadian Land Inventory) an initiative to determine the ability of land in rural Canada by mapping variety of information on land, agriculture, tourism, nature, birds and land use on a scale 1:250000. Since that time Geographic Information System developed in several continents, especially the Americas, Europe, Australia Asia continent. As in other countries, in Indonesia GIS development begins within the government and military. Since the rapid development of GIS be supported by the resources engaged in the academic environment (Aini : 2012). In the aspect of learning especially its geography education, then on this paper tries to review the role of Geographic Information Systems (GIS) in substance use, both in learning secondary education and higher education. This paper refers to the source of several journals including , Artvinli, E. (2010) The Contribution of Geographic Information
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Palembang is a metropolitan city in Indonesia. As the second largest city in Sumatra, the population of Palembang in 2016 was 1,602,071 people, with a population density of 3,999 people / km 2. Meanwhile, the area of green open space has been reduced every year. Based on Minister of Public Works Regulation Number: 05/PRT/M/2008 concerning Guidelines for the Supply and Utilization of Green Open Space in Urban Areas, the percentage of urban areas used as green open space is a minimum of 30% of the total urban area, consisting of 20% public green open space and 10% private green open space. The existence of remote sensing imagery and geographic information systems, could help in determining the priority location of green open space as a child-friendly integrated public space in Palembang. The imagery that used in this research is Landsat 8 imagery, analyzed using ArcGIS 10.3. The research method is a quantitative method using a tiered approach. The final results of the study are in the form of a map of priority locations for child-friendly integrated public space. The 5 Ulu urban village is the location that has the greatest potential to be developed into a child-friendly integrated public space.
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Abstract The purpose of this paper is to examine the utility of Geographic Information Systems (GIS) as a descriptive, diagnostic and analytical tool in higher education research and public policy development. In this paper GIS and how it has been used as a research tool in higher education and other disciplines is described, and a state level example of how GIS was utilized to inform higher education policy through exploration of local community,contexts is provided. While consideration of geographical differences can make the policy making process more complex due to the recognition of the nuances inherent in individual communities across various demographics, the benefits are significant. Using GIS as a research tool to inform policy enables researchers and policymakers a means by which to identify unique barriers to access and affordability of higher education among targeted populations by geography. In this capacity, GIS holds great promise for developing strategies that are tailored to serve citizens in ways
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This paper examines the degree of multidisplinary cooperation for Geographic Information Science (GIS) education programs that award GIS-related degrees or certificates at US colleges and universities. We classified departments and courses into ten major disciplines using Dewey Decimal Classification. In the 2007-2008 academic year, approximately 40 per cent of GIS education programs related to multiple disciplines and nearly 20 per cent were involved with more than three disciplines. Geography was the major provider of GIS education programs, but the ratio between geography-related discipline and other disciplines combined was approximately 1:3. Fostering multidisciplinary GIS education programs should strengthen geography in general as well as GIS education.
The purpose of this study is to determine the place of Geographic Information Systems (GIS) in teaching geography, the general level of secondary school students' attitudes towards Geography Information Systems and whether this changes according to different variables. The population of the research consists of the students studying in Istanbul, Ankara, Mersin, Manisa, Gaziantep, Samsun, Çorum, Kütahya, and Erzurum province in 2008-2009 academic year. The sample consists of 665 students who study at 15 academic high schools and were chosen by using the triple stratified cluster sampling method according to geographical regions and socio-economic structures (upper-middle-lower) in the population chosen from the city centre. The data were gathered by using the scale which was developed by Al-Kamali (2007) in order to determine the attitudes of students related to GIS and adapted to Turkish culture (linguistic) under the current investigation. The data obtained were analyzed by using means, standard deviations, t-tests, and Pearson correlation coefficients. According to the findings, the students' attitudes towards GIS are positive, but new and widespread applications are needed for students to learn their lessons with GIS in a more motivated way. © 2010 Eǧitim Danişmanliǧi ve Araştirmalari İletişim Hizmetleri Tic. Ltd. Şti.
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