Prasetyo Adi Nugroho*

Universitas Jember, Indonesia

Nindya Nurdianasari

Universitas Jember, Indonesia

Fahimatul Anis

Universitas Jember, Indonesia

Trapsila Siwi Hutami

Universitas Jember, Indonesia

M. Sa'i

UIN Siber Syekh Nurjati Cirebon

DOI: https://doi.org/10.19184/jipsd.v12i1.53444

ABSTRAK

Mewacanakan landasan teoritis dan merumuskan trajectory pembelajaran Ilmu Pengetahuan Sosial (IPS) berbasis lingkungan menjadi aspek penting. Mempertimbangkan Isu masalah lingkungan seperti perubahan iklim serta dampaknya pada kerusakan lingkungan serta perubahan dimensi sosial dan ekonomi; namun pembelajaran berbasis lingkungan belum disandarkan pada teori dan trajectory yang relevan. Sehingga hasil belajar lingkungan tidak merepresentasikan kesadaran peduli lingkungan. Kajian ini bertujuan untuk mengidentifikasi kajian-kajian literatur yang memuat teori pembelajaran dan etika lingkungan kemudian menganalisisnya dari segi relevansi dan implikasi tindakan untuk diturunkan menjadi trajectory pembelajaran IPS berbasis lingkungan. Metode penelitian adalah literature review. Prosedur penelitian adalah systematic searches, prosedur pengumpulan data adalah dengan membuat kriteria literatur kemudian membuat kategori relevansi teori. Proses seleksi literatur merujuk pada langkah identifikasi, screening, eligibility, dan included. Analisis data dalam penelitian ini menggunakan inductive thematic analysis. Negosiasi ekosentrisme, Fenomenologi dan Konstruktivisme mengarah pada upaya membuat situated cognition. Untuk mengaplikasikan situated cognition tersebut, kami merumuskan trajectory pembelajaran IPS berbasis lingkungan yaitu moral knowing; moral feeling; dan moral action. Sifat pembelajaran adalah kontekstual dengan sistem sosial menekankan aspek penting yaitu bahasa, dan cerita atau naratif dan dilaksanakan secara interaktif dalam zone of proximal peserta didik untuk mendorong peserta didik untuk mencapai perkembangan potensialnya.

Kata kunci: Ekosentrisme, Fenomenelogi, IPS, Konstruktivisme, dan Lingkungan

ABSTRACT 

Discussing the theoretical basis and establishing an environment-based Social Studies (IPS) learning trajectory is an important aspect. Considering environmental issues such as climate change and its impact on environmental damage and changes in social and economic dimensions; However, environment-based learning is not yet based on relevant theories and trajectories. So environmental learning results do not represent awareness of environmental care. This study aims to identify literature studies that contain learning theories and environmental ethics and then analyze them in terms of relevance and implementation of actions to be derived into an environmentally based social studies learning trajectory. The research method is a literature review. The research procedure is systematic search, the data collection procedure is to create literature criteria and then create theoretical relevance categories. The literature selection process refers to the steps of identification, screening, eligibility, and inclusion. Data analysis in this study used inductive thematic analysis. Negotiation of ecocentrism, phenomenology and constructivism lead to efforts to create situated cognition. To apply this situational cognition, we designed an environment-based social studies learning trajectory, namely moral knowledge; moral feelings; and moral action. The nature of learning is contextual with a social system emphasizing important aspects, namely language, and stories or narratives and is carried out interactively in the proximal student zone to encourage students to reach their developmental potential.

Keywords: Constructivism, Ecocentrisme, Environtment, IPS, & Phenomenology

REFERENCES

Aguayo, C., & Eames, C. (2023). Using mixed reality (XR) immersive learning to enhance environmental education. The Journal of Environmental Education, 54(1), 58–71. https://doi.org/10.1080/00958964.2022.2152410

Agustini, M. P., Meilinda, M., Aisyah, N., Ismet, I., & Sriyanti*, I. (2022). Pemahaman Guru IPA Pra Jabatan Terhadap Mitigasi dan Isu Perubahan Iklim. Jurnal IPA & Pembelajaran IPA, 6(1), 11–19. https://doi.org/10.24815/jipi.v6i1.23796

