UTILIZATION OF GEOSPASIAL INFORMATION TO IMPROVE MAKING MAP SKILL IN GEOGRAPHY LEARNING

The aim of this reseach are: (1) To describe the use of geospatial information in improving the skills of students in making maps, (2) To improve the skills of students in making maps. This class action research uses two cycles with research subjects in class XI IPS 4 at SMAN 1 Purwantoro academic year 2018/2019. The research method used is classroom action research. In the research the stages were carried out systematically in two cycles of action treatment and observation of one initial condition as a comparison after a cycle treatment. The indicator of success in this study is the classical completeness of students above 70% and there is an increase in student learning outcomes. The results of this study are (1) Utilization of geospatial information in improving map-making skills through several stages, namely introduction, gathering geospatial information, making maps, presentations, closing. (2) Utilization of geospatial information on geographic subjects can improve students' skills in making maps. Improvement of student learning outcomes is reflected in the percentage of classical completeness in the first cycle of 57.69% and in the second cycle rose to 88.46%. While the average value in classical in the first cycle of 69.82 rose to 82.38 in cycle 2.


A. INTRODUCTION
The development of information technology is growing rapidly. One of them is the development of geospatial information for geography learning. Utilization of geospatial information in geography learning provides convenience to students and teachers in accessing information to achieve learning goals. This is in line with the learning paradigm in the era of industrial revolution 4.0 which requires digital literacy as an analysis material, critical, creative, and innovative thinking.
The expected results from geography learning are students' spatial intelligence. Faiz (2016) describes spatial intelligence as giving individuals the ability to determine orientation and mobilization. These abilities can be represented into three abilities, namely cognitive maps, cognitive collages, and mental spatial. These three capabilities represent the ability of humans to explore the surface of the earth by transforming various types of information obtained from the environment into spatial information. Lee (2011) explained that the indicators for measuring spatial thinking skills can be measured using STAT (Spatial Thinking Ability Test) which consists of eight aspects : (1) understanding orientation and direction, (2) comparing information on maps with The problem that is often faced in geography learning is the assumption in the minds of students that geography learning is rote learning. The impact of this assumption is that students race to memorize the material presented by the teacher. This assumption arises because the learning done by the teacher is theoretical, so it is less able to optimize the spatial intelligence of students.
The result is the ability of students to study learning material has not led to spatial thinking.
Interest is important in the learning process. Slameto (2010: 57) explains that interest is a fixed tendency to pay attention and remember some activities. Interest is indeed very influential on someone. Interest is a person's likes and likes of an object.
Students who are interested in learning will focus and have high curiosity during learning. With the interest of someone will do something that will produce something for someone (Siagian, 2015). This is because interest is a driving factor for students to learn continuously (Suharwati, 2016).
Furthermore, students' learning interest influences enthusiasm and activeness of students in the learning process. Students who have a high interest in learning always try to follow the learning process as well as possible to obtain optimal learning outcomes (Putrayasa, 2014).
Oktavianto (2017)  Difficulties experienced by students in spatial thinking because of the lack of activity of students in producing products during the learning process, and the teacher does not use the media that can develop the cognitive abilities and skills of students.
Students will be more interested if in learning, the teacher provides an opportunity for students to innovate and foster creativity.
To achieve the expected learning outcomes need the right learning media.
Simanungkalit ( Based on the initial survey on students, 57.69% of students have not been able to map properly. This shows that the ability to map students is still relatively low so efforts are needed to improve map-making skills so that they can further improve the spatial intelligence of students. Setiawan (2015) explained that spatial thinking is an

Initial conditions
Based on the assessment of learning Based on these initial conditions, contextual data-based learning is needed and is easy for students to understand so that students become challenged in following the next lesson, causing motivation to map properly according to the applicable mapping rules.

Cycle 1
Based on the facts found in the initial The area mapped by the students is taken from the area around the students.

Cycle 2
In the first cycle the success criteria for learning that have not been achieved are then