World Regional Geography

Presiden Prancis Emmanuel Macron untuk kali kedua kalinya berkunjung ke Indonesia. Kunjungan ini bertujuan untuk memperkuat hubungan diplomatik dan kerjasama strategis antara Indonesia-Perancis. Salah ratu rangkaian diplomatiknya adalah mengunjungi Candi Borobudur, bersama dengan istrinya Brigitte Macron, ditemani oleh Presiden terpilih Bapak Prabowo Subianto. Pemimpin negara tersebut naik ke candi menggunakan sepatu pantofel dan snekers, Sangha Biksu dan majelis Buddha turut hadir sebagai perwakilan umat Buddha dan memberikan doa pemberkahan. Di salah satu sudut canding pelataran puncak candi, disediakan pula kursi dan meja dengan dekorasi indah dari anyaman janur kelapa. Tujuannya agar pemimpin negara itu bisa berteduh dan bersantai menikmati keindahan candi dan alam disekitarnya dari bagian paling puncak candi suci itu. Semua orang yang hadir di sana merasa senang, senyum lebar dan sesekali tertawa. Di balik kemegahan dan simbolik dari kunjungan kepala negara asing ke salah satu warisan budaya dunia, tersembunyi lapisan-lapisan yang mempertanyakan batas antara agama dan negara: penghormatan dan profanisasi, antara konservasi dan eksploitasi, serta antara diplomasi dan dominasi. Borobudur bukan sekadar batuan arkeologis. Borobudur adalah situs warisan dunia dan simbol spiritual umat Buddha. Borobudur adalah "mandala" ruang sakral yang menyimpan nilainilai ajaran Buddha; tempat berkontemplasi, dan laku spiritual. Segala aktivitas di dalam candi ini seharusnya tunduk pada prinsip-prinsip etik dan spiritualitas luhur, bukan semata prosedur protokoler atau narasi wisata heritage atau alat doplomasi belaka. Kunjungan Macron menjadi refleksi nyata tumpangtindih antara konservasi budaya regilius dan kepentingan politik-ekonomi kekuasaan.

The East African Rift: Gateway to a New Ocean is a thrilling exploration of one of Earth's most dynamic geological phenomena, where the African continent is literally tearing itself apart. This ground-breaking work delves into the tectonic forces shaping the East African Rift System; a 3,000-kilometer-long fracture zone that scientists predict will eventually split the continent and birth a new ocean over millions of years. The book synthesizes decades of geological research, illustrating how this active rift zone serves as a natural laboratory for understanding continental breakup, volcanic activity, and the formation of new oceanic crust. With vivid descriptions of dramatic landscapes—from the Erta Ale lava lake in Ethiopia to the rift valleys of Kenya and Tanzania—the narrative bridges complex scientific concepts with accessible storytelling, emphasizing the rift’s role in reshaping both the planet’s physical geography and our understanding of its restless, ever-evolving nature. By weaving together field observations, satellite data, and predictive models, the authors paint a thrilling portrait of Earth’s future, inviting readers to witness the slow-motion creation of a seascape that will redefine Africa’s boundaries for eons to come.

O objetivo das reflexões é explorar as relações teóricas e filosóficas entre geografia e história (espaço e tempo) em seus percursos enquanto ciências modernas, principalmente a partir de uma análise dos legados da escola francesa, entre os quais estão as concepções de espaço dos pensamentos vidaliano e braudeliano, e as críticas que responderam a eles. Reconhece-se a necessidade de uma renovação que incorpore, nos métodos da geohistória, uma atenção ao papel dos mapas e da linguagem cartográfica na produção de espaços historicamente relativos. Para demonstrar essas dinâmicas, são abordados alguns contextos do saber geográfico na Renascença, incluindo a cosmografia e a corografia, com o intuito de ampliar noções sobre as espacialidades históricas e suas formas de abstração, e conferir uma centralidade à cartografia no entendimento das geografias do passado.

Kampung ini merupakan salah satu dari beberapa kampung adat yang masih mempertahankan tradisi dan budaya masyarakat Sabu. Kampung Adat Namata merupakan salah satu destinasi pariwisata yang paling banyak di kunjung oleh wisatawan, masyarakat sabu raijua masih memegang teguh adat dan kepercayaan Djingitiu, atau agama warga Sabu yang memuja dewa-dewa para leluhur.

