REVEALING THE SOCIAL LEARNING NEEDS OF COASTAL SCHOOLS BASED ON SWOT ANALYSIS
(1) Universits Pendidikan Indonesia as a post graduate student Universitas Negeri Jakarta as a lecturer
(2) Universitas Pendidikan Indonesia
(3) Universitas Pendidikan Indonesia
(4) Universitas Pendidikan Indonesia
(5) Universits Pendidikan Indonesia as a postgraduate student
(*) Corresponding Author
Abstract
ABSTRACT
This study aims to explore the development needs of social learning in coastal schools, with a specific focus on Coastal Junior High Schools in Jakarta amidst various environmental challenges and degradation. The research employs a descriptive qualitative approach, integrating SWOT analysis to identify strengths, weaknesses, opportunities, and threats related to the social learning needs in addressing coastal and marine environmental issues. Data collection involves questionnaires, interviews, and focused group discussions with 29 junior high school educators from coastal areas in Jakarta. The findings reveal the necessity for teachers to develop environmentally based teaching materials, create relevant learning modules, and utilize the environment as a learning resource. Furthermore, teachers require adequate digital skills to effectively support environment-based learning. Emphasizing the importance of contextual learning and placed-based education, the study advocates for creating learning experiences relevant to the context and integrating digital technology to meet the needs and implications of shaping environmentally conscious communities and enhancing the quality of education in coastal schools.
Keywords: Coastal Schools, Social Learning, SWOT analysis
Â
ABSTRAK
Penelitian ini bertujuan untuk mengeksplorasi kebutuhan perkembangan pembelajaran sosial di sekolah pesisir, khususnya fokus pada Sekolah Menegah Pertama Pesisir Jakarta di tengah berbagai tantangan dan degradasi lingkungan. Studi ini menggunakan pendekatan kualitatif deskriptif dengan mengintegrasikan analisis SWOT untuk mengidentifikasi kekuatan, kelemahan, peluang, dan ancaman terkait kebutuhan pembelajaran sosial dalam mengatasi masalah lingkungan pesisir dan laut. Pengumpulan data melibatkan kuesioner, wawancara, dan diskusi kelompok terfokus dengan 29 pendidik sekolah menengah pertama dari daerah pesisir Jakarta. Hasil penelitian mengungkapkan kebutuhan guru untuk mengembangkan bahan pengajaran berbasis lingkungan, menciptakan modul pembelajaran yang relevan, dan memanfaatkan lingkungan sebagai sumber pembelajaran. Selain itu, guru memerlukan keterampilan digital yang memadai untuk mendukung pembelajaran berbasis lingkungan secara efektif. Menegaskan pentingnya pembelajaran kontekstual dan pendidikan berbasis tempat dalam menciptakan pengalaman belajar yang relevan dengan konteks dan mengintegrasikan teknologi digital untuk memenuhi kebutuhan serta berimplikasi membentuk masyarakat yang peduli lingkungan dan meningkatkan kualitas pendidikan di sekolah-sekolah pesisir.
Kata kunci: Sekolah pesisir, pembelajaran social, analisis SWOTÂ
Full Text:
PDF 174-188References
Anthony Deringer, S. (2017). Mindful place-based education: Mapping the literature. Journal of Experiential Education, 40(4). https://doi.org/10.1177/1053825917716694
Ardoin, N. M., & Heimlich, J. E. (2021). Environmental learning in everyday life: foundations of meaning and a context for change. In Environmental Education Research (Vol. 27, Issue 12). https://doi.org/10.1080/13504622.2021.1992354
Aritonang, I. B., & Armanto, D. (n.d.). PROSIDING PENDIDIKAN DASAR URL: https://journal.mahesacenter.org/index.php/ppd/index Peran Guru Dalam Merdeka Belajar Untuk Meningkatkan Pembelajaran Matematika Siswa di Era Pandemic Covid-19. https://doi.org/10.34007/ppd.v1i1.202
Aulia, A. M. I., Hamidah, H., Adelina Dewi Nuryaman, & Samdouni, S. (2022). Digital Literacy: Arabic Teacher Competencies in Distance Learning. Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature, 5(2). https://doi.org/10.22219/jiz.v5i2.19709
Bandura, A. (2016). Moral disengagement: How people do harm and live with themselves. In Moral disengagement: How people do harm and live with themselves.
