A Learning Model for Teaching “Population Geography” course in Higher Education through Case Study of International Women's Migration
Journal of Social Studies Education Research Volume 12, Number 3, Publisher: Journal of Social Studies Education Research
The purpose of this study was to determine a learning model for teaching "Population Geography" to geography education students in universities using international women's migration as a case study to increase their understanding of the material and their curiosity in the learning process. A case study and qualitative approach were adopted in this research with data collected from 15 Geography Education students currently taking Population Geography courses in Department of Geography Education Jakarta, Indonesia. Data were collected through interviews and focus group discussions (FGD) for approximately 120 minutes, three times during the learning process. The results showed that in-depth studies on international women's migration increase engagement and understanding of the course. Furthermore, it enables students to participate actively in the classroom learning process by asking questions, discussing, and giving their opinions. Students are able to give their opinion in the classroom with regard to the international women migration. For example, they are able to determine the use of remittances and the adaptation process after an immigrant returns to Indonesia. They also know about the main reason why some Indonesian women decide to work and migrate to abroad and leave their family. In addition, students’ understanding is also visualized in the process of interpreting, giving examples, clarifying, summarizing, drawing conclusions, comparing, and explaining cases of women's international migration. This research is useful for educators, especially Geography Education Teachers and Lecturers.
Zid, M. & Casmana, A. (2021). A Learning Model for Teaching “Population Geography” course in Higher Education through Case Study of International Women's Migration. Journal of Social Studies Education Research, 12(3), 120-143.
© 2021 Journal of Social Studies Education Research