Kampung ini merupakan salah satu dari beberapa kampung adat yang masih mempertahankan tradisi dan budaya masyarakat Sabu. Kampung Adat Namata merupakan salah satu destinasi pariwisata yang paling banyak di kunjung oleh wisatawan, masyarakat sabu raijua masih memegang teguh adat dan kepercayaan Djingitiu, atau agama warga Sabu yang memuja dewa-dewa para leluhur.

Timur. Tepi laut ini mempunyai keunikan dengan terdapatnya batu-batu bercorak biru yang tersebar di selama bibir tepi laut. Garis pantainya lumayan panjang serta berpasir gelap mengkilap, dengan hamparan bebatuan warna-warni yang menarik atensi wisatawan. Bebatuan hijau dominan serta kontras dengan warna gelap pasir, membuat panorama alam tepi laut sangat luar biasa.

The paper focuses on perspectives on Critical geography based on the notion that humanity can potentially transform the environment. It challenges the dominant ideologies that characterize international political structures, contesting traditional categories and units of analysis in International Relations such as anarchy, security, and the concept of the state. To possibly change this focus lies on the role of power and confrontation in the production and reproduction of landscape, place, and space. Aside from this, attention is drawn to inequalities within regional geography and its learned societies. Critical geography deals with a critique of positivism introduced by the Quantitative revolution. Some observations have been taken into consideration to understand the changing, varied nature of  Spatial Arrangements and Human Intervention toward a transformation of the environment in terms of their Habitat, Economy and Technological Development, Human  Intervention with the natural environment, etc., in that particular vast region of the  Northern polar areas of the world.

This chapter focuses on four stakes: (i) the huge demographic changes of the Western Balkans, and the mobility issue namely due to a re-bordering process since the end of the Yugoslavian wars ; (ii) the undeniable income rise but also rising social disparities; (iii) an economy which is just recovering with strong geographical fragmentation; (iv) in the field of environment, an early stage regulation and the necessity for a rising international cooperation with the European union. We highlight a still low international openness, an obvious core-periphery

Geospatial tools have been in the K-12 curriculum for several decades, yet they remain underutilized by educators. For example, the Geography for Life (Geography Education Standards Project, 1994) Standards called for integration of geographic information systems (GIS) into classroom instruction, but this expectation has rarely been met (Milson & Kerski, 2012). In general, the barriers to integrating GIS-complexity of the technology, difficulty in accessing datasets, and steep instructional time demands of inquiry learninghave prevented all but the most ambitious teachers from using geospatial tools with their students. The literature documents successful cases of GIS curriculum integration (e.g.,

The topic of this research is a deeper analysis and comparison of one of the pillars of the South East Europe (SEE) 2020 Strategy ‐ SEE 2020 Strategy: Jobs and Prosperity in a European Perspective. The SEE 2020 as a regional strategy is inspired and based on EU 2020 principles, reflecting the commitment and determination of all governments in South Eastern Europe for achieving a higher level of socioeconomic growth and facilitates integration within the EU. The SEE 2020 Strategy, especially the Integrated growth pillar focuses on increased regional trade and investment flows, by strengthening cooperation and creating transparent national policies. In order to reach these targets, as well as the creation of new jobs and prosperity, key importance is placed on increased regional trade and investments that actually increase the competitiveness and integration of the region on a European and global level. The main research question of this chapter is the level and the dimension of the i...

Cooperative learning is an active learning approach, model or method based on students' working in groups towards academic and cooperative goals, enhancing self-confidence, improving communication skills and providing active participation in class. The aim of this research is to try to determine the ideas of prospective teachers about cooperative learning approach considering some demographic variables. Participants were 382 prospective students studying at Akdeniz University Faculty of Education in 2016-2017 academic year. The validity and reliability analysis of the Cooperative Learning Scale consisted of 22 items were made and internal reliability coefficient Cronbach's Alpha was calculated as 0.87. It was found that cooperative learning would raise students' academic achievement, improve communication skills and feelings of cooperation, and socialize the students at the desired level, but the students will not be able to develop their leadership skills to the desired level.

Geospatial technologies, such as geographic information systems (GIS), remote sensing, and GPS have been used in a variety of educational settings to help improve student learning. A sample of 53 high school seniors was recruited from the Geospatial Semester (GSS), a course that emphasizes the use of GIS for problem-solving and students in AP Physics and AP History served as a comparison. GSS students' spatial thinking and problem solving improved across the school year in contrast to Comparison Group. Results suggest that GIS-based instruction can be used to enhance students' use of spatial reasoning when solving STEM-relevant problems.