Cincera, J., Johnson, B., & Kroufek, R. (2020). Outdoor environmental education programme leaders’ theories of experiential learning. Cambridge Journal of Education, 50(6). https://doi.org/10.1080/0305764X.2020.1770693
Contreras, M. F. S., & Murga-Menoyo, M. Ã. (2019). Place-based education: An approach for a sustainable curriculum in higher education. Bordon. Revista de Pedagogia, 71(2). https://doi.org/10.13042/Bordon.2019.68295
Cresencio, M., & Yabut, E. (2023). Implementation of school disaster risk reduction in coastal schools: Basis for a plan of action. Journal of Education and E-Learning Research, 10(2). https://doi.org/10.20448/jeelr.v10i2.4592
Efendi, P. M. (2023). Keterampilan Abad 21 Kaitannya Dengan Karakteristik Masyarakat di Era Abad 21. Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar, 6(1). https://doi.org/10.33603/caruban.v6i1.8009
Elfert, M. (2015). UNESCO, the Faure report, the Delors report, and the political utopia of lifelong learning. European Journal of Education. https://doi.org/10.1111/ejed.12104
Estiastuti, A., Bektiningsih, K., & Nurharini Pendidikan Guru Sekolah Dasar, A. (2018). PENDIDIKAN LINGKUNGAN MELALUI PEMBELAJARAN IPS DENGAN PENDEKATAN PROJECT BASED LEARNING DALAM MENCIPTAKAN SEKOLAH HIJAU. In Jurnal Kreatif (Vol. 9, Issue 1).
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5). https://doi.org/10.1007/s11423-020-09767-4
Fang, W. T. (2020). Envisioning environmental literacy. Springer. https://doi.org/10.1007/978-981-15-7006-3
Fang, W.-T., Hassan, A., & LePage, B. A. (2023). The Living Environmental Education. Springer Nature Singapore. https://doi.org/10.1007/978-981-19-4234-1
Gümüş, M. M., & Kukul, V. (2023). Developing a digital competence scale for teachers: validity and reliability study. Education and Information Technologies, 28(3). https://doi.org/10.1007/s10639-022-11213-2
Hamilton, E., & Marckini-Polk, L. (2023). The impact of place-based education on middle school students’ environmental literacy and stewardship. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2022.2163789
Hasnawati. (2006). Pendekatan Contextual Teaching Learning. Jurnal Ekonomi & Pendidikan, 3.
Hernandez, J., Scherr, R., German, M., & Horowitz, R. (2022). Place-Based Education in High School Science: Situating Energy and Climate Change in Students’ Communities. Sustainability and Climate Change, 15(1). https://doi.org/10.1089/scc.2021.0058
Indrasari, D. (2020). IDENTIFIKASI MASALAH DAN MODEL PENGELOLAAN WILAYAH PESISIR: STUDI KASUS PROVINSI DKI JAKARTA. In Jurnal Kajian Teknik Sipil (Vol. 5, Issue 01). https://mongabay.co.id,
Isrokatun, I., Pradita, A. A., Ummah, S. A., Amalia, D. Y., & Salsabila, N. S. (2022). Digital Literacy Competency of Primary School Teacher Education Department Student as the Demands of 21st Century Learning. Mimbar Sekolah Dasar, 9(3). https://doi.org/10.53400/mimbar-sd.v9i3.44057
Jang, S. (2022). Case Analysis of Overseas Countries in Project-based Learning for Vocational Education and Workforce Development. International Journal of Emerging Technology and Advanced Engineering, 12, 78–85. https://doi.org/10.46338/ijetae0422_11
Kiviranta, L., Lindfors, E., Rönkkö, M. L., & Luukka, E. (2024). Outdoor learning in early childhood education: exploring benefits and challenges. In Educational Research (Vol. 66, Issue 1). https://doi.org/10.1080/00131881.2023.2285762
Kulözü, N. (2016). Youths’ perception and knowledge towards environmental problems in a developing country: in the case of Atatürk University, Turkey. Environmental Science and Pollution Research, 23(12). https://doi.org/10.1007/s11356-016-6693-2
Kusumawardani, V., Aidar Idrus, I., Zakiyah, U., & Maria Herawati, D. (n.d.). Pendampingan Masyarakat dalam Penyelamatan Lingkungan di Kampung Baru Nelayan Cilincing, Jakarta Utara. In Periode Januari-Juni (Vol. 5, Issue 1).
