The Urgency of Environmental Education in Kurikulum Merdeka: A Geophilosophical Approach

  • Rangga Kala Mahaswa Universitas Gadjah Mada
  • Gloria Bayu Nusa Prayuda Universitas Gadjah Mada
  • Luthfi Baihaqi Riziq Universitas Gadjah Mada
Keywords: Geophilosophy; Adiwiyata; Kurikulum Merdeka; Environmental Education

Abstract

Environmental Education (EE) is currently receiving broad attention in formulating and implementing fostering students' character to be more environmentally conscious. This issue is also entangled with the global commitment to create a sustainable society. Indonesia experienced a curriculum transition from the K13 to Merdeka curricula; thus, integrating environmental problems into the new curricula is important. In general, the implementation of EE in schools can be divided into two approaches: integrating it into a specific syllabus and incorporating it into extracurricular or ceremonial school activities. Several obstacles have been identified during the implementation of EE, especially at the high school level and its equivalents, including EE being perceived as a burden on students' study time, a lack of coordination among relevant institutions, insufficient funding, and ineffective EE program formats. These findings are based on focus group discussions (FGDs) conducted in-depth interviews with Adiwiyata High School students to determine the implementation of PLH in schools and supporting literature reviews. To address these obstacles, this research adopts a geophilosophical perspective as a novel approach to support education and curricula that promote sustainable environmental awareness, both in affective and practical-contextual actions, by considering the importance of geographical agency in teaching and learning. Consequently, it was discovered that the geophilosophical approach could serve as an alternative model for curriculum development that is more flexible to strengthen Kurikulum Merdeka.

Downloads

Download data is not yet available.

