Geography is a school subject that can develop character and skills in the face of global competition and the industrial revolution 4.0. Skills in geography learning teach students to have geography literacy and map literacy skills (Sugiyanto, Maryani, & Ruhimat, 2018; Wiwik Sri Utami, Sumarmi, Ruja, & Utaya, 2016a; Wiwik Sri Utami, Zain, & Sumarmi, 2018) and spatial intelligence (Kim & Bednarz, 2013; Metoyer & Bednarz, 2017; Mulyadi, Yani, Ismail, & Rosita, 2018; Yani, Mulyadi, & Ruhimat, 2018). However, in the reality, it was found that learning outcomes, skills and geography literacy of high school students are low (Homoki & Sütő, 2013; Utami et al., 2018), including low spatial ability (Metoyer & Bednarz, 2017; Sudatha, Degeng, & Kamdi, 2018), spatial intelligence (Mulyadi et al., 2018), and low spatial thinking (Fleming & Mitchell, 2017; Yusup, Santoso, & Istifarida, 2018). Efforts are needed to improve students’ spatial thinking ability through effective geography learning. Geography learning can be done flexibly. Geography learning outside the classroom is one of effective learning and has a positive influence on geography learning outcomes (Railienė, 2003; Yani et al., 2018). This learning involves students with the environment that requires teachers to know and understand environmental problems (Jeronen, 2004). Geography lessons can develop the ability in the field compared to other subjects such as physics and chemistry (Soobard & Rannikmäe, 2013). A learning is considered good if it is able to motivate students in improving the final grade of students (Bahri & Corebima, 2015). One of the learning that develops students’ skills and creativity in scientific literacy is earthcomm learning. This learning was originally developed for chemistry subject in 1988 in America, for biology subject in 1996 and physics subject in 1998. It had just been developed for geoscience subject including geography in 2001. Earthcomm learning (Earth science in the community) is learning that involves students inside and outside the classroom by emphasizing the process of inquiry (Park, Yager, & Smith, 2005; Park, Park, & Lee, 2009) Some studies investigating earthcomm learning include: earthcomm learning towards creative thinking Muhammad Aliman, Budijanto, Sumarmi, I Komang Astina State University of Malang, Indonesia Rozana Eka Putri STKIP PGRI Sumatera Barat, Indonesia Muhammad Arif STKIP Pesisir Selatan, Indonesia Abstract. 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.

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地球通信学习模型和空间思维能力对地理学习成果的影响

地理是一门可以在面对全球竞争和工业革命4.0时培养品格和技能的学校科目。地理学习技能教会学生具备地理素养和地图素养技能（Sugiyanto, Maryani, & Ruhimat, 2018; Wiwik Sri Utami, Sumarmi, Ruja, & Utaya, 2016a; Wiwik Sri Utami, Zain, & Sumarmi, 2018）和空间情报（Kim 和 Bednarz，2013 年；Metoyer 和 Bednarz，2017 年；Mulyadi、Yani、Ismail 和 Rosita，2018 年；Yani、Mulyadi 和 Ruhimat，2018 年）。然而，在现实中，发现高中生的学习成果、技能和地理素养较低（Homoki & Sütő，2013；Utami 等，2018），包括低空间能力（Metoyer & Bednarz，2017；Sudatha , Degeng, & Kamdi, 2018), 空间智能 (Mulyadi et al., 2018), 和低空间思维（Fleming 和 Mitchell，2017 年；Yusup、Santoso 和 Istifarida，2018 年）。需要通过有效的地理学习来提高学生的空间思维能力。地理学习可以灵活进行。课堂外的地理学习是一种有效的学习方式，对地理学习成果有积极的影响（Railienė，2003；Yani 等，2018）。这种学习涉及学生所处的环境，要求教师了解和理解环境问题（Jeronen，2004）。与物理和化学等其他科目相比，地理课程可以培养该领域的能力（Soobard & Rannikmäe，2013）。如果一项学习能够激励学生提高学生的最终成绩，那么它就被认为是好的 (Bahri & Corebima, 2015)。地球通信学习是培养学生科学素养技能和创造力的学习之一。该学习最初是美国1988年为化学学科开发的，1996年为生物学科开发的，1998年为物理学科开发的。2001年刚刚为包括地理在内的地球科学学科开发。Earthcomm学习（Earth science in the community）是涉及的学习通过强调探究的过程，在课堂内外的学生（Park, Yager, & Smith, 2005; Park, Park, & Lee, 2009）调查地球通信学习的一些研究包括：地球通信学习朝向创造性思维 Muhammad Aliman, Budijanto, Sumarmi, I Komang Astina 印度尼西亚玛琅州立大学 Rozana Eka Putri STKIP PGRI Sumatera Barat，印度尼西亚 Muhammad Arif STKIP Pesisir Selatan，印度尼西亚 摘要。如果没有学生空间思维能力的发展，地理学习是没有意义的。研究目的：1）确定地球通信学习和常规学习对地理学习成果的影响，2）找出空间思维能力对地理学习成果的影响，3）找出地球通信学习的应用与空间思维能力之间的相互作用关于地理学习成果。研究使用了准实验非等效对照组设计。研究样本取自印度尼西亚玛琅市的三所高中。地理学习成果数据来自纸质测试，空间思维能力数据来自空间思维测试工具。使用SPSS设备使用双向ANOVA检验分析数据。研究结果，1) 学习应用对学生地理学习成果有影响， 2) 空间思维能力对地理学习成果有影响， 3) 学习应用与空间思维在地理学习上没有交互作用。地理学习成果。学生需要努力提高学习成果和空间思维能力，以应对全球竞争的挑战。