Lerch, J. C., & Buckner, E. (2018). From education for peace to education in conflict: changes in UNESCO discourse, 1945–2015. Globalisation, Societies and Education, 16(1). https://doi.org/10.1080/14767724.2017.1387769
Lubis, M. U., Siagian, F. A., Zega, Z., Nuhdin, N., & Nasution, A. F. (2023). Pengembangan Kurikulum Merdeka Sebagai Upaya Peningkatan Keterampilan Abad 21 Dalam Pendidikan. ANTHOR: Education and Learning Journal, 2(5). https://doi.org/10.31004/anthor.v1i5.222
Mahmud, M. R., & Ekawati, D. (2023). The relationship between digital literacy and the competency of prospective teacher students in the society 5.0 era. PrimaryEdu : Journal of Elementary Education, 7(1).
Mann, J., Gray, T., Truong, S., Brymer, E., Passy, R., Ho, S., Sahlberg, P., Ward, K., Bentsen, P., Curry, C., & Cowper, R. (2022). Getting Out of the Classroom and Into Nature: A Systematic Review of Nature-Specific Outdoor Learning on School Children’s Learning and Development. In Frontiers in Public Health (Vol. 10). https://doi.org/10.3389/fpubh.2022.877058
Mashudi, M. (2021). Pembelajaran Modern: Membekali Peserta Didik Keterampilan Abad Ke-21. Al-Mudarris (Jurnal Ilmiah Pendidikan Islam), 4(1). https://doi.org/10.23971/mdr.v4i1.3187
Meitiyani, M., Nadhiro, N., & Syaban, A. (2019). MEMBANGUN KEMAMPUAN BERPIKIR KREATIF UNTUK MENGATASI MASALAH LINGKUNGAN DENGAN MENGGUNAKAN PEMBELAJARAN OTENTIK. EDUSAINS, 11(2), 297–302. https://doi.org/10.15408/es.v11i2.13066
Org, U. (2015). Building peace in the minds of women and men Organisation des Nations Unies pour l’éducation, la science et la culture United Nations Educational, Scientific and Cultural Organization United Nations Educational, Scientific and Cultural Organization. http://www.unesco.org/open-access/terms-use-ccbysa-en
Ouane, A. (2009). UNESCO’s drive for lifelong learning. … Routledge International Handbook of Lifelong Learning. https://doi.org/10.4324/9780203870549-33
Ramadansur, R., Sembiring, A. K., Rizky, R., & Nelvariza, N. (2023). Promoting Critical Thinking Skills through Contextual Teaching and Learning. Lectura : Jurnal Pendidikan, 14(2). https://doi.org/10.31849/lectura.v14i2.15030
Riowati, R., & Yoenanto, N. H. (2022). Peran Guru Penggerak pada Merdeka Belajar untuk Memperbaiki Mutu Pendidikan di Indonesia. Journal of Education and Instruction (JOEAI), 5(1), 1–16. https://doi.org/10.31539/joeai.v5i1.3393
Rizky Baihaqi, M., & Abdul Muiz Lidinillah, D. (2018). PEDADIDAKTIKA: JURNAL ILMIAH PENDIDIKAN GURU SEKOLAH DASAR Pengembangan Media Kartu Nusantara untuk Pembelajaran IPS Kelas IV SDN pada Materi Keanekaragaman Suku Bangsa dan Budaya. In All rights reserved (Vol. 5, Issue 2). http://ejournal.upi.edu/index.php/pedadidaktika/index
Sari Astiti, N. N., Lasmawan, I. W., & Akhmad Haris, I. (2017). PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING, QUANTUM TEACHING TERHADAP MOTIVASI BERPRESTASI DAN HASIL BELAJAR IPS SISWA KELAS VII. Jurnal Pendidikan IPS Indonesia, 1(2). https://doi.org/10.23887/pips.v1i2.2825
Sayed, Y., & Ahmed, R. (2015). Education quality, and teaching and learning in the post-2015 education agenda. International Journal of Educational Development, 40. https://doi.org/10.1016/j.ijedudev.2014.11.005
Semken, S., Ward, E. G., Moosavi, S., & Chinn, P. W. U. (2017). Place-based education in geoscience: Theory, research, practice, and assessment. In Journal of Geoscience Education (Vol. 65, Issue 4). https://doi.org/10.5408/17-276.1
Siahaan, T. M., Sianipar, H. F., Simamora, R., Sijabat, A., & Sinaga, C. V. R. (2021). Pengembangan Buku Ajar Berbasis Kooperatif Tipe Jigsaw untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa. Jurnal Basicedu, 5(4), 2496–2503. https://doi.org/10.31004/basicedu.v5i4.1213
Siskind, D., Conlin, D., Hestenes, L., Kim, S. A., Barnes, A., & Yaya-Bryson, D. (2022). Balancing technology and outdoor learning: Implications for early childhood teacher educators. In Journal of Early Childhood Teacher Education (Vol. 43, Issue 3). https://doi.org/10.1080/10901027.2020.1859024
Solissa, E., Mustoip, S., Marlina, Cahyati, S., & Asdiana. (2023). Components of Contextual Teaching and Learning as The Basis for Developing a Character Education Model. Journal of Etika Demokrasi, 8(1).