References

Amasuba, Y. (2023). Implementasi Kurikulum Merdeka Terhadap Kesenjangan Pendidikan Di Kota Dan Desa. Kurikulum Dan Mutu Pembelajaran, 93.
American Institutes of Research. (2005). Effects of Outdoor Education Programs for Children in California. Sacramento
Badan Pusat Statistika. (2018). Laporan indeks ketidakpedulian lingkungan hidup Indonesia 2018. Jakarta: BPS-RI.
Baedhowi. (2007). Kurikulum Tingkat Satuan Pendidikan (KTSP): Kebijakan dan harapan. Jurnal Pendidikan dan Kebudayaan, 65.
Basri. (2013). Integrasi PKLH dalam pembelajaran. Kupang: PTK Press.
Casey, E. (2013). The fate of place: A philosophical history. University of California Press.
Cholihah, M., Tatuwo, A. G. P., Komariah, Rosdiana, S. P., & Fatirul, A. N. (2023). Pengembangan Kurikulum Merdeka dalam satuan pendidikan serta implementasi Kurikulum Merdeka pada pembelajaran abad 21. Sanskara Pendidikan dan Pengajaran, 1(2), 57-66.
Cooper, A. (2015). Nature and the outdoor learning environment: The forgotten resource in early childhood education. International Journal of Early Childhood Environmental Education, 3(1), 85-97.
Deleuze, G., & Guattari, F. (1994). What is philosophy? New York: Columbia University Press.
Gasché, R. (2014). Geophilosophy: On Gilles Deleuze and Félix Guattari's What is Philosophy?. Northwestern University Press.
Haraway, D. (1988). Situated knowledge: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
Herdiana, B., Kalyubi, C., Dwi, M., Oktafiami, R., Sulistiana, U., & Oktaviani, Y. (2017). Kurikulum 2013. Dalam R. Hidayat, A. Siswanto, & B. N. Bangun (Eds.), Dinamika perkembangan kurikulum di Indonesia (pp. 175-200). Labsos.
Hurst, A. (2019). Thinking through thinking: Deleuze and “the dogmatic image of thought.” South African Journal of Philosophy, 38(4), 392-407.
Indahri, Y. (2020). Pengembangan Pendidikan Lingkungan Hidup melalui program Adiwiyata. Aspirasi, 11(20), 121-134. https://doi.org/10.46807/aspirasi.v11i2.1742
Karnadi. (2008). Perbandingan kurikulum pendidikan dasar dan menengah di Indonesia ditinjau dari segi desain, metodologis, dan evaluasi, 1968-2006. Teknodik, 12(2), 121-131.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2021). Kajian akademik: kurikulum untuk pemulihan pembelajaran. Jakarta: Pusat Kurikulum dan Pembelajaran.
Konferensi Perubahan Iklim PBB. (2022). Summary of global climate action at COP27. https://unfccc.int/sites/default/files/resource/GCA_COP27_Summary_of_Global_Climate_Action_at_COP_27_1711.pdf
Maspul, K. A. (2022). Reviewing the Education Social Disparities in Indonesia: Sustaining the Future of Education. Jurnal Pendidikan dan Konseling (JPDK), 4(5), 8143-8150.
McCready-Flora, I. C. (2023). Aristotle on Reasoning and Rational Animals, Australasian Journal of Philosophy, 101(2), 470-485. https://doi.org/10.1080/00048402.2021.1986081
Parker, L., & Prabawa-Sear, K. (2020). Environmental Education in Indonesia: Creating Responsible Citizens in the Global South? Routledge.
Rahmayumita, R., & Hidayati, N. (2023). Kurikulum Merdeka: Tantangan dan implementasinya pada pembelajaran Biologi. Biology and Education Journal, 3(1), 1-9.
Roberts, T., Lapworth, A., & Dewsbury, J.D. From ‘world’ to ‘earth’: non-phenomenological subjectivity in Deleuze and Guattari's geophilosophy. Subjectivity, 15, 135–151 (2022). https://doi.org/10.1057/s41286-022-00135-6
Rousell, D., Cutter-Mackenzie, A., & Foster, J. (2017). Children of the Earth to come: Speculative fiction, geophilosophy, and climate change education research.
Saida, A., Oktavianingrum, A. D., Ulfah, A. N., Vianny, A., Mustapa, K., & Sholeh, U. (2017). Kurikulum 2004. Dalam R. Hidayat, A. Siswanto, & B. N. Bangun (Eds.), Dinamika perkembangan kurikulum di Indonesia (pp. 117-143). Labsos.
Schiemann, G. (2007). Contexts of Nature according to Aristotle and Descartes. In The Proceedings of the Twenty-First World Congress of Philosophy (Vol. 5, pp. 65-71).
Sekarwinahyu, M. (2008). Sejarah dan konsep dasar Pendidikan Lingkungan Hidup. Universitas Terbuka [online]. Diakses dari https://pustaka.ut.ac.id/lib/wp-content/uploads/pdfmk/PEBI422303-M1.pdf
Semetsky, I. (2020). Deleuze as a philosopher of education: Affective knowledge/effective learning. In G. Thompson (Ed.), The Education Assemblage (pp. 51-64). Routledge.
Shobeiri, S. A. (2018). Place: Towards a Geophilosophy of Photography. Retrieved from https://hdl.handle.net/1887/59754
The Intergovernmental Panel on Climate Change. (2021). Climate change widespread, rapid, and intensifying - IPCC. Retrieved from https://www.ipcc.ch/2021/08/09/ar6-wg1-20210809-pr/
Tokur, F., & Akgün, A. (2021). A new environmental education approach: Environmental emotion-enhanced activities. Dalam G. Gürsoy (Eds.), Innovative approaches in science education (hlm. 77-94). Livre de Lyon.
van de Wetering, J., Leijten, P., Spitzer, J., & Thomaes, S. (2022). Does environmental education benefit environmental outcomes in children and adolescents? A meta-analysis. Journal of Environmental Psychology, 81. https://doi.org/10.1016/j.jenvp.2022.101782
Wells, N. (2000). At home with nature. Effects of "Greenness" on children's cognitive functioning. Environment and Behavior 32 (6):775-795.
Wiarda, H. (2010). Grand theories and ideologies in the social sciences. Springer.
Zhu, H., Wong, N., & Huang, M. (2019). Does relationship matter? How social distance influences perceptions of responsibility on anthropomorphized environmental objects and conservation intentions. Journal of Business Research, 95, 62-70.
Published
2024-03-04
How to Cite
Mahaswa, R., Prayuda, G., & Riziq, L. (2024). The Urgency of Environmental Education in Kurikulum Merdeka: A Geophilosophical Approach. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 16(1), 113-124. https://doi.org/10.37680/qalamuna.v16i1.3901
Abstract views: 137 , PDF downloads: 130