Ainia, D. K., & Jiarzanah, J. (2021). Analisis Deep Ecology Arne Naess terhadap Aktivitas Penambangan Pasir (Studi Kasus: Penambangan Pasir Merapi di Sekitar Sungai Gendol Cangkringan Sleman Yogyakarta). Jurnal Ilmu Lingkungan, 19(1), 98–106. https://doi.org/10.14710/jil.19.1.98-106

Anidar, J. (2017). Teori Belajar Menurut Aliran Kognitif Serta Implikasinya Dalam Pembelajaran. Jurnal Al-Taujih : Bingkai Bimbingan Dan Konseling Islami, 3(2), 8–16. https://doi.org/10.15548/atj.v3i2.528

Ataizi, M. (2012). Situated Cognition BT  - Encyclopedia of the Sciences of Learning (N. M. Seel, Ed.; pp. 3082–3084). Springer US. https://doi.org/10.1007/978-1-4419-1428-6_16

Bearman, M., & Dawson, P. (2013). Qualitative synthesis and systematic review in health professions education. Medical Education, 47(3), 252–260. https://doi.org/10.1111/medu.12092

Bonde, I. B. (2020). Kembali ke Akar: Pendidikan Kristen dalam Menghadapi Isu Perubahan Iklim, Perang, dan Keterbatasan Akses Pendidikan. EDULEAD: Journal of Christian Education and Leadership, 1(2), 196–213. https://doi.org/10.47530/edulead.v1i2.46

Butchvarov, P. (2015). Anthropocentrism in Philosophy: Realism, Antirealism, Semirealism. De Gruyter.

Faizal, A., Wahyurianto, R., Ali, Z., AL, M. F., Nurcahayani, I., & Rosyadi, M. I. (2022). Implementasi Metode Outing Class terhadap Pendidikan Konservasi, Perubahan Iklim dan Mitigasi Lingkungan. Proceeding Biology Education Conference, 19, 107–119.

Fauzan, M. P. N. (2021). Meninjau Ulang Gagasan Green Constitution: Mengungkap Miskonsepsi Dan Kritik. LITRA: Jurnal Hukum Lingkungan, Tata Ruang, Dan Agraria, 1(1), 1–21. https://doi.org/10.23920/litra.v1i1.573

Frank, N., & Tate, M. P. (2024). We Are Water Protectors: An Entry Point for Indigenous Civics in Elementary Education. Social Studies and the Young Learner, 37(1), 12–17. https://native-land.ca/

Hidayati, I. N., & Suryanto, S. (2015). Pengaruh Perubahan Iklim Terhadap Produksi Pertanian Dan Strategi Adaptasi Pada Lahan Rawan Kekeringan. Jurnal Ekonomi & Studi Pembangunan., 16(1), 42–52. https://doi.org/10.18196/jesp.16.1.1217

Hoffman, J. (2003). Multiage Teachers’ Beliefs and Practices. Journal of Research in Childhood Education, 18(1), 5–17. https://doi.org/10.1080/02568540309595019

Istiadji, A. D., Hardiman, G., & Satwiko, P. (2024). UNCOVERING HOLISTIC CONTEMPORARY PARADIGMS AND HAMEMAYU HAYUNING BAWANA TO REALISE SUSTAINABLE DEVELOPMENT GOALS. Journal of Lifestyle and SDG’S Review, 5(1). https://doi.org/10.47172/2965-730X.SDGsReview.v5.n01.pe02293

Istiqomah, Suwondo, & LN. Firdaus. (2020). Environmental Education in Forming Attitudes of Environmental Care for Students. Journal of Educational Sciences, 4(1), 200. https://doi.org/10.31258/jes.4.1.p.200-211

Kumpulainen, K., Wong, C.-C., Byman, J., Renlund, J., & Vadeboncoeur, J. A. (2023). Fostering children’s ecological imagination with augmented storying. The Journal of Environmental Education, 54(1), 33–45. https://doi.org/10.1080/00958964.2022.2152407

