<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Muhammad Aliman</style></author><author><style face="normal" font="default" size="100%">Budijanto</style></author><author><style face="normal" font="default" size="100%">Sumarmi</style></author><author><style face="normal" font="default" size="100%">I Komang Astina</style></author><author><style face="normal" font="default" size="100%">Rozana Eka Putri</style></author><author><style face="normal" font="default" size="100%">Muhammad Arif</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF EARTHCOMM LEARNING MODEL AND SPATIAL THINKING ABILITY ON GEOGRAPHY LEARNING OUTCOMES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Earthcomm learning model</style></keyword><keyword><style  face="normal" font="default" size="100%">geography learning</style></keyword><keyword><style  face="normal" font="default" size="100%">geography learning outcome</style></keyword><keyword><style  face="normal" font="default" size="100%">quasi experimental</style></keyword><keyword><style  face="normal" font="default" size="100%">spatial thinking ability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1559371993.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Geography learning is meaningless if it is not followed by the development of students' spatial thinking ability. Research aimed to 1) determine the effect of earthcomm learning and conventional learning on geography learning outcomes, 2) find out the effect of spatial thinking ability on geography learning outcomes, 3) find out the interaction between the application of earthcomm learning and spatial thinking ability on geography learning outcomes.  Research used a quasi-experimental non-equivalent control group design. The research sample was taken from three high schools in Malang City, Indonesia. Geography learning outcomes data were obtained from paper-based test and spatial thinking ability data obtained from spatial thinking test instruments. Data were analyzed using Two Way ANOVA test using SPSS devices. The results of the research, 1) there is an effect of the application of learning to students’ geography learning outcomes, 2) there is an influence of the ability of spatial thinking on geography learning outcomes, 3) there is no interaction between the application of learning and spatial thinking on geography learning outcomes. Efforts to improve learning outcomes and spatial thinking ability are needed by students to face the challenges of global competition. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">323-334</style></section></record></records></xml>