Model Integrasi Literasi Iklim Berbasis Proyek untuk Menjembatani Kesenjangan Pengetahuan dan Aksi Siswa
DOI:
https://doi.org/10.63866/pendiri.v3i1.116Keywords:
Literasi Iklim, Pembelajaran Berbasis Proyek, Kompetensi Aksi, Pendidikan Berkelanjutan, Mixed-MethodAbstract
Pendidikan iklim di sekolah menengah masih cenderung menekankan pengetahuan, sementara kemampuan mengevaluasi informasi dan bertindak belum berkembang setara. Penelitian ini menganalisis profil literasi iklim siswa dan mengidentifikasi mekanisme pedagogis pembelajaran berbasis proyek (PjBL) yang dapat menjembatani kesenjangan pengetahuan dan aksi. Desain mixed-method sekuensial eksplanatoris digunakan melalui survei siswa dan wawancara guru sains. Hasil menunjukkan literasi iklim berada pada kategori sedang (58,7%). Pengetahuan sistem iklim memperoleh skor tertinggi (67,4%), sedangkan evaluasi informasi (54,3%) dan kompetensi aksi (50,9%) menjadi area terlemah. Temuan kualitatif menunjukkan bahwa PjBL menjadi lebih transformatif ketika memadukan isu iklim lokal, kolaborasi multipihak, refleksi kritis sistem sosio-ekologis, aksi nyata, dan asesmen autentik. Kebaruan penelitian ini berupa model integrasi tiga dimensi, yaitu konten, pedagogi, dan konteks, yang menjelaskan mekanisme perubahan dari pemahaman iklim menuju kompetensi aksi. Model ini memberi panduan operasional bagi guru untuk merancang proyek iklim berbasis masalah lokal dengan keluaran aksi terukur dan refleksi berbasis bukti.
Downloads
References
[1] IPCC, Climate Change 2022: Impacts, Adaptation and Vulnerability. Cambridge: Cambridge University Press, 2022, doi: 10.1017/9781009325844.
[2] UNESCO, Reimagining Our Futures Together: A New Social Contract for Education. Paris: UNESCO, 2021.
[3] J. Azevedo and M. Marques, “Climate literacy: A systematic review and model integration,” International Journal of Global Warming, vol. 12, no. 3/4, pp. 414–430, 2017, doi: 10.1504/IJGW.2017.084789.
[4] S. E. Powers, J. E. DeWaters, and S. Dhaniyala, “Climate literacy—Imperative competencies for tomorrow’s engineers,” Sustainability, vol. 13, no. 17, art. 9684, 2021, doi: 10.3390/su13179684.
[5] E. Martha, Besral, U. H. Zainita, N. A. Rilfi, and S. A. Aminudin, “Adolescents’ knowledge on climate change: A nationwide study in Indonesia,” International Journal of Environmental Research and Public Health, vol. 22, no. 4, art. 571, 2025, doi: 10.3390/ijerph22040571.
[6] Badan Standar, Kurikulum, dan Asesmen Pendidikan, Panduan Pendidikan Perubahan Iklim. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 2024.
[7] D. Bhattacharya, K. Carroll Steward, and C. T. Forbes, “Empirical research on K-16 climate education: A systematic review of the literature,” Journal of Geoscience Education, vol. 69, no. 3, pp. 223–247, 2021, doi: 10.1080/10899995.2020.1838848.
[8] J. Krajcik and N. Shin, “Project-based learning,” in The Cambridge Handbook of the Learning Sciences, 3rd ed. Cambridge: Cambridge University Press, 2022.
[9] M. C. Monroe, R. R. Plate, A. Oxarart, A. Bowers, and W. A. Chaves, “Identifying effective climate change education strategies: A systematic review of the research,” Environmental Education Research, vol. 25, no. 6, pp. 791–812, 2019, doi: 10.1080/13504622.2017.1360842.
[10] C.-H. Chen and Y.-C. Yang, “Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators,” Educational Research Review, vol. 26, pp. 71–81, 2019, doi: 10.1016/j.edurev.2018.11.001.
[11] J. W. Creswell and V. L. Plano Clark, Designing and Conducting Mixed Methods Research, 3rd ed. Thousand Oaks, CA: SAGE, 2018.
[12] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qualitative Research in Psychology, vol. 3, no. 2, pp. 77–101, 2006, doi: 10.1191/1478088706qp063oa.
[13] S.-Y. Choi, A.-R. Won, H.-E. Chu, H.-J. Cha, H. Shin, and C.-J. Kim, “The impacts of a climate change SSI-STEAM program on junior high school students’ climate literacy,” Asia-Pacific Science Education, vol. 7, no. 1, pp. 96–133, 2021, doi: 10.1163/23641177-bja10019.
[14] W. Finnegan, “Educating for hope and action competence: A study of secondary school students and teachers in England,” Environmental Education Research, vol. 29, no. 11, pp. 1617–1636, 2023, doi: 10.1080/13504622.2022.2120963.
[15] D. Olsson, N. Gericke, and J. Boeve-de Pauw, “The effectiveness of education for sustainable development revisited: A longitudinal study on secondary students’ action competence for sustainability,” Environmental Education Research, vol. 28, no. 3, pp. 405–429, 2022, doi: 10.1080/13504622.2022.2033170.
[16] A.-K. Leve, H. Michel, and U. Harms, “Implementing climate literacy in schools—What to teach our teachers?,” Climatic Change, vol. 176, art. 134, 2023, doi: 10.1007/s10584-023-03607-z.
[17] S. N. F. Radzi, K. Osman, and M. N. Mohd Said, “Progressing towards global citizenship and a sustainable nation: Pillars of climate change education and actions,” Sustainability, vol. 14, no. 9, art. 5163, 2022, doi: 10.3390/su14095163.
[18] UNESCO, Education for Sustainable Development: A Roadmap. Paris: UNESCO, 2020.
[19] Kementerian Pendidikan Dasar dan Menengah Republik Indonesia, Peraturan Menteri Pendidikan Dasar dan Menengah Nomor 13 Tahun 2025 tentang Perubahan atas Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Siti Aisyah Ramadhani, Debi Deborah (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
