GEOGRAPHY LITERACY OF OBSERVATION INTRODUCTION LANDSCAPE REPRESENTATION PLACE FOR STUDENT EXPERIENCE ( Ethnomethodology Perspective )

This study aims to describe the understanding of geography literacy and student experience with landscape recognition observations using an ethnometodology perspective. The subject of this study was the chairman of each landscape recognition practice group student geography education program from University of Jember. The results of this study that geography literacy has a dimension of relevance to geographic skills in representing contextual phenomena and places from landscape recognition observation activities. The results of both observational studies provide research experience, motivation, critical and scientific thinking skills for students represented in the mapping of the area.


Introduction
Geography education is needed in understanding the phenomena, location, and world for prespective geographers.Geography literacy has an influence to explain physical information and human activities.Geography literacy skills are needed in the observation of landscape recognition.Turner and Leydon (2012), explained that literacy geography skills are very valuable for students in connecting the concepts and theories that are being learned at this time throughout the world.The component of spatial literacy in geography includes component of the concept of space, representational tools, and thought processes (NRC, 2006).Students must be able to visualize the geospatial distribution of culture, economics and natural resources to understand the complexity of the environment globally (Guertin et al., 2012).Knowledge geography literacy is used to understand, process, and utilize spatial data (Turner and Leydon, 2012).
The implementation of geography literacy is significantly influential in building spatial knowledge of students.Every individual has a different structure in processing information and spatial thinking ability in the neurological system (Levinson, 2003).One method of observation that can be used to analyze geographic phenomena contextually in the learning of spatial literacy.Field observation activities in the introduction of landscapes are more centered on student activity.An integral component of the observation approach taken by students requires lecturers as facilitators and controls in the learning process (Chappell, 2007).Relations in observation activities will build communication between lecturers and students.Reflective participation and attitudes need to be shown by lecturers to students in providing an understanding of the introduction of landscapes.
The experience student from the practice of landscape recognition lectures serves to provide a reality picture of geographic phenomena occurring on the surface of the earth.The results of reflection from practice can build students' cognitive, affective, and psychomotor skills.Geography literacy in the observation landscape recognition requires high-level skills.Cotton et. al (2010), stated that geographic observation methods can provide selective, rational experience and behavior as well as arguments from observations.Special attention to observation methods of aspects affective experience in particular include attitudes, motivation, and student responses (Boyle et.al, 2007;Stokes & Boyle, 2009).
The purpose of this study was to determine the experience of student literacy geography in landscape recognition practices as a representation of places.The studies observed include physical phenomena and human activities in an integrated manner.The experience of students' geography literacy of landscape recognition practices was identified from their participation during observation activities.

The Methods
The method used in this research is qualitative with ethnometodology approach.This approach is used to understand the natural actions of a particular ethnic group, the study includes social agents of the community, understand their lives (a group of human life), and how they are sustained every day when interacting with their groups (Fatchan, 2015).
Qualitative researchers aim to develop strategies and procedures by considering experience from the perspective of informants (Bogdan & Biklen, 1998).Qualitative research provides an opportunity to develop understanding of subject matter well (Denzin & Lincoln, 2008).
The subject of this study was the head of the landscape learning field practice group as many as 8 students.The information studied is distinguished the reasons: (1) Geography literacy understanding of students in the practice of landscape recognition observation lectures which are represented in the volcanology area of the Bromo Mountain in Fahrudi Ahwan Ikhsan, et al / GEOSI Vol. 3 No. 2 (2018) 131-145 Probolinggo Region; and (2) The experience gained by students from the observation of landscape recognition as a representation of a place in the volcanology area of Mount Bromo, Probolinggo Region.Individual experiences and insights are an important part of inquiry and critical thinking to understanding the information from interviews (Patton, 2002).
Data collection techniques are carried out by interviewing and documenting the research subject in depth.The informants in this study were students who took part in a landscape recognition introduction practice program in the volcanology area of the Bromo Mountain in Probolinggo Region.Data from the interviews were analyzed descriptively with the coding matrix of the informants.The coding technique is used to explore and connect between codes with each other.Themes and concepts are interpreted to prepare final reports in research (Miles, Huberman, & Saldana, 2015)

