Analysing The Geographical Skills Across The World Secondary Schools Curriculum Based on The Scientific Approach Budi Handoyo Department of Geography Faculty of Social Science State University of Malang Malang, Indonesia Coressponding email: budi.handoyo.fis@um.ac.id Ach. Amirudin Department of Geography Faculty of Social Science State University of Malang Malang, Indonesia Hadi Soekamto Department of Geography Faculty of Social Science State University of Malang Malang, Indonesia Abstract—Changing of the national curriculum in order to improve the quality of education being undertaken by the Ministry of Education and Culture of the Republic of Indonesia. In the geography, changing of the secondary curriculum was conducted at the content and learning process standard by implementing geographical skills and scientific approach. The purpose of this research was to analysis geographical skills of the geographic secondary school curriculum across the world based on the scientific approach. The study was designed by using a qualitative method which was conducted on July up to August 2016. The research object was the geographic skills of the junior school of the United State of America, United Kingdom, Australia, New Zeland, Singapore, and Indonesia. Data were collected by the document method which consists of the geographical skills content from the six countries. The analysis was conducted by comparing the geographical skills contents with the steps of the scientific approach. The research results showed that: (1) the geographical skills of the secondary curriculum of America, United Kingdom, Australia, and Singapore has a relevant pattern with the skills of the scientific approach; (2) the geographical skills of the secondary curriculum of New Zeland and Indonesia has quite relevant pattern with the skills of the scientific approach. (3) There is no geographical skills of the secondary curriculum across the world that do not relevant with the skills of the scientific approach. Based on the research finding and discussion were suggested that the geographical skills pattern of the national curriculum 2013 was needed to be developed in order to suitable with scientific approach. Keywords—Geographical Skills, Scientific approach, Curriculum-Changing I. INTRODUCTION Changing the Curriculum 2006 to 2013 has been conducted by the Ministry of Education and Culture Republic of Indonesia in order to improve the quality of graduation. In the new curriculum 2013, there are four aspects have been changed in improving the standard of education. The fourth aspects are graduation standard, content, process, and evaluation (Permendiknas 32 Tahun 2013, 22, 23, and 24 Tahun 2016). The content standard consists of skill competencies, besides spiritual competence, social, and knowledge, and on the process standard use scientific approach as a main learning method. So, at the all of the subject matters must implement skills competency and scientific method as a part of learning. Geographical skills is one of geography education goals, besides knowledge and attitude. It is not only related to the ability of geographic asking questions, collecting and analyzing data, presenting and communicating but also in terms of the broader aspects of the thinking skills to understand the earth and human activities (GNIP, 2012; Riter 2006). Therefore, the geographical skills has an important function, not only in geography education, but also in the general 1st International Conference on Geography and Education (ICGE 2016) Copyright © 2017, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 79 376