This study investigated the effects of the jigsaw technique on the achievements of sixty-four freshman students in an Educational Psychology course. The jigsaw method is a cooperative learning method that was applied to the experimental group, while the traditional learning method was applied to the control group. The subjects were all prospective teachers taking the Educational Psychology course in Turkish Language Education department in a public university in Turkey during the second term of the 2008 -2009 academic year. According to the results of the study, the test group appeared to be more successful than the control group in terms of post-test and knowledge retention scores

This study investigated the effects of the jigsaw technique on the achievements of sixty-four freshman students in an Educational Psychology course. The jigsaw method is a cooperative learning method that was applied to the experimental group, while the traditional learning method was applied to the control group. The subjects were all prospective teachers taking the Educational Psychology course in Turkish Language Education department in a public university in Turkey during the second term of the 2008 -2009 academic year. According to the results of the study, the test group appeared to be more successful than the control group in terms of post-test and knowledge retention scores

An initiative approach that focuses on software for the integration of GIS technology in the secondary school curriculum is the same, regardless of whether one teaches technical secondary school science, social secondary school, or basic art. While demonstration of sample resources and project approaches, technology-based education reforms, structured / standardized professional development workshops or courses, and teacher education programs that focus on technology are different because students need to learn GIS technology using learning materials tailored to their needs and situations. unique. The 'Learn about GIS' approach for TVET secondary school students is an effective way to operate software, with supporting instructions in cartography, database design, and programming. Learning to think of the world through the mediation perspective provided by technology can influence geospatial thinking and its development. The researcher notes that individual teacher support, l...

The rural areas of Republic of Srpska occupy about 95% of its territory and about 83% of its population. The aim of the research was to determine the differences of demographic indicators, focusing on rural areas, between the two Population Censuses, and confirm the hypothesis that human capital in the rural areas of the Republic of Srpska is a critical factor in the development of rural areas which tends to further threaten economic and social development. The paper analyzes the results of the 2013 Population Census and the 1991 Census, comparing the basic demographic indicators. The results of the analysis show loss of population, number of household members and accelerated population ageing, and decline in the number of active population. Demographic problems are equally expressed in all parts of the rural area irrespective of the population density.

Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches. A proposed agenda is designed to frame the next generation of research in this field, organized around four foci: (1) connections between GST and geospatial thinking; (2) learning GST; (3) curriculum and student learning through GST; and (4) educators’ professional development with GST. Recommendations for advancing this agenda are included.

This chapter focuses on four stakes: (i) the huge demographic changes of the Western Balkans, and the mobility issue namely due to a re-bordering process since the end of the Yugoslavian wars ; (ii) the undeniable income rise but also rising social disparities; (iii) an economy which is just recovering with strong geographical fragmentation; (iv) in the field of environment, an early stage regulation and the necessity for a rising international cooperation with the European union. We highlight a still low international openness, an obvious core-periphery

Geospatial tools have been in the K-12 curriculum for several decades, yet they remain underutilized by educators. For example, the Geography for Life (Geography Education Standards Project, 1994) Standards called for integration of geographic information systems (GIS) into classroom instruction, but this expectation has rarely been met (Milson & Kerski, 2012). In general, the barriers to integrating GIS-complexity of the technology, difficulty in accessing datasets, and steep instructional time demands of inquiry learninghave prevented all but the most ambitious teachers from using geospatial tools with their students. The literature documents successful cases of GIS curriculum integration (e.g.,

Mesir adalah salah satu negara berkembang yang terletak di kawasan Afrika Utara. Secara astronomis terletak di antara 22oLU-31,5o LS dan 25oBT-36oBT dengan luas kurang lebih 1.500.000 km2. Luas wilayahnya sekitar 997.739 km² Mesir mencakup Semenanjung Sinai (Asia Barat Daya) dan sebagian besar wilayahnya terletak di Afrika Utara. Mesir berbatasan dengan Libya di sebelah barat, Sudan di selatan, jalur Gaza dan Israel di utara-timur. Perbatasannya dengan perairan ialah melalui Laut Tengah di utara dan Laut Merah di timur.

