IMPLEMENTATION OF AN ECOPEDAGOGIC APPROACH IN THE HISTORY SUBJECT OF THE INDEPENDENT CURRICULUM
DOI:
https://doi.org/10.20527/555vt907Keywords:
Ecopedagogy, History Learning, Independent CurriculumAbstract
History subjects are central in shaping individuals' understanding of past events and today's and future projections regarding their impact on environmental issues. Ecopedagogics, a concept combining ecology and education, becomes an actual framework relevant for introducing environmental issues in history learning. The literature study was used as a method in this study as researchers mapped sources from books and research results published in articles whose studies were related to history learning and ecopedagogical approaches in history learning. Ecopedagogy in history learning can develop a critical awareness of environmental issues and encourage students to be responsible for nature. Through an ecopedagogic approach to learning history, students learn about the history and become agents of change responsible for environmental preservation and future sustainability.
Downloads
References
Ahmad, T. (2013). Pembelajaran Sejarah Berwawasan Lingkungan. Indonesian Journal of Conservation, 2(1), 74–83. https://doi.org/10.15294/ijc.v2i1.2696
Almarisi, A. (2023). Kelebihan dan Kekurangan Kurikulum Merdeka pada Pembelajaran Sejarah dalam Perspektif Historis. MUKADIMAH: Jurnal Pendidikan, Sejarah, Dan Ilmu-Ilmu Sosial, 7(1), 111–117. https://doi.org/10.30743/mkd.v7i1.6291
Ayundasari, L. (2022). Implementasi Pendekatan Multidimensional dalam Pembelajaran Sejarah Kurikulum Merdeka. Sejarah Dan Budaya : Jurnal Sejarah, Budaya, Dan Pengajarannya, 16(1), 225–234. http://dx.doi.org/10.17977/um020v16i12022p225-234
Efandi, F. (2023). Esensi Pendidikan Merdeka (Kajian Terhadap Pemikiran Pendidikan Alexander Sutherland Neill). Journal Khafi: Journal Of Islamic Studies, 1(1), 23–34.
Hermawan, M., & Farisi, A. (2023). Implementasi Pembelajaran Sejarah Berdiferensiasi di SMA Negeri 2 Banjarmasin. Prabayaksa: Journal of History Education, 3(2), 95–104. https://doi.org/10.20527/pby.v3i2.10233
Isjoni, I. (2007). Pembelajaran Sejarah pada Satuan Pendidikan. Alfabeta.
Kuntowijoyo, K. (2013). Pengantar Ilmu Sejarah. Tiara Kencana.
Meilania, M., & Febrianti, H. (2019). Pelestarian Candi Muaro Jambi sebagai Benda Cagar Budaya dan Pariwisata di Provinsi Jambi. Journal V-Tech (Vision Technology), 2(1), 99–109. https://doi.org/10.35141/ jvt.v2i1.509
Misiaszek, G. (2019). Ecopedagogy: Teaching critical literacies of ‘development’, ‘sustainability’, and ‘sustainable development.’ Teaching in Higher Education, 25(5), 615–632. https://doi.org/10.1080/13562517.2019.1586668
Peraturan Presiden Republik Indonesia. (2017). Peraturan Presiden Nomor 87 Tahun 2017 Tentang Penguatan Pendidikan Karakter.
Sugiyono, S. (2012). Metode Penelitian. Gramedia.
Yasida, K. (2020). Eco-pedagogy. HISTORIKA, 23(1), 70–79. https://doi.org/10.20961/historika.v23i1.41243
Yunansyah, H., & Herlambang, Y. (2017). Pendidikan Berbasis Ekopedagogik dalam Menumbuhkan Kesadaran Ekologis dan Mengembangkan Karakter Siswa Sekolah Dasar. EduHumaniora| Jurnal Pendidikan Dasar Kampus Cibiru, 9(1), 27–34.