Sugiyono. (2015). Sugiyono, Metode Penelitian dan Pengembangan Pendekatan Kualitatif, Kuantitatif, dan R&D , (Bandung: Alfabeta, 2015), 407 1. Metode Penelitian Dan Pengembangan Pendekatan Kualitatif, Kuantitatif, Dan R&D, 2015.
Tejokusumo, B. (2014). Dinamika Masyarakat Sebagai Sumber Belajar Ilmu Pengetahuan Sosial. Jurnal Geodukasi, 3(1).
Transformative Learning in Environmental Education: Theory and Practice. (2023). International Electronic Journal of Environmental Education. https://doi.org/10.52783/iejee.v13.i1.126
UNISDR. (2009). 2009 UNISDR Terminology on Disaster Risk Reduction. International Stratergy for Disaster Reduction (ISDR).
Utari, A. D., & Kristin, F. (2023). Efektivitas Model Problem Based Learning dan Contextual Teaching and Learning Terhadap Kemampuan Berpikir Kreatif Siswa Pembelajaran IPS Kelas IV SD. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(12). https://doi.org/10.54371/jiip.v6i12.3421
Veeravatnanond Dr., V., Nasa-Arn Dr., S., Nithimongkonchai Dr., W., Wongpho Dr., B., & Phookung Dr., K. (2012). Development of risk assurance criteria to the utilization of natural resources and environment for sustainable development of life quality, economy and society in rural Thai communities. Asian Social Science, 8(2). https://doi.org/10.5539/ass.v8n2p189
Veeravatnanond, V., & Singseewo, A. (2010). A developmental model of environmental education school. European Journal of Social Sciences, 17(3).
Wasti, Y. (2023). MENINGKATKAN HASIL BELAJAR IPS DENGAN MENGOPTIMALKAN LANGKAH-LANGKAH MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING(CTL) SISWA KELAS VII.3 SMP NEGERI 16 BATAM TAHUN PELAJARAN 2019/2020. SENTRI: Jurnal Riset Ilmiah, 2(5). https://doi.org/10.55681/sentri.v2i5.903
Welsch, H. (2022). Correction to: What shapes cognitions of climate change in Europe? Ideology, morality, and the role of educational attainment (Journal of Environmental Studies and Sciences, (2022), 12, 2, (386-395), 10.1007/s13412-021-00745-7). In Journal of Environmental Studies and Sciences (Vol. 12, Issue 2, pp. 396–397). Springer. https://doi.org/10.1007/s13412-022-00753-1
Widyaningrum, W., & Sondari, E. (2019). MENINGKATKAN KOMPETENSI PROFESIONALISME GURU DI ABAD 21 MELALUI PELATIHAN PEMBELAJARAN BAHASA INGGRIS. In Jurnal Pengabdian Masyarakat (Vol. 1, Issue 1). www.e-journal.metrouniv.ac.id
Yasin, B., Yusuf, Y., Mustafa, F., Khairuddin, Safina, D., & Sarinauli, B. (2023). Introducing Contextual Teaching and Learning as a Transition from Textbook-Based Curriculum to the National Curriculum. European Journal of Educational Research, 12(4). https://doi.org/10.12973/eu-jer.12.4.1767
Yemini, M., Engel, L., & Ben Simon, A. (2023). Place-based education–a systematic review of literature. In Educational Review. https://doi.org/10.1080/00131911.2023.2177260
Zandalinas, S. I., Fritschi, F. B., & Mittler, R. (2021). Global Warming, Climate Change, and Environmental Pollution: Recipe for a Multifactorial Stress Combination Disaster. In Trends in Plant Science (Vol. 26, Issue 6). https://doi.org/10.1016/j.tplants.2021.02.011
Zsolnai, L. (2016). Moral Disengagement: How People Do Harm and Live with Themselves, by Albert Bandura. Business Ethics Quarterly, 26(3).
DOI: 10.24235/edueksos.v13i01.17111
Article Metrics
Abstract view : 0 timesPDF 174-188 - 0 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Edueksos Jurnal Pendidikan Sosial & Ekonomi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.