AbstrakBumi Priangan telah sejak lama dikenal dengan pesona alam yang dimilikinya. Pesona alam Priangan sejak masa kolonial Belanda telah menarik para pelancong untuk mengunjungi wilayah ini. Kajian ini membahas faktor-faktor yang membuat alam Priangan mampu menarik kunjungan para turis pada periode akhir kolonial. Kajian ini menggunakan konsep terbentuknya suatu wilayah hingga mampu menjadi suatu destinasi wisata berdasarkan kajian Stephan Wearing, serta melihat pengaruh pemahaman orientalisme abad ke-19 dan ke-20 yang melatarbelakangi kunjungan para wisatawan terutama ke wilayah-wilayah jajahan. Berdasarkan arah kajian ini maka faktor-faktor yang menjadi dasar mengapa Priangan mampu menarik kunjungan para pelancong antara lain, 1) pesona dan keindahan alamnya; 2) sarana dan fasilitas pendukung wisata; 3) harmonis dan nyamannya kehidupan sosial dan budaya masyarakatnya; serta 4) pesona keindahan dataran tinggi dan gunung berapi di sekitar Priangan. Melalui kajian ini diharapkan mam...

This chapter focuses on four stakes: (i) the huge demographic changes of the Western Balkans, and the mobility issue namely due to a re-bordering process since the end of the Yugoslavian wars ; (ii) the undeniable income rise but also rising social disparities; (iii) an economy which is just recovering with strong geographical fragmentation; (iv) in the field of environment, an early stage regulation and the necessity for a rising international cooperation with the European union. We highlight a still low international openness, an obvious core-periphery

This study investigated the effects of the jigsaw technique on the achievements of sixty-four freshman students in an Educational Psychology course. The jigsaw method is a cooperative learning method that was applied to the experimental group, while the traditional learning method was applied to the control group. The subjects were all prospective teachers taking the Educational Psychology course in Turkish Language Education department in a public university in Turkey during the second term of the 2008 -2009 academic year. According to the results of the study, the test group appeared to be more successful than the control group in terms of post-test and knowledge retention scores

This chapter focuses on four stakes: (i) the huge demographic changes of the Western Balkans, and the mobility issue namely due to a re-bordering process since the end of the Yugoslavian wars ; (ii) the undeniable income rise but also rising social disparities; (iii) an economy which is just recovering with strong geographical fragmentation; (iv) in the field of environment, an early stage regulation and the necessity for a rising international cooperation with the European union. We highlight a still low international openness, an obvious core-periphery

This research investigated whether completing an introductory GIS course affects college students' spatial literacy as defined by spatial habits of mind, spatial concepts and thinking skills, and critical spatial thinking. This study employed three tests (spatial habits of mind inventory, spatial concepts and skills test, critical spatial thinking oral test) to measure students' performance on these three elements. Furthermore, this research investigated the relationship among the components. Pre-and post-tests were conducted at the beginning and the end of the 2010 fall semester, and Texas A&M undergraduate students participated in the research. The following four research questions were examined. The first research question investigated whether GIS learning improves spatial habits of mind (n = 168). Five sub-dimensions of spatial habits of mind (pattern recognition, spatial description, visualization, spatial concept use, and spatial tool use) were identified. Overall, GIS students' spatial habits of mind were enhanced. However, variations existed when considering students' performance by dimension.

This chapter focuses on four stakes: (i) the huge demographic changes of the Western Balkans, and the mobility issue namely due to a re-bordering process since the end of the Yugoslavian wars ; (ii) the undeniable income rise but also rising social disparities; (iii) an economy which is just recovering with strong geographical fragmentation; (iv) in the field of environment, an early stage regulation and the necessity for a rising international cooperation with the European union. We highlight a still low international openness, an obvious core-periphery

Abstract. Spatial thinking has been recognized as closely related to tools of representation (NRC, 2006) and the maps have been widely pointed out as crucial for the development of that kind of reasoning. Furthermore, the scientific com-munity dedicated to the field of the spatial thinking has been asserting that the abilities encompassed in such a complex cognition can and must be fostered in school. Considering these groundwork, our research focused on the decision to assess the effectiveness of the contribution for the development of student’s spatial thinking, provided by the questions found in Brazilian middle school geography textbooks. The main concern was the proficiency regarding cartographic language. To assure the possibility of comparing our results with some other investigations we decided to use a methodology that was strongly based on the Taxonomy of Spatial Thinking, designed by Injeong Jo and Sarah Bednarz (2009). Counting on those powerful tools we analyzed 6.884 q...

