Strengthening Students’ Spatial Awareness through Eco-Pedagogical Activities: A Case Study at the Kuala Langat Learning Centre, Malaysia

Sutama; Siti Hadiyati Nur Hafida; Andi Sadapotto; Rindy Aswin Pertiwi; Eka Siti Maullina; Aditya Wahyu Pratama; Anugrah Yuda Pratama

doi:10.35568/abdimas.v8i4.6995

Authors

Sutama Mathematic Education, Teacher Training and Education, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
Siti Hadiyati Nur Hafida Geography Education, Teacher Training and Education, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
Andi Sadapotto English Language Education, Teacher Training and Education, Universitas Muhammadiyah Sidenreng Rappang, Sidenreng Rappang, Indonesia
Rindy Aswin Pertiwi Indonesian Language and Literature Education, Teacher Training and Education, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
Eka Siti Maullina Mathematic Education, Teacher Training and Education, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
Aditya Wahyu Pratama Pysical Education, Teacher Training and Education, Universitas Muhammadiyah Surakarta, Surakarta, Indonesia
Anugrah Yuda Pratama English Language Education, Teacher Training and Education, Universitas Muhammadiyah Sidenreng Rappang, Sidenreng Rappang, Indonesia

DOI:

https://doi.org/10.35568/abdimas.v8i4.6995

Keywords:

eco-pedagogy, students, spatial awareness , Environmental Education , Patriotism

Abstract

Spatial awareness is essential for developing students’ understanding of their environment and strengthening their national identity. This study aimed to enhance spatial awareness among Indonesian migrant students at the Kuala Langat Learning Centre, Malaysia, through an eco-pedagogical approach as a means of fostering love for the homeland. The program involved 23 primary school students and employed several methods: information sessions, question-and-answer discussions, learning assistance, and evaluation. The evaluation results indicated that 78% of students demonstrated improved ability in recognising Indonesian geographical regions, and the average post-activity assessment score increased by 22% compared to the initial test. Furthermore, students’ reflective discussions and creative projects (maps and posters) showed stronger ecological awareness and appreciation of Indonesia’s cultural and environmental diversity. The eco-pedagogical approach thus proved effective in improving spatial understanding and instilling national values. These findings highlight the potential of experience-based learning to support migrant students in strengthening their sense of identity and patriotism.

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