Lestari, S. I. (2023). Hubungan Antara Knowledge About Environmental Issues dan Environmental Sensitivity dengan Responsible Environmental Behavior Peserta Didik SMA Negeri d. IJEEM - Indonesian Journal of Environmental Education and Management, 7(2 SE-Indonesian Journal of Environmental Education and Management). https://doi.org/10.21009/ijeem.v7i2.33508

Lin, V. J., & Ardoin, N. M. (2023). Connecting technologies and nature: Impact and opportunities for digital media use in the context of at-home family environmental learning. The Journal of Environmental Education, 54(1), 72–83. https://doi.org/10.1080/00958964.2022.2152411

Liu, Y., Wu, N., & Chi-Kin Lee, J. (2019). Changes of Chinese exchange teacher candidates’ professional beliefs in the ‘reciprocal learning in teacher education and school education between Canada and China’ project. Teachers and Teaching, 25(6), 664–683. https://doi.org/10.1080/13540602.2019.1666708

López, A. (2023). Seeing microplastic clouds: Using ecomedia literacy for digital technology in environmental education. The Journal of Environmental Education, 54(1), 46–57. https://doi.org/10.1080/00958964.2022.2152412

Madaniyah, J., Khoiruzzadi, M., & Prasetya, T. (2021). PERKEMBANGAN KOGNITIF DAN IMPLIKASINYA DALAM DUNIA PENDIDIKAN (Ditinjau dari Pemikiran Jean Piaget dan Vygotsky) Muhammad Khoiruzzadi, 1 & Tiyas Prasetya 2. 11, 1–14.

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA  statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097

Muhaimin, M. (2014). Pengembangan Model Problem Based Learning Dalam Ecopedagogy Untuk Peningkatan Kompetensi Ekologis Mata Pelajaran Ips. Universitas Pendidikan Indonesia.

Mustangin, M. (2017). Perubahan iklim dan aksi menghadapi dampaknya: Ditinjau dari peran serta perempuan Desa Pagerwangi. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 4(1), 80. https://doi.org/10.21831/jppm.v4i1.13051

National Council for the Social Studies. (2004). National Standards for Social Studies Teachers.

Ohoiwutun, B. (2019). Posisi dan Peran Manusia dalam Alam Menurut Ekologi-dalam Arne Naess (Tanggapan Atas Kritik Al Gore). Sekolah Tingi Filsafat Driyarkara.

Ohoiwutun, B. (2021). Kedudukan dan Peran Manusia dalam Alam: Tanggapan atas Kritik Al Gore terhadap Arne Naess. Jurnal Ledalero, 20(1), 67. https://doi.org/10.31385/jl.v20i1.214.67-81

Putri, S. G. C., Putrawan, I. M., & Djamahar, R. (2022). Environmental Sensitivity Peserta Didik Terhadap Citizenship Behavior Yang Dimediasi Oleh Intention To Act Peserta Didik. IJEEM - Indonesian Journal of Environmental Education and Management, 7(1 SE-Indonesian Journal of Environmental Education and Management). https://doi.org/10.21009/ijeem.v7i1.26068

Putry, C., Farlow, J., & Putri, L. G. S. (2022). Deep Ecology Arne Naess : Analisis Dampak dan Tanggung Jawab Manusia terhadap Lingkungan dalam Industri Peternakan = Deep Ecplogy Arne Naess : Impact Analysis of Industrial animal Farming and Human Responsibility for the Environment.

Rahmani, R. (2023). PERANAN INTENTION TO ACT SEBAGAI MEDIATOR ANTARA BIG-FIVE PERSONALITY DENGAN RESPONSIBLE ENVIRONMENTAL BEHAVIOR PESERTA DIDIK SMA NEGERI DI JAKARTA. IJEEM: Indonesian Journal of Environmental Education and Management, 8(1), 59–69. https://doi.org/DOI : 10.21009/ijeem.v8i1.33657

Ratri, S. Y. (2018). Digital Storytelling Pada Pembelajaran Ips Di Sekolah Dasar. Jurnal Pena Karakter, 01(01), 1–8.

