![]() ![]() The outcomes present that the value is t = -52.51 and the significance level is. Additionally, paired sample t-test statistical analysis was completed to measure differences between pre-tests and post-tests affecting solely experimental groups. Then, pre-tests and post-tests were too carried out to explore the efficiency of the GEP application by utilizing the GIS-STS module and adopting the questionnaire form as an evaluation of the effectiveness of GEP in Geography L&F. ![]() In this study, a true experimental research design was employed comprising Experimental Group (EG) with geospatial technology intervention. Hence, the adoption of Google Earth Pro (GEP) in Geography L&F is regarded as a new tool for ameliorating geospatial technology skills among Geography students. Fundamentally, the GIS-STS Module was created based on 6 topics and 13 activities under the second Curriculum and Assessment Standard Document (CASD) in 2017. Therefore, this article will examine the effectiveness of Google Earth Pro (GEP) Application as a Teaching Tools (TT) in L&F of Geography subject in high school. Nonetheless, the present scenario still indicates the snag of technological development in the education system such as the application of geospatial technology in the subject of Geography in Malaysia which is not significant. Technological evolution in the 21st Century Learning and Facilitation (L&F) have been significantly affirmed by the Ministry of Education Malaysia (MOE).
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