An initiative approach that focuses on software for the integration of GIS technology in the secondary school curriculum is the same, regardless of whether one teaches technical secondary school science, social secondary school, or basic art. While demonstration of sample resources and project approaches, technology-based education reforms, structured / standardized professional development workshops or courses, and teacher education programs that focus on technology are different because students need to learn GIS technology using learning materials tailored to their needs and situations. unique. The 'Learn about GIS' approach for TVET secondary school students is an effective way to operate software, with supporting instructions in cartography, database design, and programming. Learning to think of the world through the mediation perspective provided by technology can influence geospatial thinking and its development. The researcher notes that individual teacher support, l...

Geospatial tools have been in the K-12 curriculum for several decades, yet they remain underutilized by educators. For example, the Geography for Life (Geography Education Standards Project, 1994) Standards called for integration of geographic information systems (GIS) into classroom instruction, but this expectation has rarely been met (Milson & Kerski, 2012). In general, the barriers to integrating GIS-complexity of the technology, difficulty in accessing datasets, and steep instructional time demands of inquiry learninghave prevented all but the most ambitious teachers from using geospatial tools with their students. The literature documents successful cases of GIS curriculum integration (e.g.,

An initiative approach that focuses on software for the integration of GIS technology in the secondary school curriculum is the same, regardless of whether one teaches technical secondary school science, social secondary school, or basic art. While demonstration of sample resources and project approaches, technology-based education reforms, structured / standardized professional development workshops or courses, and teacher education programs that focus on technology are different because students need to learn GIS technology using learning materials tailored to their needs and situations. unique. The 'Learn about GIS' approach for TVET secondary school students is an effective way to operate software, with supporting instructions in cartography, database design, and programming. Learning to think of the world through the mediation perspective provided by technology can influence geospatial thinking and its development. The researcher notes that individual teacher support, l...

Indonesian translation of From Tea to Temples and Texts: Transformation of the Interfaces of Upland-Lowland Interaction on the China-Myanmar Border, in Manusia, Alam, & Masyarakat
https://insistpress.com/katalog/manusia-alam-dan-masyarakat-kajian-multidisiplin-asia-tenggara/

Geographic education is crucial for preparing students to navigate the places and spaces they inhabit, and National Geographic’s Giant Traveling Map program seeks to address this need by providing an immersive and kinesthetic learning experience with the use of a gym-sized floor map . In this study, a Giant Traveling Map was tested with sixth grade students to determine the effect of engaging with the map on improving spatial thinking skills . Questions were drawn from the Spatial Thinking Ability Test to assess students’ skills preand post-experience . Our results show minimal improvement for a few very specific spatial thinking skills and raise questions concerning the testing of spatial concepts and tying in assessment to map activities and geographic learning . We conclude that more study is needed to accurately evaluate the Giant Traveling Map Program for its educational impact .

Island, merupakan kawasan mandiri yang terkenal elit di Uni Emirad Arab. Adanya akses jalan tol dari Kota menjadi penarik masyarakat untuk melirik kawasan ini. Secara demografis, Venice Island merupakan tempat wisata yang sangat baik untuk keluarga dan anak-anak. Karena, di dalam Restaurant Bawah laut nya orang tua dan anaknya bisa bersama-sama mempelajari banyak hal tentang kehidupan laut, mulai dari apa saja yang ada di laut, mengenal jenis binatang laut, hingga berinteraksi langsung dengan binatang laut. Di sisi lain, target pasarnya mayoritas perempuan karena desain yang diberi cukup instagramable. Untuk segmentasi psikografis, Floating Venice ini diperuntukkan bagi para pecinta biota laut. Karena di dalam laut, mereka bisa belajar menyayangi dan merawat aneka biota laut dengan cara yang baik dan benar.

