Spatial-Ecological Change in Conservation Areas as Presented in Environmental Geography Textbooks: A Content Analysis

Fahrudi Ahwan Ikhsan; Eni Heldayani; Andri Estining Sejati

doi:10.37905/jgej.v7i2.37794

Spatial-Ecological Change in Conservation Areas as Presented in Environmental Geography Textbooks: A Content Analysis

Fahrudi Ahwan Ikhsan, Eni Heldayani, Andri Estining Sejati

Abstract

Geography education depends on the quality of its instructional materials. This mixed-methods content analysis examined how three ISBN-registered environmental geography textbooks published in Indonesia represent spatial-ecological change in conservation areas and the knowledge and skills needed to study it. The books were examined quantitatively by calculating the frequencies and proportions of topics and visual elements and qualitatively through an interpretive synthesis of concepts, examples, and representations. The findings show that the textbooks cover environmental, conservation, and sustainability topics but provide limited empirical data, maps, and contextual case studies. None offers an explicit framework for applying geographic skills to analyze spatial-ecological change. Photographs dominate the visual material, whereas maps are absent. These limitations reduce opportunities for students to interpret spatial patterns, compare changes across scales and periods, and connect conservation concepts with evidence. Future environmental geography textbooks should integrate spatial data, maps, case studies, and explicit geographic-skill frameworks oriented toward conservation and sustainable ecosystem restoration.

Keywords

content analysis; conservation areas; environmental geography textbooks; spatial ecology

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References

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DOI: https://doi.org/10.37905/jgej.v7i2.37794