Results and Discussion
The informants in this study were taken from the chair landscape recognition Based on the findings in matrix I, we can find the following propositions as follows.
The practice geography literacy through field observations includes studies of phenomena, locations, places, interactions, activities, and environments for regional studies.The application of geography literacy needs to be supported by spatial thinking skills, analytical thinking, and application of geography for prospective geographers.The essence of geographic concepts and principles is needed in contextual practice supported by maps as a support to understand geography literacy.Landscape recognition observation activities provide experience for prospective geographers in interpretation geographic locations and phenomena in the spatial, environmental and territorial viewpoints for certain places on the earth's surface.In research the application of geographic concepts and principles plays a role in building the dynamics of geographic literacy, especially with the support of geographic skills.Understanding of views about geography from more observational activities on scientific attention.The interpretation of the concept of landscapes and culture provides special strength in building spatial understanding for students.The findings Minca (2013), explained that the concept of landscape was at the core of scientific attention from generation to generation from geographers.The nature of geography with the power of phenomena and landscape provides knowledge in understanding the relationship of spatial theory and spatial analysis expressed from spatial systems.Conceptually understanding geographic phenomena can be easily understood as a whole according to the results of the reflection of the observation of the introduction of landscapes in the field.Understanding of natural and human relations is needed by geographers with survey activities and descriptions as an alternative in studying the potential of place and location (Boogaart, 2001).
Field observations affect the learning experience in particular student psychology in the field.Aspects of field experience will influence the development of cognitive, affective, and psychomotoric dimensions of students' thinking.The findings of Boyle, et al. (2007), aspects of field learning will have an impact on student affective development which includes attitudes, motivation, and feelings.The development of psychology of students provide to experience in geography studies both in theoretical learning in the classroom and in field applications through landscape recognition activities.
The spatial thinking of students has a relationship with the role of geography literacy improving for understanding the geographical concept of "sense of place".Geography literacy give students more insight into: analysis of location, place, relationship, activity, environment, and region.The dynamics of increasing geographic literacy in K-12 challenge students to deepen geographical knowledge.Thinking geographically provides a connection between humans and places of contact with events, cases and facts from geographic phenomena.The findings Hunter (2016), geography literacy is more effective in interacting and collaborating among students to broaden experiences in different environments.
Geography literacy provides an overview of phenomena as problem solving skills and motivating students.The view of geographic literacy information cannot be transferred in proving the phenomena that is examined directly in a particular place and location.The findings of Johnston and Webber (2003), the emphasize landscape learning requires maps in interpreting physical and social aspects of relationships.Information obtained by students is useful in exploring the geographic literacy of both the theory and practice of landscapes with contextual skills (Lyold, 2006).
Geographical literacy skills of each individual student can be ascertained differently despite conducting joint observation activities in groups.The findings Ottati (2015), that exploration of learning can provide different experiences related to geography literacy, attitudes, and experiences according to K-12.Experience in representing the place obtained by students after conducting observation activities is to train research skills, trial, survey, critical thinking, scientific thinking, and thematic map making.The findings Comber (2017), geography literacy has a relationship between pedagogic, social skills, geography, and poverty to build a culture of shared learning in the world of education.Student experience from observation in the form of lifelong learning, pedagogic development, geography skills, research skills, critical and scientific thinking, and writing scientific reports and articles.This experience shows that observation activities generate new knowledge can shape thinking patterns for students as geographers in landscape recognition practice activities.

4.Conclussion
Geography literacy is easier to apply directly in the field with practical learning activities.Students as geographers experience lifelong experiences that are difficult to forget.
The experience gained includes the implementation of concepts and principles in the field, measurement, trials, surveys, and research learning.The number of experiences spurred students to develop geographic ways of thinking represented or described from the location and place observed.
Student activities in the field require thinking, analysis, and applications geography especially in studying the region.These skills will build the pedagogical dimension of students in analyzing all aspects of literacy which include: phenomena, place, relationship, activities, environment, and region.All these aspects will give a description of the place in a particular area or what is known as "sense of place".Students as geographs are motivated to think critically and scientifically in solving problems in areas that are the target of the introduction of landscape recognition in Bromo Mountain, Probolinggo regency.The natural and human phenomena studied were realized in the form of regional mapping.The aim is to describe all the problems and phenomena that exist in the observation location of landscape recognition.The application of observation activities needs to be mentally supported by each student so that it is easy to describe and analyze the problems faced.Thus, geographic literacy and skills thinking geography of students are useful to interpretation places and locations that are realized through mapping the area.The result is an analysis of both natural and human potential found in the area of observation activities.

Table 2 :
The Student Experience of Result Observation the Introduction Landscapes in Bromo Mountains Probolinggo Regency