Island, merupakan kawasan mandiri yang terkenal elit di Uni Emirad Arab. Adanya akses jalan tol dari Kota menjadi penarik masyarakat untuk melirik kawasan ini. Secara demografis, Venice Island merupakan tempat wisata yang sangat baik untuk keluarga dan anak-anak. Karena, di dalam Restaurant Bawah laut nya orang tua dan anaknya bisa bersama-sama mempelajari banyak hal tentang kehidupan laut, mulai dari apa saja yang ada di laut, mengenal jenis binatang laut, hingga berinteraksi langsung dengan binatang laut. Di sisi lain, target pasarnya mayoritas perempuan karena desain yang diberi cukup instagramable. Untuk segmentasi psikografis, Floating Venice ini diperuntukkan bagi para pecinta biota laut. Karena di dalam laut, mereka bisa belajar menyayangi dan merawat aneka biota laut dengan cara yang baik dan benar.

Improving the status of geography education in the United States, whether as a stand alone subject or within the social studies curriculum as an integrated subject, will depend upon the type and quality of research. Increasingly the United States federal and state governments are basing educational policy on research evidence regarding reading and mathematics (Feuer, Towne and Shavelson, 2002). Research that nvestigates the learning progressions of students studying geography, the spatial thinking that is conducive to using maps and other graphics, and the content and methods used by successful teachers of geography are all researchable topics. The Road Map for 21st Century Geography Education includes three volumes: Research; Curriculum Materials and Professional Development; and Assessment in Geography. The Geography Education Research report is reviewed here. The research topics suggested in the report are considered to be necessary underpinning information for charting a new and...

Keindahan gunung Bromo tentu sangat menarik bagi siapa saja, terutama bagi mereka yang menyukai wisata alam dan petualangan , dikasawan wisata gunung Bromo ini indahan panoramaanorama alam di sekitar-nya dan senantiasa tanpa tiada hentinya. Hawa dingin menyambut kedatangan kami di kaki Gunung Bromo setelah melalui perjalanan kurang lebih empat jam dari Kota Pare Kediri setelah berangkat dari kota Pare pada malam hari dan tiba sesampainya di kaki Gunung Bromo pada saat pagi. Akhirnya, perjalanan panjang yang memenatkan itu dapat terlunaskan dengan sajian alam yang sangat menakjubkan. Jika telah tiba di puncak Gunung Bromo, Ada empat lokasi wisata atau keindahan yang ditawarkan oleh Gunung Bromo yaitu melihat matahari terbit di penanjakan satu Gunung Bromo, melihat bukit savana yang indah, melihat padang pasir yang sangat luas, dan melihat keindahan kawah Gunung Bromo.

Keindahan gunung Bromo tentu sangat menarik bagi siapa saja, terutama bagi mereka yang menyukai wisata alam dan petualangan , dikasawan wisata gunung Bromo ini indahan panoramaanorama alam di sekitar-nya dan senantiasa tanpa tiada hentinya. Hawa dingin menyambut kedatangan kami di kaki Gunung Bromo setelah melalui perjalanan kurang lebih empat jam dari Kota Pare Kediri setelah berangkat dari kota Pare pada malam hari dan tiba sesampainya di kaki Gunung Bromo pada saat pagi. Akhirnya, perjalanan panjang yang memenatkan itu dapat terlunaskan dengan sajian alam yang sangat menakjubkan. Jika telah tiba di puncak Gunung Bromo, Ada empat lokasi wisata atau keindahan yang ditawarkan oleh Gunung Bromo yaitu melihat matahari terbit di penanjakan satu Gunung Bromo, melihat bukit savana yang indah, melihat padang pasir yang sangat luas, dan melihat keindahan kawah Gunung Bromo.

Keindahan gunung Bromo tentu sangat menarik bagi siapa saja, terutama bagi mereka yang menyukai wisata alam dan petualangan , dikasawan wisata gunung Bromo ini indahan panoramaanorama alam di sekitar-nya dan senantiasa tanpa tiada hentinya. Hawa dingin menyambut kedatangan kami di kaki Gunung Bromo setelah melalui perjalanan kurang lebih empat jam dari Kota Pare Kediri setelah berangkat dari kota Pare pada jam 9 malam dan tiba di kaki Gunung Bromo jam 1 pagi. Akhirnya, perjalanan panjang yang memenatkan itu dapat terlunaskan dengan sajian alam yang sangat menakjubkan. Jika telah tiba di puncak Gunung Bromo, Ada empat lokasi wisata atau keindahan yang ditawarkan oleh Gunung Bromo yaitu melihat matahari terbit di penanjakan satu Gunung Bromo, melihat bukit savana yang indah, melihat padang pasir yang sangat luas, dan melihat keindahan kawah Gunung Bromo.