Safitri, H. D. A., Supriyanto, A., & Sobri, A. Y. (2023). College’s Internship Program as A Form of Experiential Learning and Its Effect towards Students’ Skill. IJEEM - Indonesian Journal of Environmental Education and Management, 7(1 SE-Indonesian Journal of Environmental Education and Management). https://doi.org/10.21009/ijeem.v7i1.26288

Sarah, S., & Hambal, R. Y. A. (2023). Ekofilosofi “Deep Ecology” Pandangan Ekosentrisme terhadap Etika Deep Ecology. Gunung Djati Conference Series, Volume 19 (2023) CISS 4th: Islamic Studies Across Different Perspective: Trends, Challenges and Innovation, 19, 754–761.

Satmaidi, E. (2017). Konsep Deep Ecology Dalam Pengaturan Hukum Lingkungan. Supremasi Hukum: Jurnal Penelitian Hukum, 24(2), 192–105. https://doi.org/10.33369/jsh.24.2.192-105

Silberman, Mel. (2016). Handbook Experiential Learning : Strategi Pembelajaran Dari Dunia Nyata (M. Rizal, Ed.; M. Khozim, Trans.; 3rd ed.). Bandung : Nusa Media.

Steiner, G. (2005). Anthropocentrism and its Discontents: The Moral Status of Animals in the History of Western Philosophy. University of Pittsburgh Press.

Suardipa, I. P. (2020a). Proses Scaffolding Pada Zone Of Proximal Development ( ZPD ) Dalam Pembelajaran. Widyacarya, 4(1), 79–92.

Suardipa, I. P. (2020b). Sociocultural-Revolution Ala Vygotsky dalam Konteks Pembelajaran. Widya Kumara Jurnal Pendidikan Anak Usia Dini, 1(2), 48–58.

Suprijono, A. (2013). Konstruksi Sosial Siswa SMA terhadap Mitos Buyut Cili sebagai Tradisi Lisan Sejarah Blambangan. Paramita: Journal Historical Studies, 23(2), 220–229.

Suprijono, A. (2014). Esotericism of the Great-Grandfather Cili toward the Osing Tribe , in Kemiren Village , Banyuwangi : Phenomenology Study for Learning Resource Development of Social Studies. 5(22), 152–163.

Susilastri, S. D., & Rustaman, N. Y. (2015). Students’ Environmental Literacy Profile in School-Based Nature. Seminar Nasional Konservasi Dan Pemanfaatan Sumber Daya Alam, 263–269.

Sutoyo. (2013). Paradigma perlindungan lingkungan hidup. Adil:Jurnal Hukum, 4(1). https://doi.org/https://doi.org/10.33476/ajl.v4i1.33

Tanacredi, J. T. (2019). The Redesigned Earth. In The Redesigned Earth. https://doi.org/10.1007/978-3-030-31237-4

Trigutomo, W. H. (2017). Pangan Tingkat Lokal Nusa Tenggara Timur Di Tengah Perubahan Iklim Melalui Pendidikan Di Smk-Pp Negeri Kupang. 26, 74–85.

Ulfa, M. (2018). Persepsi Masyarakat Nelayan dalam Menghadapi Perubahan Iklim (Ditinjau dalam Aspek Sosial Ekonomi. Jurnal Pendidikan Geografi, 23(1), 41–49. https://doi.org/10.17977/um017v23i12018p041

Undheim, M. (2022). Children and teachers engaging together with digital technology in early childhood education and care institutions: a literature review. European Early Childhood Education Research Journal, 30(3), 472–489. https://doi.org/10.1080/1350293X.2021.1971730

Wahlström, N. (2023). Curriculum policy, teaching, and knowledge orientations. Teachers and Teaching: Theory and Practice, 29(3), 259–275. https://doi.org/10.1080/13540602.2022.2159364

Watson, A. J., Phillips, R. D., & Wille, C. Y. (1995). What Teachers Believe about Teaching Composite Classes. South Pacific Journal of Teacher Education, 23(2), 133–164. https://doi.org/10.1080/0311213950230202

Yidana, M. B., & Arthur, F. (2023). Exploring economics teachers’ efficacy beliefs in the teaching of economics. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2023.2222652